Looking into the Past

Children across the school engage with historical sources to develop their critical thinking skills. They investigate artefacts, objects and secondary sources and make inferences about what they can tell us about the past. Children are taught disciplinary skills explicitly so that they understand how historians can make inferences about the past.

Guy Fawkes - Receptions

In Reception, children have been investigating significant events that are commemorated annually. For example, in November, they investigated the history of Guy Fawkes Night. They learnt about the Gunpowder plot and how it is remembered each November. They explored the different things that people do on Guy Fawkes night and how they link to the history. Throughout their learning, they were introduced to key substantive concepts such as ‘parliament’.

Historical Vocabulary - Year 1

Children in Year 1 have been learning about modes of transport, old and new. They are able to use their enquiry skills to identify between historical and modern vehicles. They have been developing their historical vocabulary, discussing the meanings of the words  ‘modern’ and ‘historical’. They are able to make inferences about pictures, for example, a black and white photograph suggests that the picture is historical.

Deductions from Artifacts - Year 4

Year 4 have been using artefacts to make deductions about different industries that used to exist around Deptford Creek. They have analysed the appearance of objects to make predictions about what those objects were used for in the past. They have focused on local history, researching a significant figure called Joseph Bazelgette who is known for improving the River Thames.

Investing the Vikings - Year 5

This term, Year 5 have been investigating the question, ‘Were the Vikings raiders, traders or settlers’? The children have used a variety of historical sources for research, such as books, accounts and replicas of Viking longboats and jewellery. In upper KS2, children are challenged to engage critically with every source, questioning its validity and the narrative it creates. For example, they had a discussion about conflicting sources that documented what Vikings were like. They concluded that an account about Vikings created by Vikings themselves would be different to an account created by an Anglo-Saxon, because of bias.