History

History Curriculum Statement

This document outlines the intent and rationale behind the Linton Heights Junior School (LHJS) history curriculum, how it is delivered and how teachers measure pupil progress.

Intent

Following the school motto, “Together we learn, together we thrive”, the LHJS history scheme of work 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.

According to the 2023 IDSR, 83% of our school is white British, therefore we are keen to intersperse diversity to broaden the horizons of our learners. Inspiring people, irrespective of religion, race, disability or sexual orientation are studied and we also aim to teach pupils about different cultures. In recognition of this, we aim to build an awareness of significant events and individuals in not just local or indeed British history but from a global perspective and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the rich 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. The scheme 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 scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

Pupils benefit from a rich range of historical experiences examples include – a Y3 Egyptian experience day;  Y4 trip to Colchester Castle; Y5 trip to the Tudor Kentwell Hall; Y6 trip to Bletchley Park

Our history scheme of work 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

To meet the aims of the National curriculum for history and in response to the Ofsted Research review into history, the following key strands have been identified:

As seen in the above diagram, the history scheme of work emphasises the importance of historical knowledge being shaped by disciplinary approaches. 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 of the six-lesson units 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. The scheme builds on the work of Linton Infant School – our main feeder school where, in EYFS, children experience history by reflecting on key experiences from their own past which in turn builds the notion that they each have their own histories. In Key stage 1 children begin to understand where people and events fit chronologically. This supports pupils to build a ‘mental timeline’ which they can refer to in Key stage 2. At LHJS pupils identify connections, contrasts and trends over time.

At LHJS 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 scheme, 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 school, they will create their own historical enquiries to study using sources and the skills they have developed.

Our scheme 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.

In each lesson, pupils 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

Strong subject knowledge is vital for staff to be able to deliver a highly-effective and robust history curriculum. In addition to regular CPD training in history, each unit of lessons focuses teachers on the key subject knowledge needed to deliver the curriculum, making links with prior learning and identifying possible misconceptions.

Impact

The impact of the history scheme of work is regularly monitored through both formative and summative assessment opportunities. Each unit has a skill catcher and knowledge assessment quiz which can be used at the end of the unit to provide a summative assessment. In addition to this, the history subject lead is responsible for the monitoring and evaluation of their own subject area.  The information from the monitoring and evaluation, coupled with the results from the Kapow end of unit tests, then forms the basis of the impact assessment for that curriculum area.

After the implementation of LHJS history scheme of work, pupils should leave school equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will be critical and analytical thinkers who are able to make informed and balanced judgements based on their knowledge of the past.

Our pupils progress to clearly identified end points. By the end of Key stage 2, pupils will be able to:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.
• Develop a historically-grounded understanding of substantive concepts – power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.
• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.
• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.
• Understand how historians learn about the past and construct accounts.
• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.
• Explain how and why interpretations of the past have been constructed using evidence.
• Make connections between historical concepts and timescales.
• Meet the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 2.

If you have a keen interest in history and would like to carry out some more research, here are some recommended websites:

History for kids

Lots of interesting facts and free worksheets to download.

https://www.historyforkids.net/middle-ages.html

National Geographic Kids

One of my favourite websites covering history as well as geography and science. Check out the competitions and games!

https://www.natgeokids.com/uk/category/discover/history/ https://exploresaffronwaldenmuseum.blogspot.com/

Saffron Walden Museum

https://www.saffronwaldenmuseum.org/

Fitzwilliam Museum

There’s some great information under ‘Learning, family’.

https://www.fitzmuseum.cam.ac.uk/learning/family