Implementation 

Across our curriculum we aim 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.

We aim to follow the National Curriculum, which advocates the development of both substantial and disciplinary knowledge. Our curriculum therefore emphasises the importance of historical knowledge being shaped by disciplinary approaches. Alongside the pursuit of knowledge, we want children to 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.

In EYFS, children explore the concept of history by reflecting on key experiences from their own past, helping them understand that they each have their own histories. Then, they engage in activities to compare and contrast characters from stories, including historical figures, deepening their understanding of how individual lives fit into broader historical narratives. Their learning focuses on each of the history-related Development matters statements. Children will further develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. 

In Key stage 1 and 2, 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.

In order to prepare pupils for their future learning in History, we aim to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture

Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2,  allowing knowledge of these key concepts to grow. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

We follow 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.