Our History curriculum has been designed to build on our children’s cultural capital, through our curriculum drivers, children’s interests and the requirements of the National curriculum to empower our children to develop a curiosity, passion and an enthusiasm for acquiring historical knowledge and the historical vocabulary needed to articulate an understanding of History.
Our History curriculum provides a coherent, structured, academic curriculum that leads to sustained mastery for all and a greater depth of understanding for those who are capable. It sets out a clear list of the breadth of topics that will be covered for each year group which ensures each teacher has clarity as to what to cover, the threshold concepts children should understand, criteria for progression within the threshold concepts and criteria for depth of understanding.
Our Key History concepts: investigate and interpret the past, build an overview of world history, understand chronology and communicate historically are organised into knowledge categories and explored through our breadth of historical topics therefore ensuring clear intra-curricula links so that children are able to return to the same concepts over and over so they gradually build a secure historical understanding.
Our History milestones define the standards for the threshold concepts. We expect children in year 1 of the milestone to develop a basic understanding of the concepts and an advancing or deep understanding in year 2 of the milestone.
Our teaching of history has been interleaved on a two weekly cycle with our teaching of geography as cognitive science research identifies that interleaving and the frequent retrieval of previously learnt content aids long term retention. Our historical topics are revisited in both years, in each key stage so they are built upon across the key stage to ensure progression and enable children to build a history schema and move their learning from working in to long term memory.
History activities are planned for within our continuous provision which enables application and replication of historical knowledge taught in different contexts, with pertinent cross curricula links, offering a more open ended approach to learning which challenges and empowers children to demonstrate their learning in imaginative and different ways. It also builds on previously taught knowledge, both day-to-day and across year groups. It supports the needs of the less knowledgeable children but challenges those more knowledgeable children.
The impact of our curriculum is that by the end of each milestone, the vast majority of children have sustained mastery of the content, that is, they remember it all and are fluent in it; some children have a greater depth of understanding. We track carefully to ensure children are on track to reach the expectations of our curriculum through our Proof of progress, (POP), tasks. POP tasks are categorised into 3 cognitive domains; basic, advancing and deep.
Whole school overview
King Richard III
Great Fire of London
The Black Death
Tim Berners Lee
Queen Elizabeth II
King Richard III Visitors Centre
4A St Martins, Leicester LE1 5DB
The Monument of the Great Fire of London
Fish St Hill, Bridge, London EC3R 8AH
Museum of London
150 London Wall, Barbican, London EC2Y 5HNAbbey Pumping Station Museum of Science and Technology
Corporation Rd, Leicester LE4 5PX
Westminster, London SW1A 1AA
Kensington Gardens, Kensington, London W8 4PX
The National Space Centre
Exploration Dr, Leicester LE4 5NS
A Bonfire Celebration
Abbey Park – November
Stonehurst Farm – transport museum
Bond Ln, Mountsorrel, Loughborough LE12 7AA
- The Children’s Book of Richard III by Rosalind Adam
- The Great Fire of London by Susanna Davidson
- The Black Death by Rob Lloyd Jones
- Marie Curie: The Woman Who Changed the Course of Science by Philip Steele
- Tim Bereners Lee by Claudia Martin
- Becoming Queen Elizabeth by Gillian Clements
- The Little Queen: The Amazing Story Of Queen Victoria by Stewart Ross
- Great Events: The First Moon Landing by Gillian Clements