Curriculum aims
Learning and undertaking activities in history contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of history
History helps pupils to ask and answer questions
(IE1 identify questions to answer and problems to solve) of the present
by engaging with the past. It fires their curiosity and imagination, moving
and inspiring them by the dilemmas, choices
and beliefs of people in the past (IE5 consider the influence of circumstances,
beliefs and feelings on decisions and events). It helps them develop
their own identity through an understanding of history at
personal, local, national and international levels (IE3 explore issues,
events or problems from different perspectives).
Pupils find out about the history of their community, Britain, Europe and
the world. They develop a chronological overview that enables them to make
connections within and across different periods and societies, investigate
Britain's relationships (IE3 explore issues, events or problems from different
perspectives) with the wider world, and relate past events to the
present day.
As they develop their understanding of the nature of historical study,
pupils ask and answer important questions, evaluate
evidence, identify and analyse (IE4 analyse and evaluate information, judging
its relevance and value) different interpretations of the past, and
learn to substantiate any arguments and judgements
they make (IE6 support conclusions, using reasoned arguments and evidence).
They appreciate why they are learning what they are learning and can debate
its significance.
History prepares pupils for the future, equipping them with knowledge and
skills that are prized in adult life, enhancing employability and developing
an ability to take part in a democratic society. It encourages mutual understanding
of the historic origins of our ethnic and cultural diversity, and helps
pupils become confident and questioning individuals.
Key concepts
There are a number of key concepts that underpin the study of history.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.
Chronological understanding
- Recognising and using appropriately (IE4
analyse and evaluate information, judging its relevance and value)
dates, vocabulary and conventions that describe historical periods and
the passing of time.
- Developing a sense of period through describing
and analysing the relationships between the characteristic features of
periods and societies (IE5 consider the influence of circumstances, beliefs
and feelings on decisions and events).
- Building a chronological framework of periods studied in which new knowledge
can be contextualised.
Cultural, ethnic and religious diversity
- Understanding the diverse experiences and
the range of ideas, beliefs and attitudes (IE5 consider the influence
of circumstances, beliefs and feelings on decisions and events; and IE3
explore issues, events or problems form different perspectives)
of men, women and children in past societies and how these have shaped
the world.
Change and continuity
- Identifying and explaining change and continuity within and across periods
of history.
Causation
- Analysing and explaining the reasons for
and results of historical events, situations and changes (IE4 analyse
and evaluate information, judging its relevance and value; and IE6 support
conclusions, using reasoned argument and evidence).
Significance
- Assessing the significance of events, people
and developments in their historical context and in the present day. (IE4
analyse and evaluate information, judging its relevance and value)
Interpretation
- Analysing how and why the past has been
interpreted and represented in different ways through historians' debates
and through a range of media (IE3 explore issues, events or problems form
different perspectives).
- Evaluating a range of interpretations of the past to assess their validity.
Key processes
These are the essential skills and processes in history that pupils need
to learn to make progress.
Historical enquiry
Pupils should be able to:
- identify and investigate, individually and as part of a team, specific
historical questions or issues, making and testing hypotheses
- question and critically reflect on historical questions or issues.
Using evidence
Pupils should be able to:
- identify, select and use (IE4 analyse and
evaluate information, judging its relevance and value) a range
of historical sources, including textual, visual and oral sources, artefacts
and the historic environment
- evaluate the sources used in order to reach reasoned
conclusions (IE6 support conclusions, using reasoned argument and evidence.
Communicating about the past
Pupils should be able to:
- communicate their knowledge and understanding of history in a variety
of ways, using chronological conventions and historical vocabulary
- present arguments about the past that are coherent, structured and substantiated,
using chronological conventions and historical vocabulary.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and processes.
The study of history should be taught through a combination of studies
in overview and depth. In order to give pupils a secure chronological framework,
the choice of content should ensure that all pupils can identify and understand
the major events, changes and developments in British, European and world
history covering at least the medieval, early modern, industrial and twentieth
century periods. Within these broad parameters, all pupils should be taught:
Aspects of British history including:
- the development of political power from
the middle ages to the 20th century, including changes in the relationship
between rulers and ruled over time; the changing relationship between
the Crown and Parliament and the development of democracy
- the changing relationships through time
of the peoples of England, Ireland, Scotland and Wales
- the impact through time of the movement
and settlement of diverse peoples to, from and within the British Isles
- the way in which the lives, beliefs, ideas
and attitudes of people in Britain have changed over time and the factors
- such as technology, economic development, war, religion, culture - which
have driven these changes
- the development of trade, colonisation,
industrialisation, technology and the British Empire, its impact on different
people in Britain and overseas, and the nature and effects of the slave
trade.
Aspects of European and world history including:
- the impact of significant political, social,
cultural, religious, technological and/or economic developments and events
on past European and world societies
- the changing nature of conflict between
countries and peoples, its lasting impact on national, ethnic, racial,
cultural or religious groups, including the nature and impact of the two
world wars and the Holocaust, and the role of international institutions
in resolving conflicts.
(IE3 explore issues, events or problems from
different perspectives
IE4 analyse and evaluate information, judging its
relevance and value
IE5 consider the influence of circumstances, beliefs
and feelings on decisions and events)
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- explore the ways in which the past (IE3
explore issues, events or problems from different perspectives)
has helped shape identities, shared cultures, values and attitudes today
- examine history from a variety of perspectives
(IE3 explore issues, events or problems from different perspectives),
including political, religious, social, cultural,
aesthetic, economic, technological and scientific (IE5 consider the influence
of circumstances, beliefs and feelings on decisions and events)
- investigate aspects of personal, family
or local history (IE2 plan and carry out research, appreciating the consequences
of decisions) and how they relate to a broader historical context
- appreciate the role of museums, galleries,
archives and historic sites in preserving, presenting and influencing
people's attitudes towards the past (IE4 analyse and evaluate information,
judging its relevance and value)
- use ICT to research information about the
past, to process historical data, and to select, categorise, organise
and present their findings (IE4 analyse and evaluate information, judging
its relevance and value)
- make links between history and other subjects and areas of the curriculum
including citizenship.
