Our History Curriculum
Our Curriculum Intent
Our History curriculum centres on children’s knowledge and understanding of the chronology of British history and that of the wider world, recognising significant people, places and events. A critical part of this learning is through access to a variety of information sources, such as the school’s new library facilities, allowing children to consider events in different ways. Local trips and specialist visitors bring History to life and enrich the curriculum with different historical sources and a mix of primary/ secondary evidence. For example, a visit to the Imperial War Museum and a visit from a Stone Age hunter inspire the children to learn from reliving the past. The children are encouraged to explore and respond to the viewpoints they research; developing connections between historical times, events and people; and our curriculum is shaped to support children in understanding the consequences that these events have had on how we live today. Memories from family members regarding their childhood experiences add a very personal and human aspect to our curriculum for our younger children.
Our key strands for developing historical substantive knowledge are: 1) chronology of British, local and World history, 2) change over time and 3) similarities and differences. Children are encouraged to retain this knowledge throughout their learning journey by revisiting and recapping elements from previously learnt content, and this is shaped by our curriculum roadmap which is placed in all children's books.
The key historical disciplinary knowledge that children develop over their time at our school are: 1) making connections, 2) cause and consequence and 3) investigate, question and interpret. Children work independently and with their peers to decide upon which facts to extract and how to present their work. As their ideas evolve, they often express these creatively through art, drama and computing and extend their knowledge of different types of writing. Children are taught to respect and celebrate their own culture and history and that of their peers, recognising the similarities and differences between their lives and those in the past. By working together, the children develop knowledge and expand upon each other’s ideas. Children learn to explore and care about personal opinions as they consider the diversity of events and how this has shaped our society.
The Purpose Of Our Curriculum
We develop children who…
1. Have an in-depth knowledge and understanding of the history of Britain and the rest of the world;
2. Develop a love of history and a want to pursue historical enquiry;
3. Critically reflect on what they have learnt about the past and to consider evidence, as well as their own and other’s judgements;
4. Understand the complexity of peoples’ lives and the diversity of societies throughout the past;
5. Take this knowledge and apply it to their own lives and the lives of others’ around them.
Our Curriculum Offer - What We Teach In History
In our school, we begin our understanding of chronology in EYFS; the youngest children need to start with now and work backwards. They look at the changes within living memory, relating life now to how they have changed throughout their life as well as making family trees and simple timelines. These are brought to life with linked texts and vocabulary plays a crucial part in the teaching and learning within EYFS in developing children's awareness of historical concepts such as time, chronology and placing oneself in a timeline (yesterday, today, tomorrow etc).
KS1 build on this by also looking at the local history of where they live so it is the most relevant. In Year 2, our children are more able to understand beyond living memory so can go back further in time. They develop the idea of chronology from just a period of 5 days for the Great Fire, but then look at other significant events beyond living memory - the Gunpowder Plot is just before the Great Fire. Our Year Twos study why we are wearing poppies and why we are remembering significant events such as WW1 and the later WW2, and the children can add these onto a timeline. The children finish this topic with a solid understanding of why we study history- to remember these significant events a long time ago and their relevance today. Our other Year 2 unit is 'Significant individuals' - again we use this as vehicle for comparing aspects of life at different times through the study of a number of significant people. This further develops a concrete understanding about chronology, in preparation for KS2.
In KS2 we map the curriculum by starting with with the earliest times. We start with the Stone Age, Bronze Age to Iron Age units so they know what early Britain was like, before looking at the four earliest civilisations (which were at the same time as the Bronze Age). The rest of the KS2 units are in chronological order, further strengthening understanding of chronology, so Greeks, then Romans, Anglo Saxons and Vikings (together as they were existing in Britain at the same time and struggling to gain land from each other), and finally we study a unit over a long arc of time beyond 1066 as the children move into Year 6. Our local History unit in KS2 was also placed in Y6 so the children can bring all their learning together in the local context. We teach in chronological order in KS2 to make the concepts easier to explore and this makes this more relevant to the children- they see and can carve out their own learning journey through the ages. The NC states they should "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" and these come through in all aspects our our curriculum and through our medium term planning.
EYFS
In the Early Years Foundation Stage (EYFS), history is introduced in a simplified and age-appropriate manner to foster children's understanding of the past. Here are some examples of what history might look like in the EYFS:
- Exploring personal history: Children may be encouraged to talk about their own lives, families, and significant events that have happened to them. They can bring in photographs or objects that hold personal meaning and share their stories with their peers.
