“To ensure that children develop an appreciation of the heritage around them, within living memory and beyond living memory, in a creative and enthusiastic way.”
As a Lincoln based school, we are perfectly located to examine the vast array of local heritage available to us from the dinosaurs, to the Romans, and WW1 to the present day. History at Sir Francis Hill intends to instil a well-rounded knowledge of the past and develop critical skills so children can analyse the present.
History at Sir Francis Hill aims to be ambitious and motivating in teaching the History programme of study in the National Curriculum. Through a programme of engaging activities, trips, visitors, and locally accessible resources and artefacts, we aim to give all students an opportunity to question, analyse, and understand the past.
At Sir Francis Hill School, children will:
- Become increasingly critical and analytical thinkers
- Possess a secure understanding of the chronology of the British Isles and other important periods of History
- Discover links and connections to the History they learn and the wider community and locality
- Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs
- Question evidence from a range of source types and explain how interpretations in History may differ
- Draw on similarities and differences within given time frames and across previously taught History
- Form their own opinions and interpretation of the past
- Understand how Today’s British Values are informed by nations’ actions in the past
The curriculum is led and overseen by the History lead with the History Team. As History lead a regular programme of monitoring, evaluation and review and the celebration of good practice will contribute to the ongoing commitment to evolve and improve further.
The teaching, learning and sequencing of the History curriculum follows:
- The teaching of history as a separate disipline, which has been implemented across the school to ensure coverage and progression in skills relating to History. Where applicable, and at significant historical periods during the year, the children will study how local history ties into wider historical events.
- In Nursery and EYFS, children’s historical skills will focus on their own experiences of the recent past and the chronology of their family.
- In KS1, the historical skills will focus on the world around them and ‘significant individuals throughout history’. They will focus on events within living memory and significant events beyond living memory to ensure a firm foundation for the study of KS2 History.
- In KS2, the History curriculum is focussed on ‘events beyond living memory’ that develops a secure knowledge and understanding of British, local and international history and how these fit into a broader chronology. This is where Historical periods and substantive concepts are developed further.
- The progression of skills is set out in order to build and develop the following:
- Chronological Understanding
- Substantive concepts
- Second order concepts (causation, change and significance, continuity).
- Knowledge and understanding of events, people and changes in the past
- Connection and Historical Links
- Interpretations of History
- Historical Enquiry
- Children will become increasingly critical and analytical within their thinking. Making informed and balanced judgements based on their knowledge of the past.
- Children will become increasingly aware of how historical events have shaped the world that they currently live in.
- They will also have a further understanding of History on a local level and the impact it can have at national level.
- Children will develop enquiry skills to pursue their own interests within a topic and further questioning.
- Where applicable, children will have encountered or participated in high-quality local visits/visitors and artefacts to further appreciate the impact of History.
- Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.