‘A people without the knowledge of their past, origin and culture is like a tree without roots.’ Marcus Garvey

The history curriculum is about understanding the legacy of events through a rich dialogue with the past. This means that children should gain an understanding of timescale, how events are connected and cause change over distant periods of time, and how they affect individuals and societies on a large and small scale. This should help pupils to develop the analytical skills that come with historical enquiry, such as drawing contrasts, identifying trends, creating valid questions of enquiry and comparing different interpretations. The events or time-periods that children study can be broad but will inspire curiosity and have lasting relevance. A knowledge-rich, coherently sequenced and source-based curriculum can achieve this, giving tactile evidence of the significance of historical events, providing opportunities for enquiry, and allowing children to analyse the usefulness of information. A curriculum like this also encourages children to identify their place in the world and the lasting consequences of their actions in an enjoyable way.

 

Intent – how we have planned our history curriculum

The study of history involves engaging pupils in investigating questions about people and events in the past in order to enable them to better understand their lives today and for a future as more informed and enlightened citizens.  Through the study of history pupils also develop a wide range of critical thinking skills, which enable them to understand the contested nature of knowledge and to distinguish between ‘fact’ and subjectivity when it comes to reaching conclusions and making judgements about the past.  With this in mind we have established a school curriculum plan for history as an entitlement for all pupils that is:

•   Aspirational in terms of instilling in our pupils a desire to achieve the highest levels of success through providing them with the opportunities to excel in terms of their acquisition of long lasting knowledge and understanding and mastery of core historical skills.  Such high aspirations are clearly identifiable in the progressive and increasingly challenging objectives of the scheme of work of each unit, which define clearly what the pupils will know, understand and be able to do

•   Allows children to develop a chronologically secure knowledge and understanding of local, British and world history.  It is logical, and broad and balanced in terms of the areas of subject content we have selected which reflect the guidance and the demands of the National Curriculum.  For example each year the children will study at least one unit of British history, looking at significant ‘turning points’ that help children understand modern Britain;

•  Each unit of work should not be viewed as a stand-alone topic, but as a chapter in the story of the history of Britain and the wider world.  Chronologically sequenced as pupils progress through the school, this allows them opportunities to evaluate both change and progress from one historical period to another and to build on previous knowledge and understanding as they tackle more complex and demanding enquiries, providing a solid framework , anchoring each unit within a wider narrative.

•  Relevant in terms of the careful consideration that has been given to the selection of historical enquiries that extend the knowledge and understanding of pupils beyond 1066 e.g. the Cold War, the Civil Rights Movement, law and power across the ages to the impacts of industrialisation and technological advances;

•  Progressively more challenging in Years 1 through 6 both in terms of the complexity of the subject knowledge we want our pupils to acquire and also the critical thinking skills we support them to utilise to ensure they understand the significance of that knowledge.  These anticipated outcomes in knowledge and understanding and skills acquisition are detailed in the objectives of the detailed scheme of work for each unit.

•  Built upon and has continuity with the provision for history established in the Early Years Foundation Stage and in particular that which addresses the knowledge and skills expectations of the Understanding the World Early Learning Goal;

•           Inclusive in terms of delivering the same curriculum to all of our pupils irrespective of specific learning needs or disabilities and differentiating where necessary through, for example, in class support, providing different learning environments, alternative learning activities and assessment outcomes.

 

Implementation – how we teach our history curriculum

We adopt a knowledge-rich and coherently sequenced approach to learning and teaching in history which develops our pupils as young historians.  Through enquiry our pupils not only build subject knowledge and understanding but become increasingly adept at critical thinking, the use of specialised vocabulary and their grasp of subject concepts.   We structure learning in history through big question led enquiries about relevant historical topics, places and themes.  Our curriculum is therefore ‘knowledge rich’ rather than content heavy as we recognise that if we attempt to teach historical topics, places, themes and issues in their entirety we restrict opportunities for pupils to master and apply critical thinking skills and achieve more challenging subject outcomes.   We adopt a policy of immersive learning in history that provides sufficient time and space for our pupils not only to acquire new knowledge and subject vocabulary but also to develop subject concepts and understand the significance of what they have learned.

