Intent

At The Grange Academy, our history curriculum is designed to inspire curiosity, creativity, and critical thinking in our pupils. We aim to equip them with a deep and complex understanding of local, national, and global history, fostering an appreciation of the richness and diversity of human experiences across time.

Through engaging lessons and enquiry-based learning, we strive to develop pupils’ confidence to:

• Think critically, ask perceptive questions, and construct well-reasoned arguments based on historical evidence.
• Recognise and analyse significant events, individuals, and movements in global, British, and local history, understanding how they have shaped the world today.

Our curriculum is structured to build a secure understanding of chronology, enabling pupils to:

• Identify connections across time periods and themes, making meaningful links between the past and the present.
• Develop a “mental timeline” that situates historical events and concepts within a broader context.

We aim to introduce pupils to the methodologies of historians, encouraging them to:

• Explore how the past is studied, interpreted, and constructed through evidence.
• Build the skills to conduct their own historical enquiries, analyse sources, and evaluate differing perspectives.

To prepare pupils for future learning and life beyond school, our history curriculum introduces key substantive concepts, such as:

• Power and governance, exploring how leadership and authority have influenced societies.
• Invasion, settlement, and migration, understanding the movement of people and its impact on cultures and civilizations.
• Empire and trade, examining the growth of civilizations and their economic interconnections.
• Religion and belief systems, recognizing their influence on human actions and societal structures.
• Achievements of humankind, society, and culture, celebrating innovation, resilience, and diversity.

At The Grange Academy, history is more than just a subject; it is a lens through which pupils can explore the complexities of the human experience, develop empathy, and become informed global citizens. Our aim is for pupils to leave us with the knowledge, skills, and passion to continue their historical journey with confidence and curiosity.

 

Implementation

At The Grange Academy, our history curriculum is delivered through the Kapow Primary History Scheme of Work, providing a carefully sequenced and progressive programme that meets the requirements of the National Curriculum and reflects our school’s unique context.

Curriculum Structure and Timetabling

• History is taught one unit per term, alternating with geography, to allow pupils to engage deeply with each subject and build a strong understanding of the key concepts and skills in the humanities.
• Each unit is framed by enquiry-based questions, encouraging pupils to investigate significant historical events, figures, and changes over time.

Progression of Knowledge and Skills

• The curriculum is designed as a spiral model, revisiting key substantive concepts (e.g., power, migration, and trade) and disciplinary skills (e.g., chronology, cause/consequence, and significance) across year groups with increasing depth and complexity.
• Pupils build a chronologically secure understanding through the use of timelines and regular opportunities to make connections between historical periods.

Key Teaching Strategies

1. Enquiry-Based Learning
   • Each unit follows an enquiry cycle, encouraging pupils to:
     • Ask questions about the past.
     • Investigate sources and evidence critically.
     • Interpret and evaluate different perspectives.
     • Draw and present conclusions using historical methodologies.
2. Source Analysis and Historical Thinking
   • Pupils engage with primary and secondary sources, learning to evaluate their reliability, bias, and significance.
   • Lessons include hands-on activities such as analysing artefacts, interpreting documents, and debating historical interpretations.
3. Practical and Interactive Lessons
   • Lessons incorporate a variety of teaching strategies, such as group discussions, role-play, debates, and research projects, to appeal to diverse learning styles.
   • Cross-curricular links with art, English, and geography enrich pupils’ understanding and allow them to explore history through different lenses.
4. Scaffolding and Differentiation
   • Lesson plans include clear scaffolding to support pupils of all abilities, ensuring inclusivity and accessibility.
   • Stretch opportunities provide challenge for high-attaining pupils, deepening their understanding and critical thinking skills.

Fieldwork and Enrichment Opportunities

• Pupils participate in local history studies, exploring how historical events and figures have shaped their own community.
• Visits to museums, heritage sites, and interactive workshops bring history to life and allow pupils to engage with the subject in real-world contexts.
• Special events, such as history days or themed assemblies, raise the profile of history and create memorable learning experiences.

