History
Our Statement of Intent
As historians at Stanford Primary School, children will develop a sense of the passing of time and a curiosity about the past, becoming inquisitive and passionate learners who are inspired to ask questions and explore the world around them. Our history curriculum is centred on historical enquiry, using an investigative and holistic approach to foster curiosity and develop historical knowledge, skills and understanding within intriguing, relevant and meaningful contexts. Through engaging and creative learning experiences, including cross-curricular links, children will explore a range of significant events, individuals and time periods, considering their impact on Britain and the wider world, as well as the contributions of people from our local community and diverse society.
Our enquiry-based approach encourages children to ask increasingly perceptive questions about the past and to initiate and pursue their own lines of enquiry, developing their ability to interpret and use a range of historical sources. Throughout the school, the curriculum will be enriched through visits to places of historical importance, school trips, visitors and experts, role-play experiences, handling historical artefacts and exposure to a variety of historical sources. Opportunities such as our annual History Day enable children to learn about significant people from both the past and present, while appreciating the diversity of individuals who have shaped our world. Through these experiences, children will develop an understanding of their place in history and how the past has influenced the present, while learning valuable lessons from history that can inform and guide their futures.
Ultimately, we want children to leave Stanford Primary School as curious, confident and thoughtful young historians, with a desire to continue asking questions, exploring the past and discovering more about the world in which they live.
Understanding the World - Statutory Framework for the Early Years Foundation Stage EYFS 2021
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
Purpose of Study – National Curriculum 2014
A high-quality history education will help pupils gain a coherent knowledge and understanding 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.