History

Curriculum Intent

At Victoria Primary, history lessons will inspire the children to become curious to know more about the past as an unfolding story. History lessons will help children gain coherent knowledge and understanding of Britain’s past and that of the wider world relevant to their lives and experiences. Children will be equipped to ask perceptive questions, challenge representations of the past, explore the ways in which it has been interpreted and represented and to analyse gaps and bias in books and resources. Through history lessons, children will develop an understanding of the complexity of people’s lives, the process of change, the diversity of societies and the relationships between different groups, as well as their own identity and the challenges of their time. 

The children will be taught history as an unfolding story through a variety of experiences in and outside the classroom. Children will be taught history by looking beyond the lives of exceptional people by comparisons with the lives and experiences of ordinary people of different classes and cultures, to put into context their great achievements.


Curriculum Aims:

At Victoria Primary Academy:

  • Children will know and understand the history of these islands as a chronological narrative. From the earliest times to the present.
  • Children will know and understand significant aspects of the history of the wider world.
  • Children will know and be able to use abstract terms such as, empire, civilisation and peasantry.
  • Children will understand historical concepts such as continuity and change.
  • Children will understand the methods of historical enquiry.
  • Children will be taught to place their growing knowledge into different contexts to gain historical perspective.

Minimum Standards

Teaching a Broad and Balanced curriculum for educational recovery DfE June 2021 states:  

In history, priority curriculum content should focus on the specific knowledge that will be critical for progression. Teachers may choose to return to previous or missed topics with a clear focus on the knowledge that is most important for future study.   

At key stage 1:   

  • Priority curriculum content should include a range of sufficiently detailed period specific knowledge.
  • Pupils should have the opportunity to situate this knowledge in relation to other significant historical events studied
  • Teachers will also need to give pupils opportunities to learn about particular people and places through records and artefacts.

At key stage 2:   

  • Teachers should continue to select content that illustrates the prioritised knowledge. This will establish strong foundations for studying a wider range of periods, with greater complexity, in the future
  • Teachers should regularly locate this knowledge in wider timelines so pupils gradually gain a sense of the chronological relationship between different historical events and periods
  • Teachers will also need to develop pupils’ knowledge of how historians study the past and construct historical arguments (for example, considering what makes claims valid or invalid). Historical knowledge and knowledge of how historians work support each other, so pupils will not develop one without the other. It is likely to be less effective to focus on ‘source skills’, for example, in isolation, than to study, in diverse contexts, how historians approach sources and evidence.   

At Victoria Primary Academy:  

  • Planning is based on the Edison Framework and is linked back to the National Curriculum for History. It allows for depth of understanding and opportunities to make links between learning in History and other curriculum areas.   
  • History specific vocabulary is taught explicitly and is displayed in all classrooms. This is linked to each area of History and is progressive throughout the academy.   
  • Historical timelines are displayed throughout the academy to document learning and moves through the academy with the children to enable them to look back at past learning and make links between previous and new learning.   
  • High quality books, both fiction and non-fiction, are used to support learning. These can act as a hook to interest children at the start of a topic or throughout to enhance the learning. They are displayed in the classroom and are accessible to all children.  
  • Children are encouraged to investigate both primary and secondary resources which are used in all year groups to enthuse and support pupil’s understanding. These are progressive throughout the academy and allow children to handle, observe, record and explain findings using historical vocabulary.   
  • Where possible, trips and visitors are organised to bring history to life and enhance the children’s experiences. 
  • Pupils with additional needs are supported to access the learning as appropriate depending on their need. Pupils with physical disabilities may need access to specialist tools or resources. Some pupils will benefit from pre teaching of key vocabulary. Some pupils may benefit from additional time or support from an adult to complete their work.   

Subject Leader

For more information, please contact the History Subject Leader:

Mrs I Stevenson
stevensons@victoriaprimaryacademy.org.uk


Useful Documents

History at Victoria

History National Curriculum Coverage

History Key Skills Acquisition Grid