History

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

HISTORY – Historical Enquiry

  • Curriculum lead: Mr Hardy

  • Curriculum Statements

EYFS: “They begin to understand the similarities and differences between themselves and others, and among families, communities, and traditions.”

KS1: “Children should understand some of the ways in which we find out about the past and identify different ways in which it is represented.”

KS2: “Children should understand how our knowledge of the past is constructed from a range of sources.”

  • Related Vocabulary

EYFS:
Past (T2)
Changed (T1)
Different (T1)

KS1:
Source (T2)
Improve (T2)
People (T2)

KS2:
Monarchy (T3)
Empire (T3)
Research (T3)

  • Cultural Capital

Children may demonstrate an understanding of different culturally significant events.

They will relate historical events to the impact not only to their immediate lives, but in a wider setting such as community, British values and cultural relevance.

They will compare sources of information relating to key historical events, drawing on their understanding to develop context of socio-economic change over the years in both Britain and the World.

  • School aims

  • Achieve beyond expectations
  • Be proud of our community, our school, our achievements and our peers
  • Compete, with the belief that we have every chance of success
  • Develop a culture where we take appropriate risk
  • Enable people to work together, in order to achieve more than we could on our own
  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

Children will produce a piece of portfolio work, demonstrating their knowledge and understanding.

They will participate in a sequence of lessons with a historical focus, producing a range of evidence including written work, role play and reflective dialogue.

  • Sequencing

  • EYFS: Children begin to identify things from their past, and think about how things have changed as they have grown.
  • Year 1: Children find answers to some simple questions about the past from sources of information.
  • Year 2: Children observe or handle sources of information to answer questions about the past on the basis of simple observations.
  • Year 3: Children use different sources of information to answer questions about the past.
  • Year 4: They are beginning to select information from different sources to answer questions about their past.
  • Year 5: They are beginning to select and combine information from different sources to answer questions about the past.
  • Year 6: Using their knowledge and understanding pupils are beginning to get sources of information and identify those that are useful for particular tasks.
  • Mastery: Using their knowledge and understanding they identify and evaluate sources of information, which they use critically to reach and support conclusion.
  • Impact

What knowledge will the children have embedded?

Children will be able to recall specific historical events, appropriate to age.

They will demonstrate an understanding of the key moments within the event, the historical people involved and the impact it has had on current British society and the World.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: What has changed since you were a baby? Can you remember a time you could not do something (e.g. button up coat)?

KS1: Can you name a historical period of time? Why is it remembered?

KS2: Can you describe what life was like for an evacuee during WWII? What has changed and why?

History – Historical Enquiry – Primary Curriculum


History – Historical Enquiry – Foundation stage:

They begin to answer questions about events in their past.


History – Historical Enquiry – Year 1:

They find answers to some simple questions about the past from sources of information.


History – Historical Enquiry – Year 2:

They observe or handle sources of information to answer questions about the past on the basis of simple observations.


History – Historical Enquiry – Year 3:

They use different sources of information to answer questions about the past.


History – Historical Enquiry – Year 4:

They are beginning to select information from different sources to answer questions about their past.


History – Historical Enquiry – Year 5:

They are beginning to select and combine information from different sources to answer questions about the past.


History – Historical Enquiry – Year 6:

Using their knowledge and understanding pupils are beginning to get sources of information and identify those that are useful for particular tasks.


History – Historical Enquiry – Mastery:

Using their knowledge and understanding they identify and evaluate sources of information, which they use critically to reach and support conclusion.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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