At Liscard, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians. By linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s history as well as that of the wider world, and to be able to communicate historically.
We aim to develop these essential characteristics to help children become historians:
- An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past;
- The ability to think critically about history and communicate ideas confidently to a range of audiences;
- The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources;
- The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
- A respect for historical evidence and the ability to make critical use of it to support their learning;
- A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics;
- A developing sense of curiosity about the past and how and why people interpret the past in different ways.
History fires pupils’ curiosity about the past and the wider world. Pupils will develop skills and knowledge, through researching, sifting through evidence and engaging in active discussion – skills that will prepare them for adult life.
The learning journey in History begins in EYFS, where pupils begin to explore a range of sources including texts. By using traditional texts such as little red riding hood, the Christmas Story and Dear Dinosaur pupils begin to understand the concept of the past. Pupils reflect about themselves and how they have changed since they were first born as well as looking at their families and where they live.
In KS1 the pupils explore changes within and beyond thier living memory. This includes how their toys have changed over time and how they differ from those of their parents and grandparents. Children engage in two local studies of Port Sunlight and New Brighton as well reearching significant individuals (explorers) and key significant events (The Great Fire of London etc ).
In KS2 students chronologically build an understanding of the past through a clear sequence of pre-1066 civilizations. Strong links are then drawn between these key historical periods including the Stone Age, Ancient Greece, The Romans etc. Knowledge and understanding of each period is revisited and linked to prior learning allowing children to make connections whilst forming a secure chronology of the past . Key concepts such as change and continuity as well as similarities and differences are investigated as well as those of trade and politics.