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History at The White House School


The aim of history teaching here at The White House School is to stimulate the children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. They learn to value their own and other people’s cultures in Britain and, by considering how people lived in the past, they are better able to make their own life choices today.


History makes a significant contribution to citizenship education by teaching about how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.


We aim to:

  • foster in children an interest in the past
  • help children develop an understanding that enables them to enjoy all that history has to offer
  • enable children to know about significant events in British history and to appreciate how things have changed over time
  • develop a sense of chronology
  • understand how Britain is part of a wider world culture and to study some aspects of world history
  • help children understand society and their place within it, so that they develop a sense of their cultural heritage
  • develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.


History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources. In each key stage we give children the opportunity to visit sites of historical significance. We encourage visitors to come into the school and talk about their experiences or knowledge of events in the past. We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways and that they should always ask searching questions, such as ‘how do we know?’, about information they are given.


History contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that we use in the Literacy Hour are historical in nature. Children develop oracy through discussing historical questions or presenting their findings to the rest of the class. They develop their writing ability by composing reports and letters.  Children learn to use numbers when developing a sense of chronology through doing activities such as time-lines. Children learn to interpret information presented in graphical or diagrammatic form, for example by analysing statistics.  We use ICT in history teaching where appropriate. Children use ICT in history to enhance their skills in data handling and in presenting written work, and they research information using the Internet and specific programs. Children have the opportunity to use the digital camera to record and use photographic images. CDs and DVDs are used in class as appropriate to introduce the children to sound and video information.  Children develop self-confidence by having opportunities to explain their views on a number of social questions such as how society should respond to poverty and homelessness. They discover how to be active citizens in a democratic society by learning how laws are made and changed, and they learn how to recognize and challenge stereotypes and to appreciate that racism is a harmful aspect of society. They learn how society is made up of people from different cultures and start to develop tolerance and respect for others.  Children explore the music of past times and other cultures through listening and appraisal, performance and composition. They produce art work for displays using a range of media and techniques in order to gain a visual and tactile understanding of time and place.