'A people without the knowledge of their past history, origin and culture is like a tree without roots.'
Here at St. Thomas’ CE Primary Academy, we value a high-quality History curriculum, which inspires a curiosity and appreciation about Britain’s past and that of the wider world. At its heart, History is about people. As such it is overflowing with fascinating, real-life stories, remembering brilliant people and heroic acts, which we use to engage children in our ambitious curriculum. Building their knowledge and skills in the discipline of History through key concepts, children become creative learners able to analyse, interpret and compare events and sources.
The History curriculum uses a spiral approach to embed understanding of the key concepts for each Key Stage. Children will use their vocabulary and knowledge to make connections and develop their empathy for and understanding of people in the past. Working like historians, through speaking and listening and evaluating sources, the children will learn critical awareness while searching for answers and drawing conclusions. Learning through narratives, questioning and by continuously building upon and developing historical skills, children will be able to express their interpretation of the key abstract concepts of development, trade, beliefs and civilisations.
Key Stage One Concepts:
Rich and poor
Understanding that there is a difference in the choices people have depending on their circumstances. Fewer rights, less care, fewer options when poor, whereas having money meant a better life.
Focus on one moment in time – what was the long-term impact? Eg. Titanic changed maritime laws and safety at sea provision around the world. FN changed nursing practices permanently. The Great Fire changed London.
Key Stage Two Concepts:
Civilisation and empire (slavery)
Chn need to understand what civilisations are, how they develop, adapt and build over time. Understanding how empires rise and fall, the ambition and power that drives expansion and the role of slavery within them.
Understanding the breadth of trade, that ancient civilisations were trading with people on the other side of the world, that contact with others spread ideas as well as goods.
Progress over time, understanding how everything that exists is built on what came before. The rudimentary stone tools being used in the Stone Age led to better in Bronze and even better in Iron Age.
Beliefs (including religious)
Understanding how beliefs shape decisions made and lives led (in any era). Historical empathy, seeing life as through someone else’s eyes.
Following the progression grids allows teachers to plan and teach lessons that focus on the substantive and disciplinary knowledge children need in order to make connections with previous learning as well as develop new understandings. Each unit asks a ‘Big Question’ that encourages deep thinking, oracy and using the vocabulary learned across the term. Authentic primary and secondary sources are used in lessons where possible, to allow children to explore artefacts, watch media and read high-quality texts in their journey to become Historians. Enriching the curriculum with trips, and developing cultural capital inspire discussion, questioning and contextual vocabulary through bringing history to life.
By weaving the key concepts through all the units in the History curriculum, children will develop an understanding of how the society in which they live was formed. Their ability to appreciate similarities and differences with other cultures and societies will help them to become responsible, tolerant and curious citizens of the future, equipped to find answers to questions and evaluate information. Practising both these transferable skills and discipline specific skills will enable children to confidently take their place in the wider world.