At Seaham Trinity Primary School we believe that a high-quality History education should inspire pupils; it should stimulate the children’s interest and understanding about the life of people. We help pupils gain knowledge and understanding of Britain’s past and that of the wider world. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. They learn to value their own and other people’s cultures in modern multicultural Britain. By considering how people lived in the past, they are better able to make their own life choices today. In our school, History makes a significant contribution to citizenship education by teaching about how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and by doing so, to develop the skills of enquiry, analysis, interpretation and problem solving.
The objectives of teaching History are:
- To foster in children an interest in the past and to develop an understanding that enables them to enjoy all that History has to offer.
- To enable children to know about significant events in British history, and to appreciate how things have changed over time.
- To develop a sense of chronology.
- To know and understand how the British system of democratic government has developed and in doing so to contribute to a child’s citizenship education.
- To understand how Britain is part of a wider European culture, and to study some aspects of European history.
- To have some knowledge and understanding of historical development in the wider world.
- To help children understand society and their place in it so that they develop a sense of their cultural heritage.
- To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation and local area.
Through History we can also:
- Improve pupil’s skills in English, Maths and I.C.T.
- Develop pupil’s thinking skills.
- Promote pupils’ awareness and understanding of gender, cultural, spiritual and moral issues.
During the foundation stage, children will work towards the History aspects of the Early Learning Goals.
Key Stage 1
Pupils should be taught about:
Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.
Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries].
The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell].
Significant historical events, people and places in their own locality.
Key Stage 2
Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
Examples (non-statutory) This could include: late Neolithic hunter-gatherers and early farmers, for example, Skara Brae, Bronze Age religion, technology and travel, for example, Stonehenge, Iron Age hill forts: tribal kingdoms, farming, art and culture
The Roman Empire and its impact on Britain
Examples (non-statutory) This could include: Julius Caesar’s attempted invasion in 55-54 BC, the Roman Empire by AD 42 and the power of its army, successful invasion by istance, for example, Boudica, ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity
Britain’s settlement by Anglo-Saxons and Scots
Examples (non-statutory) This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire, Scots invasions from Ireland to north Britain (now Scotland), Anglo-Saxon invasions, settlements and kingdoms: place names and village life, Anglo-Saxon art and culture, Christian conversion – Canterbury, Iona and Lindisfarne
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
Examples (non-statutory) This could include: Viking raids and invasion, resistance by Alfred the Great and Athelstan, first king of England, further Viking invasions and Danegeld, Anglo-Saxon laws and justice, Edward the Confessor and his death in 1066
A local history study
Examples (non-statutory) a depth study linked to one of the British areas of study listed above, a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066), a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
Examples (non-statutory) the changing power of monarchs using case studies such as John, Anne and Victoria, changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century, the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day, a significant turning point in British history, for example, the first railways or the Battle of Britain, the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China, Ancient Greece – a study of Greek life and achievements and their influence on the western world, a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
Teaching and learning style
History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources. In each key stage we give children the opportunity to visit sites of historical significance. We encourage visitors to come into the school and talk about their experiences of events in the past. We regularly invite speakers into school to deliver workshops based on children’s learning in class. We recognise and value the importance of cross curricular learning, drama and story-telling in History teaching, and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways, and that they should always ask searching questions, such as ‘how do we know?’ about information they are given.
We recognise that in all classes children have a wide range of ability in History and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.
At Seaham Trinity Primary School, we plan History as part of our curriculum and the aims and objectives are covered presently through the topics in our long term plan , as-well as special themed activities such as , Queen Birthday celebrations, Queen’s Jubilee, Royal Wedding etc. when classes or the whole school gets together to take part in organised activities. Class teachers deliver medium term planning, which is monitored to ensure learning activities are sequenced and to ensure progression and continuity throughout the school.
Our History Coordinator is Mrs Cassell.