History Intent Statement
At St. Thomas of Canterbury, we are proud to have developed a History Curriculum that includes topics that we believe reflect our children’s heritage and interests, thus allowing us to deliver an engaging and encouraging curriculum. The History Curriculum will encourage all pupils to believe in themselves, develop a 'can do' attitude and contribute to a positive learning culture.
Through much discussion and debate, the teaching staff worked together to decide the topics and key concepts that shape our History Curriculum. We carefully considered striking the right balance between political, economic and social history. We reached a shared consensus that the six key concepts underpinning our History Curriculum would be:
Conflict (specifically race/society, warfare and invasion)
Culture (specifically technology, dress and food)
Society (specifically the role of women, lives of children and ranking)
Rules and Laws
Migration (specifically settlement)
These concepts are revisited a number of times, so that the children’s understanding is deepened as they move through the school. Our aim is to ensure that pupils enter KS3 with a sophisticated understating of these concepts so that they have a well-informed historical perspective on their world.
Each lesson follows the same structure. Time is dedicated at the beginning of each lesson to revisit previous learning and concepts, through various recall activities. Having carefully selected what we want our children to learn, we endeavour to ensure this knowledge is retained in the children’s long term memory. Our approach focuses on well-structured enquiry, helping pupils to think for themselves and demonstrate their historical understanding. All our History lessons are organised around a key question. Children learn using a variety of sources. In each year group, pupils will learn History using artefacts, photos, stories and video clips. Opportunities to apply and further develop children’s reading skills has been deliberately planned into History lessons wherever possible. Historical thinking demands the ability to investigate, consider, reflect and review the events of the past. Children are taught to think critically about sources they are presented with, thus equipping them with the necessary skills to be open minded and respectful of evidence in later life.
In line with the National Curriculum 2014, KS1 topics have been carefully planned to ensure children develop an awareness of the past. Key themes such as similarity and difference and cause and consequence are introduced and unpicked. They will learn about significant individuals, including Florence Nightingale and Rosa Parks, who have contributed to national and international achievements. They will also study changes within living memory as well as events beyond living memory that are nationally or globally significant such as The Great Fire of London. A whole school approach has been adopted to ensure that as early as EYFS, the children start to develop a sense of chronology, so that as they move into KS1 and beyond, they can place their learning in a chronological framework.
The aim of the KS2 programme of study is for pupils to continue to develop a chronologically secure knowledge and understanding of British, local and world History. Indeed, in upper KS2, they will study a range of time periods such as Ancient Greece, whilst in lower KS2 children will study The Great Plague. Local History is brought to life through studying the battle of Peterloo. Children will consider connections, contrasts and trends over time and develop the appropriate use of historical terms.
All staff have a sound understanding of the skills, concepts and knowledge in which the children need to succeed to make progress in History. End of year expectations for each year group have been carefully considered at the planning stage to ensure that the children improve with each passing year. We hope that after completing our History Curriculum, the children see the diversity of human experience, and understand more about themselves as individuals and members of society. We hope that what they have learnt, influences their decisions about personal choices, attitudes and values. Most importantly, we hope to have inspired in our children, a lasting interest and enjoyment of learning about the past.