History

The intent of our History curriculum at Steeple Morden Primary School is to provide a rich and engaging educational experience that ignites children’s curiosity about the past and develops a deep understanding of historical concepts in a local, national, and global context. We aim to develop critical thinking skills and historical enquiry by encouraging them to ask meaningful questions, understand cause and effect, and appreciate the complexity of historical narratives.

Curriculum by Year Group

Intent

Our history curriculum has been designed to be both knowledge-rich and coherently sequenced. Knowledge, in the realm of history, means not only substantive knowledge of historical events, dates and people in the past, but also knowledge of substantive concepts in history (such as ‘empire’, ‘monarchy’ and ‘civil war’), and disciplinary historical concepts (such as evidence, causation, significance and interpretation). Children to develop a chronologically secure knowledge and understanding of local, British and world history. The substantive knowledge taught in the curriculum has been carefully chosen and sequenced using a largely chronological approach. Each unit of work should not be viewed as a stand-alone topic, but as a chapter in the story of the history of Britain and the wider world. In this sense, the chronological approach provides a solid framework, anchoring each unit within a wider narrative. Understanding in history requires an understanding of causation. Children will be able to understand the causes of significant national and global events, (such as World War I), when they have some background knowledge of what happened before (such as the origins and growth of European empires, including the British Empire).

The curriculum aspires to create curious and knowledgeable young people, who hold a deep understanding and appreciation of the discipline of history, and are able to sift and weigh evidence to begin to formulate their own viewpoints and perspectives of the world.

Implementation

To ensure effective implementation of our History curriculum, we employ the following strategies:

Knowledge-Rich Curriculum: We provide a carefully sequenced curriculum that covers key historical skills and content across all year groups. This includes significant figures, events, and concepts such as change and continuity, cause and consequence, and significance. Knowledge of substantive concepts and disciplinary concepts have been interleaved across the curriculum, allowing children to encounter and apply these in different contexts. From year to year, unit to unit, lesson to lesson, the curriculum supports children in making connections and building upon prior substantive and disciplinary knowledge.
British History Each year, the children will study at least one unit of British history, looking at significant ‘turning points’ that help children understand modern Britain (for example, the sealing of the Magna Carta in 1215, the ‘break with Rome’ during the reign of Henry VIII, the ‘Glorious Revolution’ of 1688 and the building of the British Empire). While time is spent developing a solid understanding of the political context of each period (usually first), children will then embark on studying a wide range of contexts in more depth, including the cultural, social and religious context of the time.
Understand how the past is constructed and contested. Children begin by learning about what a historian does, looking at basic sources and simplified perspectives to develop an appreciation and understanding of what it means to be a historian. As their substantive knowledge grows, children will be able to ask perceptive questions, analyse more complex sources and begin to use their knowledge to develop perspective. Disciplinary concepts, such as continuity and change, cause and consequence and similarity, difference and significance, are explored in every unit, and children are supported to think outside of their current unit of work and apply these concepts across the curriculum.
The Wider World: Some of these units, such as the units on The Early British Empire and the Transatlantic Slave Trade, will look at the influence that Britain had on the wider world, and how the wider world has influenced Britain. All of these units are studied to provide an understanding of the history of the wider world and our place within it. They cover fascinating ancient civilisations, the expansion and dissolutions of empires, and the achievements and atrocities committed by humankind across the ages. The curriculum aims to ignite children’s love for history, preparing them with essential knowledge for Key Stage 3 and beyond.
Inclusive and Diverse Perspectives: Our curriculum encompasses a range of perspectives, reflecting the diversity of our society. We ensure that less represented voices are included and encourage discussions about the complexities of historical events. From the widely venerated, to the lives of the less well-known who offer us a rich insight into life at the time- from Aristotle to Martin Luther King, from Emmeline Pankhurst to Alan Turning.
Assessment for Learning: Continuous assessment through formative feedback and reflective practices is integral to our teaching. We utilise a variety of assessment methods, including class discussions, presentations, and written assignments, to monitor progress and adapt instruction accordingly.

Impact

The impact of our History curriculum can be seen in the following ways:

Engagement and Attainment: Children demonstrate high levels of engagement and enthusiasm during History lessons. They articulate their understanding clearly and show an ability to make connections between different historical events and periods.
Development of Key Skills: Through our enquiry-based approach, children develop critical thinking, analytical skills, and the ability to communicate their ideas effectively. They are adept at evaluating sources and forming evidence-based conclusions.
Cultural Understanding and Empathy: Children have a growing appreciation of and respect for different cultures and perspectives. Our approach encourages them to consider the complexities of history and the importance of remembering diverse narratives.