History Curriculum Statement

Intent – What are we trying to achieve?

At Sacred Heart School, we aim to deliver a History curriculum which develops our children’s curiosity about the world that they live in, and inspires them to want to know more about the past. We aim to bring history to life through topics which enable a secure, coherent, chronological knowledge of the history of Britain to be learnt and built upon. We also aim to equip them with an understanding of their (and the school’s) local history. Additionally, the children will study significant aspects of history from the wider world and will be able to understand their importance and impact on society. Children will develop an increasing understanding of what historical evidence is and how it can be used to draw conclusions about the past. Children will be encouraged to develop an increasing understanding of how current daily life has been influenced by people and events from the past. A high-quality history education will help pupils gain an understanding of 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.

Implementation – How is our vision translated into practice?

At Sacred Heart School, History topics are taught in accordance with the National Curriculum, with support from resources such as Hamilton Trust in order to plan well-structured lessons and key vocabulary. Our curriculum is supported by a skills and progression map which ensures consistency between year groups. It also ensures that skills and knowledge are built upon each year and sequenced appropriately to maximise learning for all children. Children in year 1-6 are taught a history topic each term, alternating with geography in half-termly blocks across the academic year.

In KS1, teachers plan lessons which provide opportunities to identify and begin to discuss the similarities and differences between other historical periods, significant individuals and events, in addition to their own lives and local area; building on from the knowledge and skills that have been developed in the EYFS. This will ensure a firm foundation for KS2 History. In KS2, lessons provide opportunities for comparison with other historical periods, events and local area; building on from the knowledge and skills that have been previously developed.

We believe it is important for the subject to be taught discretely as well as incorporated within other curriculum subjects such as English and Art. Teachers ensure that strong cross curricular links are made. Immersing children as much as possible in the historical period that is being studied supports them in gaining a coherent knowledge and understanding and making links those previously studied.

At the start of the topic children will recap what they already know. Every history lesson begins with a quick recap to ensure that knowledge is maintained; this enables children to recall prior knowledge from the time period being studied and previously studied time periods. End of topic recaps require children to recall key information from current and previously studied historical periods to ensure that knowledge is retained. Differentiated questioning by skilled teachers ensures that children’s knowledge and understanding is extended and challenged across a unit of study.

Knowledge organisers are under development in every year group to identify the key knowledge and subject specific vocabulary for each historical period. They are to also enable teachers to identify what the children already know.

When creating their own accounts of the past, children will be able to use key historical terminology and vocabulary accurately.

Children learn to ask questions, research evidence and use secondary sources of information, such as photographs and books, to gain knowledge. Artefacts will be used, where possible, during topics to support historical enquiry and help the children to reach their own conclusions about the past. Children are encouraged to ask insightful questions. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Educational visits and hands-on learning opportunities are provided as often as possible to enthuse the children and bring History to life. Children also gain experiences from visitors and/or dress up and take on the role of a character from the period being studied which helps to bring the events to life.

Timelines are displayed in classrooms to support the development of chronological understanding. The timelines are used to display the children’s studies for each historical period.

EYFS

In the EYF S, the focus is on talking about past and present events in the children’s own lives and in the lives of their family members. This includes knowing about the similarities and differences between themselves and others, among families, communities and traditions. This is done through planned adult-led activities that take place across the academic year and focus on aspects such as physical changes since birth and comparing how times and events are celebrated by different people. They will learn about some similarities and differences between things in the past and now, drawing on their experiences and through the settings, characters and events encountered in books read in class and storytelling. Engaging provision containing objects of intrigue and high-quality interactions by skilled staff also support children to develop their knowledge and understanding about change and the world around them. The topics and themes studied in Early Years are experience-rich and developed based on the interests that the children have.

Impact – What is the impact of our curriculum?

Our engaging and stimulating curriculum will have a positive impact on all pupils’ learning across the years and they will have a good basis of core historical vocabulary, knowledge and understanding of Britain’s history and that of the wider world and will be curious to know more about the past. They will understand how the past influences the present and the future. Children will be able to use their developing skills as historians to ask and answer questions about the past. They will be able to support and challenge viewpoints drawing upon evidence to support them. This will be demonstrated through enthusiastic discussions with pupils as well as evidence in the quality of their learning in their Topic books and English books (where cross-curricular writing has been completed). Children will be equipped with the historical skills and knowledge required for further study in Key Stage 3 and beyond.