History
Welcome to our History page
My name is Miss Riley and I am proud to be the History lead. As a History subject leader, I am deeply passionate about how History informs how we understand the world. I believe history gives pupils the tools to question, analyse and think critically skills that extend far beyond the classroom.
For me, history is about developing curiosity. I want our children to ask meaningful questions about the past, explore different perspectives and understand that history is constructed from evidence, interpretation and debate. Through carefully sequenced learning, we build strong chronological understanding so pupils can see how events connect, how societies change and how the past influences the present.
Our intent (What we want for our children)
At Perryfields Junior School, we want History to help children understand how the world works and inform future decisions.
We want our children to learn how to:
Understand how things change over time.
Acknowledge how the past connects to their own lives and informs the present.
Spark curiosity and a love of learning about the past.
Build strong knowledge about important time periods and events in history.
Be confident to ask questions about the past.
Explain their ideas clearly.
Critically analyse a range of sources
How we teach it (Implementation)
History is taught on rotational basis termly alongside Geography.
In our lessons:
Children learn in a safe, respectful and non-judgemental environment.
Have opportunities to recall and revisit prior learning.
Use and analyse and range of research materials.
Ask and discuss different questions.
Children revisit previous learning so they remember more and can link ideas together.
Special enrichment days and events help children connect their learning to the real world.
What this means for our children (Impact)
By the time children leave Perryfields, we want them to:
Critically analyse information
Feel confident to enquire
Develop a love of history
Show kindness, tolerance and respect towards others
Apply their knowledge of history to other contexts
