History intent statement:

At St Helena’s C of E primary school, our history curriculum hopes to inspire pupils to be curious and creative thinkers, unlocking potential in all. It ensures that all pupils flourish through enduring challenge, developing their wisdom and confidence to think critically, ask questions, and be able to explain and analyse historical evidence to build an awareness of significant events and individuals in global, British and local history, recognising how things have changed over time. Our history curriculum will support children to respect the complexity of people’s lives, the diversity of societies and the relationships between different groups in our wider community. Our curriculum allows children to be thankful for the many reasons why people may behave in the way they do, supporting children to develop compassion for others while providing an opportunity to learn from mankind’s past mistakes. We want our children to build their understanding of chronology in each year group, making connections over periods of time to develop a chronologically-secure knowledge of History.

History implementation:

Our History curriculum is built around the importance of historical knowledge being shaped by disciplinary approaches. The strands of topic knowledge, chronological awareness, substantive concepts, historical enquiry and disciplinary concepts are interwoven through all of our units of work to create engaging and enriching learning experiences which allow our children to investigate history and most importantly be historians themselves.

  • History units begin with a pre-assessment of current knowledge and skills to build a learning sequence from.
  • Lesson design ensures that all key ‘need to know’ substantive knowledge points are taught alongside the disciplinary skill concepts to develop a well-rounded historian.
  • Teachers ensure adaptations are made to ensure lessons are inclusive for all.
  • Our 2 year rolling programme curriculum is underpinned by progression of skills and knowledge and vocabulary.
  • Strands of topic knowledge, chronological awareness, substantive concepts, historical enquiry are built upon through the years and between year groups to connect prior, current and future learning.
  • Key areas of learning are revisited regularly and links are made within and between units.
  • All learners are supported through appropriate support and stretch challenges based on assessment for learning, to ensure the needs of all learners are met.
  • Enrichment opportunities (visits/visitors) are used to help support the learning where it enhances the learning.
  • Classroom working walls reflect the learning journey of the class, highlighting key knowledge, skill development and specific vocabulary. Working walls may also identify links between previously learnt topics to help make connections between key themes.
  • At the end of a unit, pre-assessments are revisited for children to reflect upon and showcase their new learning.
  • Learning flashbacks throughout the rest of the year will allow children to revisit their learning, ensuring it remains in the long-term memory ready for further connections to be made.
History impact:

As our Year 6 historians transition to secondary school, our goal is for each child to cultivate a mindset of historical inquiry. This involves critically evaluating the narratives presented by history, considering what it reveals or conceals. Additionally, we aim for students to make robust connections between historical events and their impact on the past, present, and possibly the future.