History

History Statement of Intent

At Farndon Primary School it is our intent that the history element of our curriculum will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world through a thematic approach. We aim to inspire pupils’ curiosity to know more about the past – locally, nationally and around the world.

As our pupils, they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want 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.

Aims of History

The national curriculum for history and our progression of skills within each milestone aims to ensure that all pupils:

  • To understand chronology and 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
  • To build an overview of world history and know and understand significant aspects: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • To effectively communicate historically and gain and deploy a grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • 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
  • To investigate and interpret the past through understanding 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

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