History

Curriculum Intent

Here at St. Joseph’s, we aim to provide a high-quality history education which will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past and events that have shaped the world today. Teaching will equip pupils to ask and answer perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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. We aim to extend our knowledge of key historic events and periods through engaging and enriching school visits which also help to deepen our pupil’s understanding. Through our teaching of History, we aim to develop the essential knowledge, skills and understanding, which are the building blocks for later life.

History is taught through timetabled specific lessons on a half termly basis, alternating with geography. The Rising Stars scheme of work is used for the delivery of history lessons.

Aims

EYFS

As part of the EYFS Framework, children are taught all about ‘Understanding the world’. This covers People and Communities and The World.

EYFS children work towards the following early learning goals…

  • To look closely at similarities, differences, patterns and change.
  • To talk about past and present events in their own lives and in the lives of family members.
  • To know about similarities and differences between themselves and others, and among families, communities and traditions.
  • To know about similarities and differences in relation to places, objects, materials and living things.
  • To talk about the features of their own immediate environment and how environments might vary from one another.

Key Stage 1 and 2

The national curriculum for history aims to ensure that all pupils:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: 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: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand 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 understand 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
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding 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.

Curriculum Impact

Assessment of children’s learning in History is an ongoing monitoring of children’s understanding, knowledge and skills by the class teacher, throughout lessons. This assessment is then used to inform differentiation, support and challenge required by the children.

Summative assessments take place throughout the year and teachers record the progress and attainment against the National Curriculum expectations. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately. This data is analysed on a termly basis to inform and address any trends or gaps in attainment.

Final end of year assessments are made using assessment criteria that has been developed in line with the National Curriculum. Thus identifying the level in which the child is working.

Below you will find the whole school subject overview and progression frameworks for this area of the curriculum:

History Knowledge Organisers – Autumn 1

History in EYFS

History Skills Progression

History Overview