During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
a. explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today
b. investigate aspects of personal, family or local history and how they relate to a broader historical context
c. appreciate and evaluate, through visits where possible, the role of museums, galleries, archives and historic sites in preserving, presenting and influencing people’s attitudes towards the past
d. use ICT to research information about the past, process historical data, and select, categorise, organise and present their findings
e. make links between history and other subjects and areas of the curriculum, including citizenship.
Explanatory notes
Explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today: This includes: exploring the relationship between the past and the present and understanding that ideas, values and beliefs stem from a process of continuous change and interaction; appreciating what people within a culture have in common as well as their diversity; and appreciating that cultures are always changing as a result of contact with other cultures. Studying the ways in which the past has helped to shape identities, shared cultures, values and attitudes today prepares pupils for life in a diverse and multi-ethnic society and in an increasingly interdependent world.
Investigate aspects of personal, family or local history and how they relate to a broader historical context: Investigating personal, family or local history provides opportunities for pupils to engage with local sources and visit historical sites. It helps them appreciate the relevance of the past to their own lives.
Appreciate and evaluate, through visits where possible, the role of museums, galleries, archives and historic sites in preserving, presenting and influencing people’s attitudes towards the past: This includes using museums, galleries, archives and historic sites to generate and answer questions about the past, and engaging pupils’ interest so they continue visiting and using them in their lives beyond school.
Use ICT to research information about the past, process historical data, and select, categorise, organise and present their findings: This includes: evaluating websites, considering the provenance of materials and assessing their value; and using ICT to process historical data and to select, categorise, organise and present information. Pupils should have opportunities to redraft and restructure their work and to reflect on this process. They should also have opportunities to use online conferencing to discuss historical questions.
