History

Our Curriculum Approach

History is mainly taught through our Project Based Learning and is enquiry led. At least twice yearly these will have a History is the lead subject. We use a range of methods to ensure that the teaching is high quality, exciting and accessible to all. These approaches will vary depending on the project and year group but some examples include:

  • Looking at various sources of information such as pictures and eye-witness accounts to learn about historic events.

  • Using drama to act out historic events and think in the role of people living in that time.

  • Using pictures of real artefacts from the time to generate questions and suggest answers.

  • Trips and visits to museums or areas of interest.

As a school, we choose to follow the National Curriculum for History.

Purpose of Study

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.

Aims

The national curriculum for history aims to ensure that all pupils:

  • 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

  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

  • gain and deploy a historically 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

  • understand 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

  • gain historical perspective by placing their growing knowledge into different contexts: understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

Miss Emma Hugo

Emma joined Tyndale in 2020 but has taught a range of year groups at another school in Oxford. She brings with her a passion for understanding the world around us and has always had a keen interest in History and Geography. She enjoys experiencing different cultures and recently did some extensive travelling, including a month teaching in Fiji. This helps her to give children knowledge of and appreciate for different ways of living.

Here's what your child will learn

History Yearly Overview