- Studying significant figures: EYFS introduces children to important historical figures, such as explorers, inventors, or influential leaders. They can learn about individuals like Florence Nightingale, Christopher Columbus, or Rosa Parks through stories, pictures, or role play.
- Investigating the past: Children can engage in simple historical investigations, such as exploring how toys have changed over time or discovering the differences between old and modern homes. This hands-on approach allows them to make comparisons and develop an understanding of historical change.
- Celebrating cultural festivals: EYFS provides opportunities to celebrate and learn about cultural festivals, both historical and contemporary. For example, children may explore the significance of Diwali, Chinese New Year, or Christmas, understanding the traditions, stories, and symbols associated with these events.
- Local history exploration: Children can explore the history of their local area, learning about significant landmarks, community traditions, or historical events that have shaped their surroundings. They might visit local museums or historical sites to experience history first hand.
- Storytelling and historical narratives: Through storytelling, children can engage with historical events and characters in a creative and imaginative way. Historical tales or folk stories can be shared, and children can recreate scenes or act out stories, developing their understanding of the past.
- Using primary sources: While simplified for young children, primary sources like photographs, paintings, or artifacts can be introduced to help them develop an awareness of historical evidence. For instance, they might explore photographs of old-fashioned transportation or examine replica historical objects.
- Chronological understanding: EYFS aims to introduce children to the concept of time and sequencing events. They can practice ordering pictures or objects based on their historical context, helping them develop a basic chronological understanding.
- Understanding change: EYFS explores the idea of change over time, both in personal experiences and historical contexts. Children can compare old and new versions of objects, clothing, or technology, developing an understanding of how things have evolved.
- Role play and reenactments: Role play offers opportunities for children to step into historical roles and act out scenes from the past. Whether it's pretending to be an ancient Egyptian or a Victorian school child, role play enhances their understanding of historical periods and events.
It's important to note that history in the EYFS focuses on building foundational skills and fostering a curiosity about the past. The content and depth of historical knowledge expand as children progress through their education.
Click here to access the History National Curriculum
Our Roadmap for History
History Knowledge/ Skills/ Vocabulary Progression Document
Our Curriculum Offer - How We Teach History
Our approaches across the curriculum allow for a deep understanding of the past while nurturing critical thinking skills and a love for learning. Incorporating hands-on, experiential activities is crucial, as it allows our learners to engage with history in a tangible way, making the subject more relatable and memorable. Utilising primary sources, such as artifacts, documents, and eyewitness accounts, provides students with authentic glimpses into different time periods, encouraging them to analyse and interpret information independently. Storytelling is another powerful tool that we use at Grappenhall Heys, enabling teachers to weave historical narratives that captivate students' interest and connect them emotionally to the events and people of the past. Additionally, we promote an inclusive and diverse perspective which ensures that our students encounter a well-rounded understanding of history, acknowledging multiple viewpoints and cultures. We incorporate technology where necessary, such as virtual field trips or interactive multimedia, which can enhance the learning experience and cater to various learning styles. Lastly, We encourage and foster a classroom environment that encourages questioning, discussion, and inquiry which then helps students to develop critical thinking skills and a curiosity about the complexities of the world's history.
- Activities align closely with teaching. They enable pupils to remember the right things and do not overload their working memories.
- Sequences of lessons build logically on what has been learned before and enable pupils to build and strengthen their schemata across lessons, weeks, terms, and year groups.
- Time is used well, moving on when pupils are ready but allowing enough repetition, practice and overlearning.
- Sequences of lessons follow the long-term plan and match curriculum intent.
- Teachers’ subject knowledge is strong and/or has been improved through CPD/Support.
- Subject specific terms are used with care.
Ambition For All
We achieve this by ensuring that all children, including those with Special Educational Needs and Disabilities (SEND), can access the primary history curriculum with the understanding that it requires an inclusive and adaptable approach. Differentiated instruction and a variety of teaching strategies are key components in accommodating diverse learning needs. Teachers should employ a range of sensory materials, visual aids, and manipulatives to cater to various learning styles. Additionally, providing clear and concise instructions, along with visual supports, can assist children with different communication needs. Collaborating with specialised support staff and involving parents in the educational process helps create a tailored approach for children with SEND. Flexibility in assessment methods is also essential, allowing for alternative ways of demonstrating understanding, such as through visual projects or verbal presentations. Above all, fostering a positive and supportive learning environment that values each child's unique strengths and abilities promotes an inclusive primary history curriculum, ensuring that all children, regardless of their individual needs, can actively engage in and benefit from historical learning experiences.