Teacher Support and Resources

• Knowledge organisers provide pupils with key facts, vocabulary, and timelines for each unit, supporting recall and independent study.
• Teachers are supported by Kapow’s CPD videos and comprehensive lesson plans, ensuring confident delivery of high-quality lessons.
• Resources such as timelines, artefact replicas, and digital tools are used to enhance lessons and deepen pupils’ engagement.

Assessment of History

• Formative Assessment: Pupils’ understanding is assessed within lessons through questioning, discussions, and practical tasks.
• Summative Assessment: Each unit includes quizzes, knowledge catchers, and end-of-unit tasks, allowing pupils to demonstrate their understanding of key concepts and skills.
• Tracking Progress: Teachers input termly assessments into Arbor, monitoring progress across year groups and identifying areas for support or challenge.

 

Why We Teach History This Way

Our implementation ensures that pupils develop a deep understanding of history through:

• A structured and progressive curriculum that builds skills and knowledge incrementally.
• Regular opportunities for hands-on learning and critical thinking, fostering curiosity and creativity.
• Meaningful connections between local, national, and global history, encouraging pupils to view history as relevant and impactful in their lives.

Through this approach, we ensure that pupils at The Grange Academy not only gain the historical knowledge required to succeed in Key Stage 3 but also develop the skills and passion to continue exploring the past with confidence and curiosity.

 

Impact

At The Grange Academy, the impact of our history curriculum is reflected in pupils’ ability to think critically, engage confidently with historical concepts, and develop a deep understanding of the past. By the end of their time with us, pupils will have gained the knowledge, skills, and curiosity needed to continue their historical journey into Key Stage 3 and beyond.

Expected Outcomes for Pupils

Through our carefully structured curriculum and enquiry-based approach, pupils will:

• Develop a secure understanding of chronology, confidently placing significant events, individuals, and periods on a timeline and recognising connections across time.
• Demonstrate knowledge of key substantive concepts, such as power, invasion, settlement, migration, empire, and trade, and understand their relevance across different historical periods.
• Understand the methodologies of historians, critically analysing primary and secondary sources, evaluating reliability, and constructing informed arguments.
• Ask perceptive questions about the past, drawing conclusions and presenting well-supported explanations of historical events and changes.
• Appreciate the significance of key events, individuals, and movements in local, British, and global history, recognising their influence on the modern world.

Assessment of Impact

The impact of our history curriculum is assessed through both formative and summative methods:

• Formative Assessment: Teachers assess pupils’ understanding during lessons through questioning, class discussions, and analysis of work.
• Summative Assessment: Each unit concludes with end-of-unit quizzes, knowledge catchers, and opportunities for pupils to demonstrate their learning through projects, written tasks, or presentations.
• Progress Tracking: Termly assessments are recorded in Arbor, enabling teachers and leaders to monitor progress, identify gaps, and provide targeted support or challenge where needed.

Evidence of Impact

The success of our curriculum is evident through:

• Pupil Outcomes: Pupils achieve or exceed age-related expectations in history by the end of Key Stage 2, showing secure knowledge and skills across substantive and disciplinary strands.
• Pupil Voice: Pupils articulate their learning with confidence, discussing significant events, individuals, and concepts, and explaining how history shapes the world around them.
• Work Scrutiny: Pupils’ work demonstrates progression in historical knowledge and skills, with evidence of critical thinking, use of historical vocabulary, and well-reasoned arguments.
• Engagement and Enthusiasm: Pupils demonstrate curiosity and enthusiasm for history, actively engaging in lessons, fieldwork, and enrichment opportunities such as trips and themed days.

Wider Impact

Our history curriculum supports the development of well-rounded, culturally aware, and reflective individuals who:

• Understand and appreciate diversity, recognising how different societies and cultures have shaped human experiences across time.
• Develop empathy and global citizenship, considering how historical events and decisions influence contemporary issues.
• Apply critical thinking skills across subjects, enhancing their ability to evaluate information, construct arguments, and solve problems.

Preparing for the Future

By the end of Year 6, pupils at The Grange Academy leave as informed and inquisitive historians, ready to succeed in Key Stage 3 and beyond. They are equipped with the skills and mindset to explore the past, engage with the present, and contribute thoughtfully to the future.