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We believe history should stimulate pupils' interest and create an understanding about the life of people, significant and ordinary, who lived in the past. We aspire for pupils to develop a sense of identity and a cultural understanding based on the historical heritage of their city and its inhabitants. As such, our curriculum features local and diverse significant individuals and events. We teach pupils to understand historical consequence as the way in which events in the past have affected the developing world and influenced our lives today. We want our pupils become historians to investigate these past events using sources of evidence and, by so doing, develop the skills of enquiry, analysis and interpretation.
As well as gaining factual substantive knowledge about periods in history, pupils will explore key disciplinary themes: cause, consequence, change and continuity, similarity and difference, historical significance, sources and evidence and historical interpretations.
History is taught through the exploration of composite enquiry questions e.g. Why did people travel in the past? What did Brunel do for Great Britain? How can we find out about people in the past? Why do we live here? Through acquiring carefully sequenced component knowledge pupils will be able to discuss and answer these questions.
Pupils’ historical knowledge begins expands from living memory to local, national and global history. Similarly themes develop in complexity from concrete and relatable artefacts such as toys to more complex abstract themes such as democracy. There are 3 main themes running throughout our curriculum – Empire, Invention and Trade.