‘We are not makers of History, we are made by History.’ (Martin Luther King Jnr)
‘The more you know about the past, the better prepared you are for the future.’ (Theodore Roosevelt)
The aim of History at All Saints is to stimulate the children’s interest and understanding about the life of people who lived in the past.
We teach children a sense of chronology, and through this they develop a sense of identity, and a cultural understanding based on their historical heritage. In this way, they learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today.
We teach children to understand how events and people in the past have influenced our lives, communities, Britain and the wider world in order to best prepare them for life in modern Britain.
We also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.
The ‘Big Picture’
At All Saints, children’s history learning is a journey which starts in Nursery and continues through to Year 6. In all year groups, the development of historical language to talk about, and compare ‘past and present’ time periods is of great importance. One of the key historical skills is Chronological Understanding or ‘Big Picture’ history.
The aim of ‘Big Picture History’ is for pupils to learn where the people and events they study fit within a chronological framework or timeline and identify similarities and differences between ways of life at different times and in different places.
This starts in Nursery and Reception, where pupils learn and use vocabulary related to time, talk about their own experiences of ‘past’ and ‘present’ and begin to make comparisons through storytelling, role play and handling artefacts.
At Key Stage One children begin to use a variety of sources such as texts, photographs, and pictures
As they progress to Key Stage Two, our young historians are beginning to use timelines with greater confidence, identify key dates and discuss and compare events, beliefs and behaviours from the historical periods they have studied. They will examine different versions of the same event using Primary and Secondary sources and consider ways of checking how accurate and reliable they may be.
For all ages, ‘History comes alive’ and learning is enhanced, through carefully planned trips not only to museums, but also to places that have significance locally.