History at Hellingly
At Hellingly School our aim is to stimulate the children’s interest and understanding about the past and to foster a love of learning for history. We want our children to build a worthwhile understanding of British and World history and understand that the story of the past can be told in different ways.
Children need to understand that history is created from the evidence that remains and that the process of being a historian is like trying to complete a jigsaw puzzle; there are lots of pieces, not all from one box, and we don’t know where to place them. At Hellingly we want our children to become history detectives, hunting down clues and trying to solve a historical puzzle using the evidence available.
Children learn through a variety of ways in and outside the classroom through cross curricular links with other subjects, trips, visitors, workshop days and by using a range of artefacts, sources and interpretations about the past.
Hellingly’s History Curriculum
At Hellingly we believe that a high-quality history education will help pupils gain a coherent knowledge andunderstanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own
identity and the challenges of their time.
The national curriculum for history aims to ensure that all pupils:
1) know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have shaped
this nation and how Britain has influenced and been influenced by the wider world
2) know and understand significant aspects of the history of the wider world: the nature of
ancient civilisations; the expansion and dissolution of empires; characteristic features
of past non-European societies; achievements and follies of mankind
3) gain and deploy a historically grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
4) understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyse trends, frame historically-valid questions and
create their own structured accounts, including written narratives and analyses
5) understand the methods of historical enquiry, including how evidence is used rigorously
to make historical claims, and discern how and why contrasting arguments and
interpretations of the past have been constructed