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:
1. Teacher motivates pupils to want to learn and scopes the enquiry (this may be the hook, or in addition to it)
2. Children collect information in interesting and varied ways
3. Children make sense of ideas and process the information
4. Children draw their own conclusions, making their own meaning
5. Their understanding is checked, developed and refined by the addition of new information
6. 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.
At the end of Key stage 2 we want our children to know/understand:
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
abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
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
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
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