Purpose and aims

Purpose “A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.” (Department of Education, September 2013) Aims “The national curriculum for history aims to ensure that all pupils: § know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind § gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ § understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses § understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed §    gain historical perspective by placing their growing knowledge into different contexts,                                understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.”  (Department of Education, September 2013)

Provision

Our curriculum is categorised in two ways: Breadth – which gives pupils opportunity to study a range of historical periods and cultures around the world; understand historical terminology; assess the validity of sources and understand the positioning of key historical periods relative to each other.Depth – which helps pupils think deeply on complex and abstract tasks and present their research in a range of ways. Whilst coverage is our goal for the breadth elements, repetition and increasing understanding is our goal for the ‘depth’ elements.  Our curriculum drivers – reflection, initiative, diversity – shape our teaching of History so that every opportunity is taken to relate History to the needs of our pupils.  History is studied throughout the academic year and across EYFS, KS1 and KS2 so that pupils gain a growing development and understanding of the skills, design and processes in our History curriculum.  In depth Theme weeks provide context and inspiration for independent engagement and involvement of the pupils.  

Progression and Assessment

Progression: The children will cover a range of historical periods through a key concepts that will become increasingly more challenging and abstract as they move through the school. (e.g. Entertainment/toys up to Crime & Punishment). There will also be a progression of history specific skills such as using timelines.   Assessment: Pupils are assessed at the end of every second term which will indicate whether they are working towards, working at or exceeding the expected standard. There will also be additional assessment to be undertaken by the subject lead through pupil concerning and book moderation/scrutiny.  

Monitoring, evaluation and improvement

History lead will analyse the data from each year group to look for patterns and address any areas of concern. This will in turn be used to help inform action points for the action plan of the following year.  

History Progression of Knowledge and Skills Document Download