History

VISION STATEMENT
 

History fires children’s curiosity about the past in Britain and the wider world and helps them to understand the diversity of human experience beyond Rusper. Effective immersion into key historical periods helps children to understand the concepts of culture and shared views by considering what was relevant and important within a particular society. In turn, this is important for helping children understand the relevance of their own culture locally, nationally and globally.  Additionally, comparing and contrasting different historical periods from different chronological points gives pupils a basic grasp of the journey of human cultural and technological development. Again, this is essential for grounding pupils understanding of where we are on the journey of development now. Finally, history provides them with the ability to empathise with others, argue a point of view and reach their own conclusions - essential skills that are prized in adult life.

It is our intention that all children at Rusper Primary School experience a high-quality, inspiring history education that instils an appreciation and respect for the past, a hunger to discover more about the past and a greater awareness of the present.

EARLY HISTORY OF RUSPER PRIMARY SCHOOL
 
The school holds several original Headmaster's Log Books. These serve as a fascinating insight into the early history of the school, and aslo as a window into education and social attitudes over the last 150 years.
 
Rusper primary School was first opened in 1872 by Headmaster John Bullivant. The school served the village of Rusper and the framing community surrounding it. Many pupils were from farming families.
 
Throughout the remainder 19th Century and into the 20th Century the school was taught mainly by one or two masters/mistresses, with the help of carefully elected pupil monitors.
 
In the early days the school was organised as Infants (by age) and  by standards 1-4 in Reading, Writing and Arithmetic. Pupils who were behind in the learning didn't progress beyond Infants or beyond each standard until they were ready to do so - regardless of age.
 
In addition to the three core elements, religious instruction, singing and PE featured in the curriculum. Girls were taught sewing, and boys were taught gardening and other handicrafts.