History

Subject Vision Statement – History

Content Rationale

  • KS2 – Following the History National Curriculum, which covers British history from the Stone Age through to 1066 as well as units on the achievements of the Ancient Greeks, Ancient Egyptians and a study of Benin in West Africa (900 – 1300 CE)
  • KS2 – we have chosen two local history studies, WWI and WWII. These are intrinsic to our setting in Belgium as well as reflecting the military community we serve. The study of these wars provides an opportunity for the children to learn about the political and historical reasons that led to them and also to gain compassion and respect for those who lost their lives. There are many opportunities for field trips within Belgium to gain additional knowledge of how both wars impacted on the local area.
  • KS1 – content has been streamlined (ensuring there is not an overlap with KS2) and has been brought into line with the National Curriculum, ensuring an element of comparison within the significant individuals unit. The curriculum strikes a balance between the study of people and places representing Belgium (van Gogh, Waterloo, SHAPE) whilst ensuring aspects of the history of Britain are also included.  The four strands of the KS1 history national curriculum will be represented as such:
    • Changes Within Living Memory – houses and homes (y1).
    • Events Beyond Living Memory – the Great Fire of London (y1), the sinking of the Titanic (y2).
    • Significant Individuals – van Gogh (y1), Florence Nightingale compared to a 20th century nurse (y2)
    • Significant historical events in their own locality – a history of the British Section, SHAPE International School (y1), the Battle of Waterloo (y2)

Structure Rationale

  • KS2 – the curriculum has been structured to ensure that it follows a clear chronological order so that the children can understand the links between the historical periods in Britain and how they lead into one another. Children will also gain an understanding of what achievements were being made in the rest of the world and be able to compare these with the achievements of the British.
  • KS2 local History studies – these have been put into year groups where children are mature enough to understand the content.
  • KS1 – a balance of content across years 1 and 2 has been achieved. The children will study events, people and places from a variety of historical periods and will recognise the chronology between them, whilst developing their historical skills as they progress through the key stage.

 

Pedagogical Approach

An enquiry led approach is crucial to the teaching of history at all ages. This provides children with the following opportunities:

  • learn how to ask questions about the past to deepen their knowledge and understanding
  • begin to develop source analysis skills​ to help answer these questions
  •    provides a common approach and builds their skills as children progress and   mature through primary and onto secondary school​
  •   gives children the skills and understanding to know how to interpret two contrasting versions of the same event​
  •   gives them the tools to infer how and why contrasting arguments exist in the present day​
  • they will gain the confidence not to accept every version of events​
  • children will begin to understand that evidence is usually incomplete and that we use inference to interpret our hypotheses of the past​.

Below you can find the Curriculum Overview for this topic.

Files to Download

British Section, SHAPE International School, SHAPE, BFPO 26

Tel: 0032 (0) 65 445283

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