History

At Yew Tree Primary Academy we believe that in delivering high-quality history lessons we enable our children to think and act as historians and inspire in them a desire to learn more about the past. By linking learning to a range of engaging topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past and that of the wider world, and enable them to communicate historically.

The children are encouraged to deepen their understanding of the history of their local area and that of the wider context of the city of Liverpool and Great Britain. The history curriculum at Yew Tree Primary Academy makes full use of its resources within the immediate and wider local area thus enabling our children to develop a clearer understanding of the history of the area in which they live. Opportunities for trips are provided to enable the children to experience first-hand learning in the real world to ensure that their learning comes to life

Our learning tree topics are informed by the National Curriculum and are chosen to engage our children and to provoke intellectual curiosity. The history curriculum at Yew Tree Primary Academy is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are cross curricular allowing the children to consolidate key skills in English, Maths and ICT.

At Yew Tree we believe that an excellent Historian will have:

• Excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past;
• Have an understanding of the concept of chronology, which underpins children's developing sense of period, as well as key concepts such as: change and causation.
• The ability to think critically about history and communicate their ideas confidently to a range of audiences;
• The ability to support, evaluate and challenge their own and others’ views using 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 sources and the ability to make critical use them to support learning;
• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of topics.
• A developing sense of curiosity about the past and how and why people interpret the past in different ways.