Intent

At Dagnall we have an enquiry based history curriculum aimed at developing a real interest which results in the acquisition of skills and knowledge and a vocabulary that enables learners to explain their understanding of history.

Our curriculum supports children in building their understanding of chronology in each class group and across the school, making connections over periods of time and developing a chronologically-secure knowledge of History.

We will introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

We want to develop curious learners who ask questions to expand their knowledge and make links across periods of history.

Implementation

At Dagnall we use the Kapow History Scheme of work.                                                         

 The substantive strands of topic knowledge, chronology and substantive concepts are woven together with disciplinary knowledge (how historians learn about the past and make judgements) to ensure that children have engaging and enriching learning experiences which allow the them to investigate history as historians do and to ask questions of historical facts.

It is important that children know that history is not just set facts and opinions but  that with new techniques and new explorations, our understanding of history changes.

In Robins, 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.

Children will further develop their awareness of the past in Red Kites 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 in identifying connections, contrasts and trends over time.

Over the course of the scheme, children 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

Impact

We want children’s knowledge to be embedded, with learning being memorable and important to them. We will ensure that learning builds upon itself both within a unit of learning and across the school.

Each session will begin with prior learning to ensure there are firm foundations on which to build new learning.

Children will interpret history, making associations and answering their own questions about the past. They will develop their vocabulary to fully express their own thoughts using the correct historical terminology.

Children will retain and build upon skills and knowledge.

Children will enjoy history.

Children will achieve age related expectations in history at the end of their cohort year.