At Kelvin Grove Primary School, our history curriculum enables pupils to develop better understanding of the world in which we live. Building knowledge and understanding of historical events and trends enables them to develop a much greater appreciation for current events today and feel a sense of belonging where they fit into our world. A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
History Lead: Miss S Chaudhry
I can always remember (throughout my school and university life) being curious and fascinated by the different time periods in History and how events, culture and people in the past resonate with our current, modern times. The enjoyment of exploring historical sites, museums and artefacts has allowed me to develop skills of questioning, debating, and communicating with a wide range of people, including our budding historians in school. Seeing the curiosity and fascination that I had as a pupil at Kelvin Grove many years ago to our pupils now brings such pleasure and delight in teaching, (and continuing) learning and leading a subject that I am incredibly passionate about. History well and truly rocks!
To ensure progress between year groups we have key historical focuses within our topics. We call these concepts ‘threads’ and we build upon these from years 1 to 6. Our key historical concepts are:
- Industry & Invention
- Power & Rule
This document also supports the planning process as teachers are able to look back into previous year groups and identify the coverage of a particular historical concept.
Skills & Progression Documents
At Kelvin Grove, we believe historical skills must be taught alongside historical knowledge. Therefore, we have created a whole school document to ensure clear progression of skills is evident across each year group. The areas we focus on are as follows:
- Knowledge and understanding of events, people and changes in the past;
- Historical enquiry;
- Chronological understanding;
- Historical Interpretation;
- Organisation and communication.
Knowledge organisers are used to support teachers, support staff, pupils and parents. They contain the following:
- Key topic and abstract vocabulary;
- Images to support understanding and retention;
- Specific reference to our school’s historical skills document;
- Questioning to support retention, develop enquiry skills and guide pupils in class.