History

Because history needs a little creativity sometimes...

Our vision

At Dale Hall, our high quality History education begins in the Early Years and continues all the way through to Year 6 in a progressive manner, allowing children to build on and embed the key skills and knowledge taught in previous years. Whether children are talking about past events in their own lives or learning about the political agenda of World War 1, History is a key element of all of our classrooms.

We want our children to have a coherent understanding of not only Britain's past but also that of the wider world. With such a disparity between the modern times we live in and the times of key events in the past, we hope to ignite curiosity within the children to learn more about these past events and to compare it to life in Modern Day Britain.

We encourage questions throughout our History teaching and aim to equip our pupils with the ability to ask perceptive questions and to take steps to answer them themselves too. We want children to form opinions on historical events, think critically and evaluate evidence presented to them in order to develop perspective and to understand the process of change that has happened before them and is continuing to happen now.

Within our classrooms, our topics act as the overarching theme in our cross-curricular learning and much of our History teaching will stem from these topics where purposeful and appropriate, alongside Geography, Art, Music, Maths, Writing and Science. Sometimes, our History teaching will also coincide with a class Power of Reading text.

History Skills progression overview.docx

History within our classrooms

Here are some wonderful examples of History learning at Dale Hall in many different forms.

We are proud members of The Historical Association.

Miss Laura Bailey

History Lead

As a passionate historian, I am delighted to have taken on the role as History lead at Dale Hall. With a degree in history, I have the right mix of enthusiasm and knowledge to make the curriculum exciting and enriching for all pupils. The role of the subject leader is crucial in developing history teaching, learning and resources across the school so as best to support teachers, motivate pupils, monitor progress and achieve consistently high standards.

Home Learning

These are some simple ideas that could be used to help children with history learning at home.

Local History

Create a family timeline as far as you can go. How many generations? How many people do you know now? Has anything about your family surprised you?
Research the history of your street/village/town – what is your area famous for? Are there any significant individuals in your area?
Compare and contrast how your local area has changed over time – has it always had the same populations? Have the buildings changed?
Where is your nearest war memorial? Is it small or large? What does that tell you about your area? Do you know of anyone that was involved in any of the wars?
How is history being made right now? How has your local area been affected by the Coronavirus?

Year 6 - To establish clear narratives across time periods.

1/27

Year 4 - To develop a chronologically secure understanding of world history.

2/27

Year 4 - To use a range of sources to understand how we construct our knowledge of the past.

3/27

Year 4 - To develop a chronologically secure understanding of world history.

4/27

Year 6 - To establish clear narratives across time periods.

5/27

Year 6 - To establish clear narratives across time periods.

6/27

Year 2 - To identify similarities and differences between ways of life in different time periods.

7/27

Year 1 - To develop an awareness of the past.

8/27

Year 6 - To establish clear narratives across time periods.

9/27

Year 6 - To note similarities and differences across time periods.

10/27

Year 5 - To understand that our knowledge of the past is constructed from a range of sources.

11/27

Year 5 - To develop a chronologically secure understanding of world history.

12/27

Year 5 - To develop a chronologically secure understanding of world history.

13/27

Year 5 - To understand how our knowledge of the past is constructed from a range of sources.

14/27

Year 4 - To understand how our knowledge of the past is constructed from a range of sources.

15/27

Year 4 - To understand how our knowledge of the past is constructed from a range of sources.

16/27

Year 4 - To understand how our knowledge of the past is constructed from a range of sources.

17/27

Year 4 - To understand how our knowledge of the past is constructed from a range of sources.

18/27

Year 3 - To establish clear narratives across time periods.

19/27

Year 3 - To establish clear narratives across time periods.

20/27

Year 3 - To note similarities and differences between time periods and modern day.

21/27

Year 3 - To note similarities and differences between time periods and modern day.

22/27

Year 2 - To identify similarities and differences between ways of life in different time periods.

23/27

Year 2 - To identify similarities and differences between ways of life in different time periods.

24/27

Year 2 - To identify similarities and differences between ways of life in different time periods.

25/27

Year 2 - To identify some of the ways in which we find out about the past.

26/27

Year 2 - To identify some of the ways in which we find out about the past.

27/27