History Statement of Intent
At Stanton Community Primary School it is our intent to develop in all children a sense of who they are locally, nationally and globally and to help them build a chronological knowledge within which they can organise their understanding of the past.
There is a strong need for our children to understand what the rest of the world has given us throughout history and the positive impact of those who have come to the area. Our school population does not reflect a wide range of ethnic or cultural backgrounds so it is vitally important for our children to understand and accept the huge contribution made by settlers and immigrants over the years.
Stanton dates back to Roman times, sited at the junction of Peddar’s Way and the Roman road believed to run between Camulodunum (Colchester) and Bildeston. Excavations of the site of a Roman Villa known as 'Stanton Chare' began in 1934 by Basil Brown, who lived in nearby Rickinghall, at the junction of the two ancient routes. It was during this dig that he was asked by the curator of the Ipswich museum to report to the Sutton Hoo estate with a view to excavating mounds on land belonging to Mrs Edith Pretty. He then went on to play a vital part in the excavation of Sutton Hoo. Agriculture has been a major economic activity in Suffolk since the 18th century. The most important crops are cereals, sugar beets, and vegetables, with food processing a hugely significant industry. We want our pupils to appreciate our local history and be able to compare this to other places throughout the world.
Approximately a quarter of children in our school have a parent serving at nearby RAF Honington which was opened in 1937 and was one of six operational airfields within No 3 Group Bomber Command. Numerous aircraft types and squadrons were based at RAF Honington during the period 1937 to 1946 when it became the last American wartime base to be returned to the RAF. It is now home to 3 Squadrons of the RAF regiment and we were one of 3 schools invited to attend the recent 75th Anniversary Celebrations in the presence of HRH Prince Harry. We are extremely fortunate to have this connection with the Armed Forces and our Royal family and are keen to instil a sense of pride in both in our children.
It is important for our pupils to experience an interweaving of local, national and international history and to make reference to the rich archeological treasures and sites available to us locally as well as our proximity to London.
Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. We want them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups and to be able to reflect on what has and can be learned from the past.
The CUSP curriculum is designed to offer pupils the opportunity to develop their skills as a Historian by understanding chronology, undertaking enquiry, using historical evidence and making links in their learning. Pupils are taught to think critically, using a range of sources to draw conclusions and are encouraged to make connections across the curriculum.
At the start of each module, pupils undertake a short quiz to establish prior knowledge and understanding of the module content. Throughout each module pupils continually revisit previous content to reinforce key knowledge and vocabulary. At the end of the module, they undertake another quiz to check their understanding and knowledge. This approach enables children to utilise effective cognitive load and maximise retention.
Knowledge Organisers and Knowledge Notes
Accompanying each module is a Knowledge Organiser, which contains key vocabulary, information and concepts which all pupils are expected to learn and retain. Knowledge notes provide elaboration and more detail to help pupils acquire the content of each module by following a well-structured cumulative sequence. Knowledge organisers and notes are referenced throughout each module and are shared with families to support home learning.
Our curriculum encourages pupils to access high quality texts to support their learning and develop their skills in accessing information from a range of sources. Teachers model reading historical texts and pupils spend time reading to acquire knowledge and deepen understanding.
Vocabulary forms a key part of our wider curriculum. Subject Specific Tier 2 and Tier 3 words are incorporated into each module and pupils are encouraged to develop their own “Vital Vocabulary Lists”.
When discussing their findings or presenting information, pupils are encouraged to speak using full sentences and incorporating the key subject vocabulary.
Pupils express their ideas and knowledge in writing across all areas of the curriculum and teachers model how to write purposefully in each subject using key structures and vocabulary.
Aims of the History Curriculum
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of Britain 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.
Key Stage One
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Key Stage Two
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
Historical Knowledge and Skills
Across Key Stage 1 and 2, pupils will be taught to:
- Use an increasing range of common words and phrases relating to the passing of time.
- Describe memories of key events in his/her life using historical vocabulary. · Communicate his/her learning in an organised and structured way, using appropriate terminology.
- Use historical terms related to the period of study.
- Present findings and communicate knowledge and understanding in different ways.
- Show awareness of the past, using common words and phrases related to the passing of time.
- Describe where the people and events studied fit within a chronological framework and identify similarities and differences between ways of life in different periods.
- Place some historical periods in a chronological framework.
- Use dates to order and place events on a timeline.
- Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
- Show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented.
- Use sources of information in ways that go beyond simple observations to answer questions about the past.
- Use a variety of resources to find out about aspects of life in the past.
- Compare sources of information available for the study of different times in the past.
- Describe significant historical events, people and places in their own locality.
- Understand that sources can contradict each other.
- Make comparisons between aspects of periods of history and the present day. · Understand that the type of information available depends on the period of time studied.
- Evaluate the usefulness of a variety of sources.
- Provide an account of a historical event based on more than one source.
- Give some reasons for some important historical events.
Children 'Doing' History
History in Early Years and Foundation Stage
In Early Years, children are encouraged and guided to develop their understanding of past and present. Our curriculum is delivered through play, adults modelling, observing one other, and through guided learning and direct teaching. Children are encouraged to be historians who are able to:
- Begin to make sense of their own life-story and family’s history
- Talk about members of their immediate family and community.
- Name and describe people who are familiar to them.
- Comment on images of familiar situations in the past.
- Compare and contrast characters from stories, including figures from the past.
We follow the Foundation Stage Framework to ensure that children develop a good understanding of the past and present, by:
- Spending time with children talking about photos, memories and encouraging children to retell what their parents told them about their life story and family.
- Presenting children with pictures, stories, artefacts and accounts from the past, explaining similarities and differences.
- Offering hands-on experiences that deepen children’s understanding.
- Showing images of familiar situations in the past, such as homes, schools, and transport.
- Looking for opportunities to observe children talking about experiences that are familiar to them and how these may have differed in the past.
- Offering opportunities for children to begin to organise events using basic chronology, recognising that things happened before they were born.
- Frequently sharing texts, images, and telling oral stories that help children begin to develop an understanding of the past and present.
- Introducing characters, including those from the past using songs, poems, puppets, role play and other storytelling methods.
For more information on the school's teaching and learning in History please do not hesitate to get in contact with Mrs Bonnelykke, the History lead, or click on the links below for some informative documents.
Children Recording in History
History at Home
As well as any homework that is sent home their are lots of things that children can do at home both online but also with their family. Look at the attached resources to help you with some ideas.