We believe that, through the study of history, children make sense of their world, begin to make links between facts and their knowledge, and enrich their understanding of it. We aim for an ambitious, high quality history curriculum which should inspire in pupils a curiosity and fascination about Britain’s past and that of the wider world.
We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits. Fundamental in the intent of the curriculum is the sequence in which history is taught. Through carefully planned units, children are able to build upon previous topics, and make links between periods. We believe this is important to enable children to gain a deeper understanding of the chronology of events. This enables children to understand the wider aspects of events of the past and discover a sense of identity and cultural understanding based on their historical heritage.
Miss Fleming is the subject leader for History. She is passionate about children learning from first hand experiences and believes that, through the study of history, children can begin to develop an understanding of the world in which they live. She believes that encouraging children to ask and answer those 'bigger' questions will enable them to gain a sense of the world around them. It is through these experiences that they will begin to make links with previously taught units to further inspire and promote curiosity into our own heritage.
Miss Fleming wants children to enjoy and love learning and regularly arranges field trips to provide first hand opportunities to handle artefacts; listen to people who experienced events first hand and provide opportunities to question people who are specialists in their knowledge of history.
The wonder of past worlds - the importance of Historical Fiction
For many the first encounter that we have with history is through story, personal stories of family history or places in our environments. For the story to work, the author must enable the reader to see the sights, hear the sounds, smell the scents, feel the textures of that past time and place. For the historical fiction writer this requires extensive research, in order to enable a valid representation of the past to be created.
Historical fiction is and should be about story and enjoyment. The narrative shapes the tale and in so doing allows us to enter different time periods through the exercise of imagination. There must be a compelling plot with attractive characters or there is no story and we will not want to read on.
Historical fiction can also be used as a source itself by making use of extracts.
The author’s role is to create a visual image in which to set the scene. Take a physical location set within a particular period such as the description of Athens and the hill to the Parthenon in Geoffrey Treece’s Crown of Violet. Read it to the children asking them to think about their senses: what do they see, hear, smell, touch? Now use a plan of the city (https://i.pinimg.com/originals/b6/39/4a/ b6394a8438dc13ed428b9b9ef3eb9c99.png) and get the children to describe their walk from the Agora up the hill. Supplement this with photos of Athenian and Greek countryside (travel brochures are good here) and reconstructions of buildings. Now you can begin to get a feel for Athens at a particular point in time.
Select a series of extracts to demonstrate either a particular theme or the reasons why people acted as they did. Use this to generate discussion and debate, relate to historical context or provide stimulus for further historical research using primary material.
Select a dramatic extract and use it to stimulate creative work alongside contemporary images and possibly sound.
See below for reviews of excellent historical fiction that your children will love to read again and again.