History Mission Statement
At Seven Stars, we aim to provide a high quality History curriculum that inspires in our children a curiosity and fascination with the past. Learning starts in the Early Years and Key Stage One with family history, the local area and key historical people and dates such as The Great Fire of London, The Gunpowder Plot and Remembrance Day. Teaching through our termly Learning Journeys, we seek to equip pupils with a secure understanding of chronology. By studying British History in sequence from the Stone Age to
Vikings & Anglo-Saxons, looking at how Britain influenced and has been influenced by the wider world, we develop historical enquiry skills alongside historical knowledge. Children learn about significant people and events in history and ancient civilisations, seeing where these lie in relation to the wider timeline of history.
We want our children to be able to ask and answer questions, making connections between learning in other subjects to broaden and deepen their knowledge and understanding of the world. We strive to provide exciting, enjoyable learning in History that, alongside the rest of our curriculum, opens doors to knowledge and skills, the world, health, creativity and language.
Door 1 (Key Skills)
Develop reading and comprehension skills when reading for information about key periods and figures in history
Interact with key historical texts (reading for information and developing skills of inference)
Write reports, recounts, letters or diaries in response to historical events
Use Maths data skills when comparing historical facts (e.g. changes in population)
Door 2 (The World)
Develop knowledge of people from various periods of time across cultures (identifying similarities and differences; using common skills / procedural knowledge to explore the movement and settlement of people around the world).
Enable children to develop a knowledge of the history the local community of Leyland and of wider communities (comparing and contrasting)
Enabling children to identify the wider historical context of more specific historical events.
Door 3 (Healthy Lives)
Identify ways in which health provision has developed over time and the historical context and lessons to be learnt from periods in history (e.g. epidemics, Crimean war, Florence Nightingale)
Knowledge of key historical sporting moments (e.g. Olympics)
Identify jobs and careers linked to History (e.g. museum curator, archaeologist, historian)
Door 4 (Creativity)
Explore how historical events have been represented and can be understood through the arts (e.g. paintings, music, sculptures) and how the arts can be used to commemorate or recall local, national and international historical events.
Think creatively about the past considering perspectives of figures that may support deeper understanding of the past.
Consider ways of representing historical events using art, craft and creative media.
Door 5 (Communication & Language)
Expand children’s vocabulary in talking about historical events ensuring they have increasingly sophisticated words to express their historical ideas with increasing effect
Develop their ability to listen to others (opinions and ideas about events in the past)
Provide forums for healthy and respectful debate around key topics of belief