History Vision Statement-
History is an essential part of life for students at Heyford Park Free School. We are very fortunate that the History of our school site is part of a much wider history of the local area, and has played its part in both national and international events. All students at HPFS have an entitlement regarding the study of the history of the site, from Early Years Foundation stage to Key Stage 5.
Students study history twice a week at Key Stage 3 and have the opportunity to choose it as a GCSE option in Key Stage 4 and continue on to study it at A Level if they wish. Within History lessons students have the opportunity to study a variety of British and international History across many different periods, looking for patterns and drawing comparisons between various events. Students are encouraged to challenge and question accepted versions of events by using the evidence available, the aim being to promote a curiosity about the past and how and why different people view it in such different ways.
It is the aim that students will leave Heyford Park Free School with a deeper understanding of the past and why it matters to modern life. Students will be encouraged to apply their study of History to many different subjects and use it to influence the decisions they make in life.
After all, “those who fail to learn from History are doomed to repeat it”.
History Powerful Knowledge and ‘Big Key Concepts’
|Chronology||Change and Continuity||Interpretations||Diversity||Cause and Consequence||Significance|
|Early Years||Chronological understanding consists of basic ordering of events of the day, their lives so far, and their own experiences||Understanding that people are different||Actions have effects and consequences (not necessarily history related)||Some events are more significant than others|
|Key Stage 1||Understanding of key chronological language with terms such as before, after etc. and the ability of placing time periods in the same order||Focus on changes within living memory based on the learners’ own experiences.
Understanding of similarities and differences between time-periods.
Focus on events beyond living memory, e.g. The Great Fire of London.
|How do we find out about history?||Develop an understanding that different things happen in different time periods and locations||More development on Early Years understanding of Cause and Consequence, with the addition of basic historical examples||Understanding of key individuals and events, both national and global. E.g. Elizabeth I, Queen Victoria, Christopher Columbus, Mary Seacole and Florence Nightingale.|
|Key Stage 2||Secure understanding of chronology and where things occur in the past||Develop understanding of trends and contrasts over time, (such as when things stay the same over time and why? Why do they change?) Students begin to question “why?”||Understanding of different types of sources such as oral, written and artefacts.
Develop understanding that different people have different views and this applies to history.
|Able to link different cultures and areas, such as Romans, Vikings, Greeks, Tudors. Basic understanding of how they are different and why.||Begin to understand how specific events will change the course of history.||Some historical events are more significant than others, links in with students’ understanding of Cause and Consequence. More discussion of key individuals and events, e.g. WWII.|
|Key Stage 3||Deep and secure understanding of chronology, able to state when and where events occur, and have an understanding of AD and BC||Analyse the importance and impact of events to explain why things change or stay the same over different periods of time||Develop the idea that not all evidence is equally valid in terms of provenance, and that different historians interpret that past differently and as such have different opinions||Cultural differences shape how history is perceived and written across different cultures and countries. Understanding that history is written by the victors.||Secure understanding that certain actions will change the course of history and have shaped history throughout time, both on a small and large scale, e.g. a local study vs WW1||Some events are more significant than others, greater focus on trends and triggers|
|Key Stage 4||Basic understanding of chronology should now be used to apply to a timeline of specific events. Particularly useful to answer narrative questions in the exam||Change and continuity is a key feature of the written exams, students’ must be able to analyse and evaluate change and continuity throughout history (AO1 and AO2)||Identify differences in viewpoints and offer explanations as to why they’re different, students will form a judgement based on how far they agree using their own knowledge and their understanding of the historical context||At GCSE level students’ understanding of diversity will be deep and secure, and its impact will be explored in more detail and discussion will be more explicit||Cause and consequence is a key feature of the GCSE course, exam answers at the higher end demand detailed evaluation and answers (AO1, AO2 and AO3)||Understand the importance of events both on the historical context and when linking with sources to assess their validity and usefulness|
|Key Stage 5||Deeper understanding and used in a more sophisticated manner||Deeper understanding and used in a more sophisticated manner||Much more sophisticated understanding, greater focus placed on students’ understanding of interpretations in Paper 3 and their independent study||Deeper understanding and used in a more sophisticated manner||Deeper understanding and used in a more sophisticated manner||Deeper understanding and used in a more sophisticated manner|