History is the study of how people lived and acted in the past. It involves finding and evaluating evidence to interpret the past.

Children are taught History through subject specific units. By finding out about the past, children learn about the development of societies throughout the world, develop respect for and tolerance of other people and cultures, develop a concept of time and chronology and understand the relationships between events of the past and present day life.

Intent 

History at Tattershall Primary School 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. 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. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History 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 mankind’s past mistakes.

Our History curriculum aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

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.

Our 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.

Implementation 

At Tattershall Primary School we have used the curriculum design model from ‘Kapow Primary’.         

In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we have identified the following key strands:

Our History curriculum emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

Each six-lesson 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. Children 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. Each class in Key Stages 1 and 2 displays a timeline which supports children in developing this chronological awareness.

In Key Stage 1 and 2, units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and Conclude, Communicate) when answering historical questions.

Over the course of the curriculum, children develop their understanding of the following key disciplinary concepts:

• Change and continuity.

• Cause and consequence.

• Similarities and differences.

• Historical significance.

• Historical interpretations.

• Sources of evidence.

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. They will confidently develop and use their own historical skill set. As children progress through the curriculum, they will create their own historical enquiries to study using sources and the skills they have developed.

Substantive concepts such as power, trade, invasion and settlement, are introduced in Key Stage 1, clearly identified in Lower Key Stage 2 and revisited in Upper Key Stage 2 (see Progression of skills and knowledge) allowing knowledge of these key concepts to grow. 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 follows the spiral curriculum model where previous skills and knowledge are returned to and built upon. For example, children progress by developing their knowledge and understanding of substantive and disciplinary concepts by experiencing them in a range of historical contexts and periods. History in Action videos explain the careers and work of those in history and heritage-related fields. Historians, archivists, archaeologists, museum curators, teachers and heritage experts discuss their love of history, how they became interested in the subject, how they got into their jobs and what their jobs involve.

Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of an historical enquiry. In each lesson, children will participate in activities involving disciplinary and substantive concepts, developing their knowledge and understanding of Britain’s role in the past and that of the wider world. Children will develop their knowledge of

concepts and chronology as well as their in-depth knowledge of the context being studied.

Teaching is adapted for every lesson as needed to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by

encouraging recall of key facts, concepts and vocabulary. Each unit of lessons focuses on the key subject knowledge needed to deliver the

curriculum, making links with prior learning and identifying possible misconceptions.

At Tattershall Primary School Design Technology is taught discreetly from Year 1 to Year 6, mostly through a weekly lesson. Due to our PAN of 20, we have single year group classes for Years R, 1, 2 and 6 and two mixed age classes; Year 3/4 and Year 4/5. In order to meet the needs of our school, we have designed a three-year cycle for the mixed age classes. This has been carefully planned and adapted to ensure that all pupils have access to a progressive curriculum.

For full information about our History Curriculum (including curriculum design, Knowledge Organisers and assessment procedures) please look at our Curriculum Handbook (Non-Core) here.