Being an Historian
At Ludwell, we want our children to discover meaningful links and connections, past and present, to our locality and the wider world. . We want our children to have a good understanding of local and wider historically significant events, knowledge of sources and how to find out about the past and a developed sense of chronology, drawing meaning by making connections to the present day. In addition, our curriculum aims to develop independence in learning. As historians, this is no exception. In addition to key substantive historical knowledge, we want our young historians to be resourceful and reflective in their approach; understanding how to find out about the past, analyze and evaluate different sources of evidence and draw meaningful connections to how history impacts on our lives today.
The aims of being an Historian are:
- 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 History – key stages 1 and 2 2 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
The key question/challenge at the beginning of our enquiry work promotes deeper thinking and often acts as the catalyst to independent enquiry work. Key history milestones are carefully sequenced to drive each enquiry with a historical focus. They are carefully considered to ensure clear development and understanding of the subject area, build knowledge and enable them to begin formulating their own opinions, ultimately developing a response to the posed question or challenge set.
Being an Historian is assessed through monitoring how a learner responds to enquiries and whether they show a particular enthusiasm and disposition towards it, or, if they constantly needed support in order to access it. This information is recorded onto the medium term plans that are kept and used for report writing towards the end of the year and to inform future planning. Formative assessment opportunities are being developed across the curriculum and will support children to share their gained knowledge and understanding as historians throughout the enquiry process.