Our learning and teaching in history is interactive and practical allowing opportunities for pupils to work independently, in pairs and also in groups of various sizes both inside and outside of the classroom.  Wherever possible we provide our pupils with contemporaneous historical evidence including narratives, paintings, photographs, artefacts, and data in the form of censuses and films to analyse and from which to reach conclusions and make judgements.  Similarly we provide varied and differentiated ways for pupils to record the outcomes of their work including the use of PowerPoint, concept mapping, annotated diagrams, improvised drama and the application of a wide range of writing genres.  Only in this way will knowledge become embedded and ‘sticky’ and ensure that our pupils can build on what they know and understand from one year to the next.  The schemes of work for each historical unit highlight both the objectives and anticipated outcomes of the investigation.  They are also carefully structured through the use of ancillary questions, to enable pupils to build their knowledge and understanding in incremental steps of increasing complexity. Our learning and teaching in history also recognises the importance of the local area with a number of our investigations involving observation, recording, presentation, interpretation and the evaluation of historical information outside of the classroom e.g significant people, places and events locally.  

 

Impact – how we assess the progress our pupils make in history

Each unit which forms our programme of learning and teaching in history sets clear objectives and outcomes for the pupil in terms of knowledge and understanding and skills acquisition.  The schemes of work also suggest a range of ways in which the teacher can assess whether a pupil has achieved these outcomes.  We ensure that when assessing pupils evidence is drawn from a wide range of sources to inform the process, including interaction with pupils during discussions and related questioning, day to day observations, practical activities such as model making and role play drama, the gathering, presentation and communication of fieldwork data and writing in different genres.  The outcomes of each enquiry serve to inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly.  We do not make summative judgements about individual pieces of pupil work but rather use such outcomes to build an emerging picture of what the pupil knows, understands and can do.

At the end of each year we make a summative judgement about the achievement of each pupil against the subject learning goals for history in that year.  At this point teachers decide upon a ‘best fit’ judgement as to whether the pupil has achieved and embedded the expected learning goals, exceeded expectations or is still working towards the goals.  These decisions are based on the professional knowledge and judgement that teachers possess about the progress of each pupil, developed over the previous three terms, which allows an informed and holistic judgement of attainment to be made.   Achievement against the learning goals for history at the end of the year is used as the basis of reporting progress to parents.

Key Stage 1	Key Stage 2
History
Pupils are taught about:  The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements - such as Guy Fawkes, Mary Seacole, Edith Cavell, Millicent Fawcett, Emmeline Pankhurst and Rosa Parks. The exploits of a range of famous explorers and to develop their knowledge of people’s lives at various points in the past, ranging in extent from 16th century Europe to the 1930s in Britain and the 1960s in America.  Key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year. Significant historical events, people and places in their own locality.  Changes within living memory focusing on toys – where appropriate, these should be used to reveal aspects of change in national life	Pupils are taught about: Changes in Britain from the Stone Age to the Iron Age.  The Roman Empire and its Impact on Britain. Britain’s settlement by Anglo Saxons and Scots. The Viking and Anglo Saxon struggle for the Kingdom of England. Ancient Greece – a study of Greek life and achievements and their influence on the Western world. A local history study.  A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 - such as the British Empire and the Battle of Britain. A non-European society that provides contrasts with British history – one study chosen from early Islamic civilisation, including a study of Baghdad around AD 900; Mayan civilisation around AD 900; or Benin (West Africa) around AD 900–1300.  the achievements of the earliest civilisations – an overview of where and when the first civilisations appeared and an in-depth study of one of the following: Ancient Sumer, the Indus Valley, Ancient Egypt or the Shang Dynasty of Ancient China History of interest to pupils* * Items marked * are not statutory.

History Curriculum overview