History Statement of Intent
At Wombridge, we believe that children gain a stronger sense of identity through having a greater understanding of our past, discovering how and why the world around them has developed over time. What they learn through history can influence their decisions about personal choices, attitudes and values.
Our teaching will equip the children to ask questions, think critically, analyse evidence, sift arguments and develop perspective and judgment. The History curriculum at Wombridge has been carefully planned and sequenced to ensure that current learning is linked to previous learning, helping children know more and remember more as they progress through school. We have mapped ‘Key Concepts’ such as settlement and invasion to develop the children’s understanding and build on the connections throughout their time at primary school. We aim to bring history alive through our teaching by using drama, artefacts, school trips and experience days in school. At Wombridge we are passionate that all our children receive a carefully sequenced History curriculum, rich in knowledge, which ignites children’s curiosity so that our children are excited and engaged in their learning about the past.
We provide, our children with opportunities to revisit previous topics throughout their education at Wombridge Primary to enable them to know more and remember more.
History Overview declarative and procedural 2022-2023
How History is taught at Wombridge Primary School
In our History lessons, we ensure that both our pupils’ substantive and disciplinary knowledge is built upon year on year.
Substantive Knowledge– Is knowledge and ‘substance’ of our curriculum e.g. people, dates, features of something
Disciplinary Knowledge-Is knowledge our children develop to interpret the past – how do we know what we know? E.g. changes, continuation, causes, sources.
In order for our pupils are able to learn more and know more, we believe it is vital that our history curriculum develops both categories.
Implementation
We organise the History curriculum by mapping objectives through each stage of learning. In this way we ensure that ‘knowledge builds on knowledge’, helping children to know more and remember more. Our curriculum forms our progression model.
Objectives are categorised using the following headings:
Build an overview of world history
This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.
Understand chronology
This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.
Communicate historically
This concept involves using historical vocabulary and techniques to convey information about the past.
Investigate and interpret the past
This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.
These headings form our ‘threshold concepts’, key areas of the curriculum that are vital for children to understand and remember. We ensure that these concepts are regularly assessed and revisited so that lessons can be adapted in order to help all children to make progress.
Children can now practise and learn the key concepts and knowledge needed for History at home. Use the links below to choose an area of learning that is being taught this term or that needs some practise.
BUILD AN OVERVIEW OF WORLD HISTORY
Build an overview of world history KS1
Describe historical events.
Describe significant people from the past.
Recognise that there are reasons why people in the past acted as they did.
Build an overview of world history Yr3/4
Describe changes that have happened in the locality of the school throughout history.
Give a broad overview of life in Britain from ancient until medieval times.
Compare some of the times studied with those of other areas of interest around the world.
Describe the social, ethnic, cultural or religious diversity of past society.
Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
Build an overview of world history Yr5/6
Identify continuity and change in the history of the locality of the school.
Give a broad overview of life in Britain from the units of history covered.
Compare some of the times studied with those of the other areas of interest around the world.
Describe the social, ethnic, cultural or religious diversity of past society.
Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
UNDERSTAND CHRONOLOGY
Understand chronology KS1
Place events and artefacts in order on a time line.
Label time lines with words or phrases such as: past, present, older and newer.
Recount changes that have occurred in their own lives.
Use dates where appropriate.
Understand chronology Yr3/4
Place events, artefacts and historical figures on a time line using dates.
Understand the concept of change over time, representing this, along with evidence, on a time line.
Use dates and terms to describe events.
Understand chronology Yr5/6
Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural).
Identify periods of rapid change in history and contrast them with times of relatively little change.
Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.
Use dates and terms accurately in describing events.
COMMUNICATE HISTORICALLY
Communicate historically KS1
Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.
Show an understanding of the concept of nation and a nation’s history.
Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.
Communicate historically Yr3/4
Use appropriate historical vocabulary to communicate, including:
dates, time period, era, change, chronology.
Use literacy, numeracy and computing skills to a good standard in order to communicate information about the past.
Communicate historically Yr5/6
Use appropriate historical vocabulary to communicate, including:
dates, time period, era, chronology, continuity, change, century, decade, legacy.
Use literacy, numeracy and computing skills to a exceptional standard in order to communicate information about the past.
Use original ways to present information and ideas.
INVESTIGATE AND INTERPRET THE PAST
Investigate and interpret the past KS1
Observe or handle evidence to ask questions and find answers to questions about the past.
Ask questions such as: What was it like for people? What happened? How long ago?
Use artefacts, pictures, stories, online sources and databases to find out about the past.
Identify some of the different ways the past has been represented.
Investigate and interpret the past Yr3/4
Use evidence to ask questions and find answers to questions about the past.
Suggest suitable sources of evidence for historical enquiries.
Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.
Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ.
Suggest causes and consequences of some of the main events and changes in history.
Investigate and interpret the past Yr5/6
Use sources of evidence to deduce information about the past.
Select suitable sources of evidence, giving reasons for choices.
Use sources of information to form testable hypotheses about the past.
Seek out and analyse a wide range of evidence in order to justify claims about the past.
Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.
Understand that no single source of evidence gives the full answer to questions about the past.
Refine lines of enquiry as appropriate.
History Long Term Overview and Key Concepts
Our history curriculum has been designed to be both knowledge-rich and coherently sequenced. Knowledge means not only substantive knowledge of historical events, dates and people in the past, but also knowledge of substantive key concepts in history (such as ‘empire’, ‘monarchy’ and ‘conflict’) and disciplinary historical concepts (such as evidence, causation, significance and interpretation). Pupils in Key Stage 1 study historical topics that allow them to gain a fundamental understanding that the passing of time creates history. In planning for progression, the children are introduced to historical periods and concepts that they will study more fully in Key Stage 2. From year to year, lesson to lesson, the curriculum supports children in making connections and building upon prior substantive and disciplinary knowledge as they encounter and apply them in different contexts.
(1) History Overview declarative and procedural
KS2 Timeline – Comparing World Chronology
