“We are not makers of History. We are made by History.”

Martin Luther King, Jr

Intent

History is all around us. The study of history ignites children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. History learning at Dundale should help children understand their place in the world and begin to gain a narrative of the past

At Dundale, our intent, when teaching history, is to stimulate the children’s curiosity and investigative skills, in order for them to develop their knowledge, skills and understanding

Implementation

Our curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. All our teaching originates from the National Curriculum, supported by a clear skills and knowledge progression. It is important that the children develop progressive skills needed to work as a historian throughout their time Dundale and do not just learn a series of facts about the past.

In History, pupils at Dundale, find evidence, weigh it up and reach their own conclusion. To do this successfully, as historians, they need to be able to research, interpret evidence, including primary and secondary sources, and have the necessary skills to argue for their point of view; skill that will help them in their adult life

Intended Impact

During the children’s learning journey at Dundale our intended impact of the History curriculum is to ensure that children develop:

• A secure knowledge and understanding of people, events and contexts from the historical periods covered
• The ability to consistently support, evaluate and challenge their own and others’ views using detail, appropriate and accurate historical evidence derived from a range of sources.
• The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry.
• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.

Key Documents

Curriculum Overview

Curriculum Skills and Progression (to be finalised)