Adaptive teaching takes place in all classrooms
• For sensory or physically impaired pupils, geography learning may necessitate enlarging texts, using clear fonts, using visual overlays, or audio description of images.
• Dyslexic pupils may benefit from well-spaced print.
• Teachers identify and break down the components of the subject curriculum into manageable chunks for pupils who find learning more difficult, particularly those with cognition and learning needs. These may be smaller ‘steps’ than those taken by other pupils to avoid overloading the working memory.
• A variety of additional scaffolds may be used in lessons, such as vocabulary banks, additional visual stimuli or adult support.
What Makes History Special at Grappenhall Heys?
We make primary history special by creating engaging and immersive learning experiences that transport students to different epochs and cultures. Utilising a combination of interactive activities, multimedia resources, and hands-on projects, we strive to make history come alive for young learners. Primary sources, such as documents, artifacts, and eyewitness accounts, are integrated into the curriculum, allowing students to directly connect with the past. Field trips to historical sites, museums, or visiting workshops provide students with tangible experiences that deepen their understanding of key historical events. Additionally, we often encourage critical thinking and inquiry by prompting students to analyse historical evidence, consider diverse perspectives, and draw connections between past and present. By fostering a sense of curiosity and appreciation for the richness of human history, we make primary history a memorable and transformative aspect of a student's education.
Here are some of the ways in which this is spread across our curriculum:
Enrichment Opportunities, Museums, Visiting Speakers, Parent Experts, Role-Playing, Local Visits/ Study, Enrichment Days (Black History), Studying Key Figures, History Competition (half termly), Drama Groups, Environment.
Click the image to see our Roman Day Video!
Our Pupil Voice
"History is my favourite subject because you get to find things out and ask lots of questions. We went to a museum to find out more about what we had been learning about in school. We also had a visitor who was an expert and he told us all about Roman life!"- Year 4 Pupil Voice
Year 1-6 children collected their ideas on what 'History' means to them. We created a word cloud.
Click here to learn about our History Pupil Voice
How Can You Find Out More?
Parents can support their children with history at home in various ways to enhance their understanding and interest in the subject. Here are some suggestions:
Read Historical Stories Together: Choose age-appropriate historical fiction or non-fiction books and read them together. Discuss the characters, events, and historical context, encouraging your child to ask questions and share their thoughts.
Watch Educational Videos and Documentaries: Explore historical documentaries or educational videos that align with your child's age and understanding. Platforms like YouTube, historical documentaries, and educational streaming services can provide visually engaging content.
Visit Museums and Historical Sites: If possible, take your child to local museums, historical sites, or exhibitions. These visits can provide real-world context and make history more tangible and interesting.
Use Educational Apps and Games: There are many history-themed educational apps and games designed for different age groups. These interactive tools can make learning history enjoyable and help reinforce key concepts.
Encourage Critical Thinking: Prompt your child to think critically about historical events. Ask open-ended questions, encourage them to consider different perspectives, and discuss the impact of historical decisions on society.
Create Timelines and Maps: Help your child create timelines or maps of historical events. This visual representation can aid in understanding the chronological order of events and geographical contexts.
Explore Family History: Discussing family history can make the subject more personal and relatable. Share stories about ancestors, traditions, or significant family events, connecting them to broader historical contexts.
Support Research Projects: If your child has a specific interest in a historical topic, support them in researching and exploring it further. This could involve trips to the library, online research, or interviews with knowledgeable individuals.
Connect History to Current Events: Discuss how past events have shaped the present. Help your child make connections between historical occurrences and contemporary issues, fostering a deeper understanding of the world around them.
Celebrate Historical Holidays and Traditions: Embrace historical holidays and traditions, exploring their origins and significance. This can make learning about history a fun and festive experience for the entire family.
By incorporating these activities into family routines, parents can contribute to their child's historical knowledge while fostering a lifelong appreciation for the subject.
Please click the link below to find lots of websites that can be used to support learning at home.
Useful Websites To Support History Learning At Home
The Historical Association is a great resource for anything associated with primary history. Click the link below.
