Intent 

We have developed a bespoke knowledge-rich curriculum which gives children access to broad knowledge in History. We have a well sequenced programme that builds knowledge, vocabulary and understanding of Key Themes throughout Key Stage 2. This sequencing ensures that knowledge is remembered over the long-term. We ensure that contents meet the national curriculum, however have designed each unit with our pupils in mind ensuring they are getting a curriculum which meets their needs. Content is planned and delivered strategically so that abstract concepts, our Key Themes, are covered in different contexts over time. For example, the Key Theme of 'empire' is initially developed through learning about Ancient Egypt, Greece and Rome in Year 3 and is again studied in Year 4 when pupils discover the Mughal Empire of India, in Year 5 when finding out about The British Empire and in Year 6 when learning about World War 2, which provides contrasting views of the idea of an 'empire'. Pupils use their studies in these subjects to develop their writing and many units of work will contain essays for children to write based on what they have learned. We have high expectations for what children will know and remember in each subject. 

Implementation

The History curriculum is carefully sequenced to build on prior knowledge while developing chronological understanding and analytical skills. Pupils study British, European, and world history. Each unit builds on prior learning and focuses on chronological understanding and the use of historical evidence. Lessons are enriched with a variety of teaching methods, including examining primary and secondary sources, role-play, and storytelling. Cross-curricular links with literacy, art, and geography enhance learning, allowing pupils to communicate their findings creatively through timelines, essays, and presentations. Pupils are encouraged to ask questions, debate ideas, and consider different perspectives to develop their critical-thinking skills.

In order to deliver our intent across the school, we use a variety of strategies and resources that are outlined below:

Knowledge Organiser – Knowledge organisers contain the key information and vocabulary for each unit. They will be found in the pupils’ books and on display to support their learning.

Key Question – The key question sets out the main aims of the series of lessons being taught within the subject. They are developed in order to challenge historical thinking of our pupils.

Scene Setter – At the start of each unit, the children discover how their new history learning fits in to their prior learning chronologically and how our themes reoccur throughout the curriculum. 

Key Vocabulary – Key vocabulary will be discussed regularly and displayed. It is expected that the children use the key vocabulary throughout the unit and during assessment.

Quizzing – Low stakes quizzing is used to review previous learning.

Knowledge Map – The knowledge map can be referred to during lessons and used to display key information. Teachers can show links across the curriculum to develop and build knowledge.

Assessment – End of unit Essay written and multiple choice quizzes will be used to assess knowledge.

Impact

By the end of KS2, pupils will have a solid chronological understanding of British and world history, an appreciation of diverse perspectives, and the skills to evaluate evidence critically. They will be able to articulate historical concepts and make connections between past events and the modern world. Pupils will demonstrate curiosity about history and be equipped with the analytical skills needed for secondary education. Through studying history, they will develop a sense of identity, cultural awareness, and an understanding of their role as informed global citizens.