History Curriculum Statement
At St Monica Primary School, we deliver high-quality history education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, and sift arguments. History will help 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.
Using the National Curriculum, we will ensure that children receive a rich history curriculum that build on skills and knowledge from Year R to Year 6. History will be taught in topics ensuring the integrity of the subject remains at the forefront.
History knowledge organisers for history are in place to ensure:
Secure history knowledge for staff
Accurate history timelines
Key knowledge & skills
Prior Links to prior history learning
The integrity of each individual subject
All History topics will start with a hook, such as an artefact box, a trip, a themed day or a visitor. In KS2, History topics should have an early lesson in which the topic is placed on a timeline to ensure an appreciation of chronology.
History topics will be taught around a central enquiry, to ensure that a coherent learning journey is evident. Examples may include:
What impact have the Ancient Greeks had on the way we live our lives today?
Why was the Great Fire of London so destructive?
These enquiries can be aided by, but not limited to, the six-step enquiry model advocated by the Hampshire History Centre:
Teacher motivates pupils to want to learn and scopes the enquiry (this may be the hook, or in addition to it)
Children collect information in interesting and varied ways
Children make sense of ideas and process the information
Children draw their own conclusions, making their own meaning
Their understanding is checked, developed and refined by the addition of new information
Pupils create their final, imaginative product/outcome – this is likely to be an opportunity to share the children’s learning with their parents.
Alongside this, teachers will create a ‘Big Picture’ in the relevant exercise book, on which children can write questions they want to answer and to which they can add information as they learn. This may be supported by a ‘Wonder Wall’ display in the classroom.
End of Key Stage Expectations
By the end of EYFS we want our children to talk about the lives of the people around them and their roles in society, know some similarities and differences between things in the past and now and understand the past through settings, characters and events.
By the end of KS1 we want our children to develop an awareness of the past by asking and answering questions, analysing sources and comparing different time periods. They should understand similarities and differences between some time periods and where they fit on a timeline. They should use a wide vocabulary of everyday historical terms.
By the end of KS2 we want our children to develop a chronologically secure knowledge and understanding of British, local and world history, noting connections, contrasts and trends over time. We want them to devise historically valid questions about change, cause, similarity and difference, and significance, using historical sources to do so. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.
Roles and responsibilities of the subject leader:
Support other teachers to deliver History in an engaging fashion, by modelling and planning with others as well as sharing best practice or new innovations.
Monitor evidence of learning and making sure that learning ‘sticks’.
Work with other subject leaders in own school and across the trust.
Promotes, lives and breathes History in a way that enthuses others.
Have a clear idea of where the school is and next steps.