At Riverside, we develop our children to be the next generation of historians. By linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically.
We develop children with the following essential characteristics to help them become historians:
• An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past;
• The ability to think critically about history and communicate ideas confidently to a range of audiences;
• The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources;
• The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
• A respect for historical evidence and the ability to make critical use of it to support their learning;
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics;
• A developing sense of curiosity about the past and how and why people interpret the past in different ways.
Early Years Foundation Stage
We encourage children to be curious about the world around them in Foundation Stage. We relate the children's cognitive development to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. The History aspect of the curriculum is followed through the area 'Understanding the World: People and Communities and The World'. The children's learning includes showing interest of lives of other people, remembering siginificant events in their own lives, describe special times of the year, show interest in different occupations and ways of life, know how they are unique and have some similarities and differences with friends, comment about aspects of their familiar world, observe changes over time, explain why some things occur.
Key Stage 1
During Key Stage 1 pupils will learn about people’s lives and lifestyles. They will find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They will listen and respond to stories and use sources of information to help them ask and answer questions. They will learn how the past is different from the present.
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 2
In Key Stage 2, 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.
Unfortunately not the ones with chocolate chips.
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