Our History curriculum aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national History and the History of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse Historical evidence; in other words, to think like a Historian. Through our curriculum, we aim to build an awareness of significant events and individuals in global, British and local History and recognise how things have changed over time. Learning about events and themes in History supports children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. It also allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from humanity past mistakes. 

Our History curriculum enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum for Key Stage 1 and 2. For EYFS, the activities allow pupils to work towards the ‘Understanding the World’ Development Matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further history learning in Key stage 1.

Each year, children cover three units of learning in History. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their History skills to other areas of learning. Each unit has a focus on chronology to allow children to explore the place in time of the period they are studying and make comparisons in other parts of the world. In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. This timeline supports children in developing this chronological awareness.

Our History curriculum aims to develop pupils’ understanding of how Historians study the past and construct accounts and gives them the skills to carry out their own Historical enquiries. Children develop their understanding of the following key disciplinary concepts: Change and continuity; Cause and consequence; Similarities and differences; Historical significance; Historical interpretations and Sources of evidence. These concepts are encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how Historians use their skills to analyse the past and make judgements and will confidently develop and use their own historical skill set. As children progress through the school, they will create their own historical enquiries to study using sources and the skills they have developed.

In order to prepare pupils for their future learning in History, our curriculum aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History. 

Our History curriculum supports pupils to:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of humankind.
• Develop a historically-grounded understanding of substantive concepts -  power, invasion, settlement and migration, civilisation, religion, trade, achievements of humanity and society.
• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.
• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.
• Understand how historians learn about the past and construct accounts.
• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.
• Explain how and why interpretations of the past have been constructed using evidence.
• Make connections between historical concepts and timescales.