INTENT
At Brierley Hill Primary School we are HISTORIANS!!!
Our aim is that, through the teaching of History, we stimulate all children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain.
We aim to make all children aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over times. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence. Furthermore, our children will learn about aspects of local, British and Ancient history. This wider awareness leads into the children having some knowledge of historical development in the wider world.
We believe that allowing the children to understand the importance and enjoyment of History through different opportunities, they will become enthused learners in History and informed for the future. In History at our school, we will also give children opportunities to develop their skills of enquiry, investigation, analysis, interpretation, evaluation and presentation.
There are two key aspects to learning:
Substantive knowledge - this is the subject knowledge and vocabulary used about the past. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content.
Disciplinary knowledge – this is the use of that knowledge and how children construct understanding through historical claims, arguments and accounts. We call it ‘Working Historically.’ The features of thinking historically may involve significance, evidence, continuity and change, cause and consequence, historical perspective and contextual interpretation.
IMPLEMENTATION
CUSP History is built around the principles of cumulative knowledge The effect of this cumulative model supports opportunities for children to associate and connect with significant periods of time, people, places and events.