History
History
At Belmont School our aim is to teach History as an inspiring subject which advances pupils’ knowledge and understanding of Britain and the wider world in the past whilst also enabling pupils to develop the concepts and skills of young historians. When teaching History, we aim to equip the pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
During History lessons, children develop a variety of historical skills such as asking valid questions, drawing conclusions, understanding historical concepts such as continuity and change, cause and consequence, creating structured accounts and using and understanding methods of historical enquiry. We provide opportunities for children to develop an understanding and appreciation of the great variety and diversity within our society and the world today and also in the past thus enabling every pupil at our school to benefit from a broad and balanced History curriculum.
As a school, we foster close links with local historical organisation such as Sharpes’ Pottery Museum and the Local Mining Association which enable the children to actively investigate and appreciate the rich history of Swadlincote. During our local historical enquiries, pupils celebrate the achievements of significant individuals from Swadlincote’s past such as the artist Helen Allingham [Victorian watercolourist and illustrator] by investigating her work and birth place and Thomas Sharpe [founder of the pottery which invented the ‘rim flush’] by visiting the museum and investigating its pottery techniques.
In EYFS, historical learning takes place through pupil’s study of the ‘Knowledge and Understanding of the World’ element of their curriculum.
At Key Stage 1, pupils develop awareness of the past using words & phrases relating to the passing of time, identify similarities and differences between life in periods studied and using a variety of everyday historical terms. During active participation in historical enquires, they also ask and answer questions to illustrate their understanding of key events, understand the different ways we find out about the past and identify some of the ways in which it is represented.
At Key Stage 2, pupils develop their chronological knowledge and understanding of British, local and world history. They make connections and note contrasts whilst developing their appropriate use of historical terms. By following an enquiry-based approach, pupils explore vital historical concepts such as change, cause, similarity and difference. Pupils also investigate how history has been represented by interrogating various sources.
To provide an enquiry led approach in History, pupils actively engage in the ‘Primary Connected History’ programme published by Collins.
