History Curriculum

Progression and Overview

Rationale for History Curriculum

Intent
The intent of our history curriculum is to foster a deep understanding of the past, its key events, figures, and their impact on the present. Through the study of diverse historical periods and local history, pupils will build a rich understanding of the world, using historical enquiry to investigate the causes, consequences, and significance of events. We aim to develop pupils’ chronological understanding, skills of enquiry, and critical thinking, enabling them to see connections and contrasts between different times, places, and people.

The curriculum has been designed to ensure full National Curriculum coverage, with a progressive development of substantive knowledge (the facts, events, and key figures of history) and disciplinary knowledge (the skills of a historian). The progression is designed to build on prior knowledge and deepen understanding as pupils move through their primary education. The curriculum's intent is to help pupils 'think like historians' by developing their understanding of historical concepts such as chronology, cause and effect, change and continuity, similarity and difference, and evidence. This allows pupils to make connections between the past and their own lives, providing them with a coherent understanding of history's impact on their world today.

Implementation
The history curriculum is structured into cycles to ensure breadth and depth of coverage. For Reception/Year 1/Year 2, the curriculum follows a two-year rolling programme, with two units in Cycle A and three units in Cycle B. In Year 3/Year 4/Year 5/Year 6, the curriculum is structured into four cycles, each with three units, ensuring a rich study of both world history and local history.

The units are designed to be engaging, with clear and exciting titles such as "Kings, Castles and Knights", "The Romans: Empire Builders", and "Gunpowder, Treason and Plot". These topics not only bring history to life for children but are grounded in the National Curriculum's requirements, ensuring pupils develop a secure understanding of key historical periods, figures, and events.

Our local history units provide pupils with the opportunity to explore the history on their doorstep. By making connections between national history and the local area, pupils can better appreciate the relevance of history to their own lives. This also builds upon historical knowledge at a local level and fosters a sense of pride and belonging in the community.

Each unit is designed with the progressive development of both substantive knowledge (what pupils know about the past) and disciplinary knowledge (the skills they need to think like a historian). For example, pupils in Year 1 might compare different types of castles and their uses, while KS2 will analyse the key causes and consequences of the Battle of Hastings. Each unit is mapped to ensure that the concepts of chronology, cause and effect, change and continuity, similarity and difference, and evidence are developed progressively from Reception through to Year 6.

Assessment opportunities are embedded throughout the curriculum, with regular retrieval practice and opportunities for historical enquiry and analysis. Teachers are equipped with clear knowledge of what pupils are expected to know and be able to do, with tailored activities and adaptations for SEND pupils.

Impact
The impact of this curriculum is to provide pupils with a broad and deep understanding of history, not just as a series of facts, but as a discipline they can actively engage with. By the end of Year 6, pupils will be able to:

• Understand the chronological sequence of key historical periods.
• Develop the skills of a historian, using evidence to draw conclusions and make connections between events and figures.
• Have a deeper understanding of cause and effect, recognising how key events shaped the world.
• Compare and contrast different periods of history, identifying similarities and differences in life, culture, and society.
• Develop an understanding of how history is recorded and the importance of primary sources in historical enquiry.
• Have a sense of pride in their local history and community, understanding the connections between global history and their own lives.

The curriculum is implemented through a range of strategies, including teacher input, pupil-led enquiry, discussions, role play, and the use of primary and secondary sources. Pupils' learning is regularly assessed through discussions, written work, and project-based tasks. This ensures that pupils are not only absorbing knowledge but are also developing the skills needed to analyse and interpret historical events, encouraging a lifelong interest in history.

In summary, our history curriculum is structured to be both comprehensive and flexible, meeting the National Curriculum requirements while offering a rich, engaging, and locally relevant experience for pupils. It is designed to ensure that pupils not only understand the past but are also equipped to think critically and reflect on the world around them. Through this approach, we aim to inspire curiosity, develop informed citizens, and provide pupils with the historical knowledge and skills they need to succeed.

Progression in Historical Concepts

Chronology

1. Reception/Y1/Y2 – Pupils sequence events from their own lives and use basic time-related language such as "before," "after," and "a long time ago." They order simple pictures or artefacts in time and explore family timelines or national events (e.g., Queen's Jubilee).
2. Y3/Y4 – Pupils construct basic timelines showing key historical periods (e.g., Ancient Egypt, Romans) and understand the chronological order of major events. They learn how ancient civilisations fit into the broader context of world history.
3. Y5/Y6 – Pupils create complex timelines with overlapping periods (e.g., comparing the Victorian era to international developments). They analyse connections between events from different periods and construct detailed, multi-layered timelines.

Cause and Effect

1. Reception/Y1/Y2 – Pupils recognise simple reasons for events (e.g., why people built castles or why we celebrate Bonfire Night). They explore stories and discuss why certain characters acted as they did.
2. Y3/Y4 – Pupils explain why significant historical events happened (e.g., the Viking invasions or the Gunpowder Plot) and understand the consequences of these events. They explore how actions led to changes over time.
3. Y5/Y6 – Pupils evaluate multiple causes and effects, distinguishing between short- and long-term factors (e.g., the causes of World War II). They assess how decisions and actions shaped societies and compare the significance of different factors.

Change and Continuity

1. Reception/Y1/Y2 – Pupils identify simple changes over time (e.g., how toys or homes have changed). They recognise that some things remain the same across generations, like celebrations or family roles.
2. Y3/Y4 – Pupils describe and compare changes in specific periods (e.g., from Roman Britain to the Anglo-Saxon era). They explain why some aspects of life changed while others continued (e.g., forms of transport).
3. Y5/Y6 – Pupils analyse patterns of change and continuity across longer periods (e.g., changes in industry from the Industrial Revolution to modern times). They explore why certain institutions or traditions persist despite societal transformation.

Similarity and Difference

1. Reception/Y1/Y2 – Pupils compare life today with life in the past (e.g., schools now vs. Victorian schools). They explore similarities and differences in homes, clothes, and toys from different eras.
2. Y3/Y4 – Pupils describe and analyse similarities and differences between different historical periods (e.g., comparing the Ancient Egyptians to the Greeks). They explore how daily life, technology, and beliefs varied across cultures.
3. Y5/Y6 – Pupils evaluate complex similarities and differences between civilisations and time periods (e.g., comparing the lives of rich and poor during the Victorian era). They justify their comparisons using evidence and present nuanced arguments.

Evidence

1. Reception/Y1/Y2 – Pupils handle artefacts and discuss what they tell us about the past. They explore stories, photographs, and simple primary sources to find out about key historical events or people.
2. Y3/Y4 – Pupils analyse artefacts, letters, maps, and photographs to draw conclusions about the past. They differentiate between primary and secondary sources and understand that historical evidence can tell different stories.
3. Y5/Y6 – Pupils critically evaluate the reliability of sources and question the motives behind historical records. They compare different types of evidence to construct arguments and explain how history is interpreted differently depending on the source.