Principles of the History Curriculum
Intent – why do we teach what we teach?
The United Curriculum for History provides all children, regardless of their background, with:
Coherent and chronological substantive knowledge of the history of the Britain and the wider world, selected to build pupils’ understanding of three vertical concepts. These vertical concepts provide both a concrete lens through which to study and contextualise history, as well as use small steps to help pupils gain a deep understanding of complex, abstract ideas:
Quest for knowledge
How do people understand the world around them? What is believed; what is known; what scientific and technological developments are made at the time? How is knowledge stored and shared? What shapes people’s views about the world?
Power, empire and democracy
Who holds power, and what does this mean for different people in the civilisations? How is power wielded and legitimised? How are people’s rights different in different historical contexts?
Community and family
What is life like for different people – men, women and children – in different societies? How are these societies structured? How are family and community roles and relationships different in different historical contexts?
Concepts in History
Our History Curriculum is routed in key concepts which are displayed below.
Curriculum Road Map Spring to Summer 2024 (see class pages for Autumn Term information)
Curriculum Road Map 2024-25
Curriculum Overview Grid 2024 – 2025 Academic year
Implementation: What do we teach and when?
The implementation of the United Curriculum for History reflects our broader teaching and learning principles.
For History in particular:
Content is always carefully situated within existing schemas. Every unit always begins with the chronological and geographical contexts, so that pupils can situate new knowledge in their broader understanding of people and places in the past.
Vertical concepts are used within lessons to connect learning about one civilisation to another. For example, when learning about Ancient Maya step-pyramids, pupils will review the stone structures of Stonehenge, Egyptian pyramids and Greek temples.
Opportunities for extended, scholarly writing appear throughout the curriculum. These have a clear purpose and audience and, crucially, allow pupils to write as a historian. For example, after considering the subjective nature of historical significance, pupils write to the head teacher to explain why they think it is important for all subsequent Year 4 classes to learn about the Early Islamic Civilisation.
Impact: How children show that they know and remember more?
The careful sequencing of the curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. Formative assessment is prioritised and is focused on whether pupils are keeping up with the curriculum.
In general, this is done through: