Our curriculum is designed to help our pupils understand that History is a disciplined process of investigation into the past which develops curiosity and imagination.

History Curriculum Intent

Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others.  It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps pupils appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day.  Through learning History, our pupils will understand that history is the narrative of the past and that they are the characters in the narrative of shaping the future.   

Progressive layering of knowledge, embedded in long-term memory: 

  • Understanding of the chronology of major historical eras and events studied 
  • Development of an extensive base of historical vocabulary   
  • Recognise the difference between primary and secondary sources of evidence 
  • knowledge of causes and consequences of significant world events studied 
  • Knowledge of significant individuals and places who/that have influenced life today 

Conceptual Understanding – occurs when new information and ideas are incorporated into pupils’ existing knowledge framework. 
Our History Curriculum has been designed to deepen understanding of the following historical concepts: 

  • Chronology – Time does not organise itself – Periodisation is crucial to historical understanding. History is about phases of the past (chronology) but time does not organise itself. Historians organise and shape units of time in order to encourage a sense of period 
  • Similarity and Difference Time periods can be both similar and different at the same time – Time periods can have both similarities and differences, and criteria can be used to compare periods of time 
  • Substantive Knowledge – Knowledge is unique to each time period, but is interconnected across time – People, organisations, places and events of the past are unique to their time periods but have a curious relationship with those of other periods.  Pupils learn to recognise the defining characteristic features of a period or event through physical features, such as dress, architecture, transport, and the ideas that shape the period 
  • Cause and consequence – form a complex web – Historical events and actions link together and lead to others in a ripple effect. However, there is always more than one cause and consequence, they link together and their relative importance is debated. Pupils learn that it is never straightforward 
  • Continuity and Change – Whilst some things change, some things stay the same – Events may lead to something changing or remaining the same, but the extent of either can be underestimated or exaggerated and the type of change is as important as the amount of change 
  • Counter-argument or historical interpretation – Historians often disagree – The past does not change, but our views and understanding of the past do change. Historians often disagree, and we have to think hard about what they say.  We need develop an awareness that there can be different versions of the same event, that history is a complicated mix of fact, bias and point of view 
  • Significance – Significance is the value that it given to a past event – In History we think about the importance of events in relation to others but the extent to which an event is judged significant can vary and change over time. 

History Curriculum Implementation

To achieve our intent, our History curriculum will provide the following:   

  • A progressive, sequential journey of knowledge, skills and concepts from EYFS to Year 6, encompassing the depth and breadth of the history curriculum    
  • Immersion in studies relating to a wide range of local, national and world history as well as modern and ancient history     
  • Opportunities to address potential cultural capital disadvantage    
  • A focus on subject specific vocabulary to equip children with the language to express their historical knowledge, questions, justification and opinions with precision and confidence, alongside a conscious and specific inclusion of Tier 2 and 3 vocabularies to ensure pupils can convey their ideas effectively and accurately
  • Explicit links with high quality texts, including models, use of technology and practical resources and artefacts, to provide contextual links and reinforce historical knowledge 
  • Key outcomes, described as ‘sticky knowledge,’ which form the foundation of prior and subsequent learning   
  • High order, subject-specific questions for pupils to respond to and demonstrate knowledge and understanding of   
  • Enhanced learning through memorable experiences and visiting experts   
  • Adapted learning and teaching to support those with additional needs through the pre-teaching of chronology, the sequence of time, historical vocabulary, the use of worked examples as models and a focus on creating cross-curricular links between history and other subjects   
  • Targeted support for children with English as an additional language including peer collaboration, specific language learning objectives and adaptation based on their current language acquisition   
  • Adapted learning and teaching to challenge all pupils to understand concepts on a deeper level such as chronology, significance, impact, change and continuity 
  • Learning opportunities that encourage children to develop a genuine interest in and appreciation for the past, notable historical individuals, historical key decisions and key historical events 

History Curriculum Impact

      • Pupils enjoy learning about different time periods and eras, places, people and cultures and demonstrate empathy and critical thinking towards them 
      • Pupils develop awareness of history that is specific to their community and location in the United Kingdom 
      • They discuss knowledge and concepts they have learned confidently, enthusiastically and passionately during and crucially after their learning 
      • Pupils will be able to recall the significant and meaningful facts about a particular unit of history.  This could be specific dates, people or places 
      • Pupils can form and express their own opinions and ask their own questions, founded in historical knowledge and skills, including current, previous, local and global issues and events 
      • They are aware of how we learn about the past and how information about the past should be questioned due to passage of time and interpretation 
      • Pupils understand a wide range of historical vocabulary and use it with precision 
      • They learn to question and challenge stereotypes 
      • Pupils develop appreciation for the sacrifices that other people have made in the past that impacts upon our lives today