History Curriculum Intent Statement
At Humberstone Infant and Junior Academy, our intention is to develop a love of learning through child led
learning experiences, which are purposeful, authentic and equip the children with key skills. Our History
curriculum is designed to support this through a rich and meticulous programme, where historical
chronology, interpretation, exploration and communication are at the centre. Sitting within Project Based
Learning, History progression across the Academy enables all children to be inspired by the lives and
events from both Britain’s past and that of the wider world. The children explore and develop independent
enquiry skills to understand the complexity of people’s lives (including their own), the process of change,
and the diversity of different communities and voices through a coherent, chronological narrative. Varied
opportunities working with and beyond our local community, allows all to expand their cultural capital and
question the lasting legacy history holds today. We will develop their interpretation and communication skills
in order to form individual perspective and judgement, armed with a thorough understanding of subject
knowledge. Crucially, the children explore both the historical heritage and diversity of Leicestershire,
alongside a deeper study of communities around the world from the earliest times to the present day.
Our History curriculum focuses on progressive skills, taught through a carefully sequenced project map,
which is primarily taught through Project Based Learning. Each project is be driven by the development of
chronology, interpretation, exploration and communication skills. Children will undertake at least one
historically driven project each year, with an authentic and challenging driving question such as ‘Was
Richard III a hero or a villain?’ This allows the children an opportunity to enquire, apply and reflect upon
their subject knowledge through various sources and exploratory opportunities such as debating their
opinions with the Richard III Society. Projects, which are annually refined and developed, build on prior
learning through both a chronological thread and an exploration of key eras, which support and can be
developed upon in later projects.
Supported by the subject leader, teachers plan for cross-curricular opportunities to explicitly teach and
embed historical knowledge. Consequently, children continuously apply technical vocabulary through
regular opportunities to voice and justify their individual and growing perspectives. For example, historical
skills are continuously called upon and developed in Novel Studies, through an awareness of setting,
author profiles, publication dates and key themes. Additionally, community circles are used as an
opportunity to explore and delve into key historical moments throughout the year, discussing their
significance and origin. For example, children across both key stages explored and discussed Black History Month through an investigation of Maya Angelou and Wangari Maathai. They explored their significance
within their time and across time, and why it is so important to remember and learn from them today.
This progression is supported by working timelines in each classroom, which reflect not only our curriculum
map, but also plot the children’s own historical interests to encourage continuous, accurate and authentic
development of chronology. In addition to this, teachers utilise adult experts and local sites, embedding
classroom-based learning within real life contexts to allow children’s curiosity and passion for history and
the past to be a part of their present and future aspirations.
History Route Map
|EYFS||Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|Talk about the lives of the people around them and their roles in society;|
Know somesimilarities anddiﬀerences between things in the past and now, drawing on their experiences and what has been read in class;
Understand the past through settings, characters and events encountered in books read in class and storytelling.
Changeswithinlivingmemory, revealing aspectsofchangein national life.
Signiﬁcant historical events,people and placesintheir ownlocality.
Eventsbeyond living memorythat are signiﬁcant nationally orglobally.(GreatFire ofLondon)
The lives ofsigniﬁcant individualsin the past who havecontributedto nationaland internationalachievements.
Changes in Britain from theStone Age to the Iron Age.
TheRoman Empireand its impact on Britain.
Resson: Basis on knowledge to build on ——————- A study of an aspect or theme inBritish history that extendspupils’ chronological knowledgebeyond1066.
(a signiﬁcantturning pointin Britishhistory)
TheVikingand Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.
Reason: Chronology ———————– A study of an aspect or theme in British history that extends pupils’ chronological knowledgebeyond 1066. Of a: A local history study.
Reason: Overview subject.ImpactofRIII project
The achievements of theearliest civilizations.Overview of all and in depth on either Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China Reason: Focus on all four, in depth on one. Good introduction to other cultures ————————- – Ancient Greece– a study of Greek life and achievements and their inﬂuence on thewestern World.
Reason:Topicalissues explored at a greater depth
The impact of our history curriculum is measured through a variety of ways including learning walks, tuning
meetings and book scrutinies, which all focus on quality of teaching and learning, depth of subject
knowledge and opportunities for application. Our project rubrics are continuously developed and used to
assess development of chronology, interpretation, exploration and subject knowledge and the rate it is
being acquired. This is then used to inform future projects across year groups and key stages. Additionally,
the rubrics include 21st Century Learning Skills and Oracy Skills to ensure a thorough and well
communicated understanding. Crucially, pupil voice and pupil outcomes allow the children to play a part in
sculpting their own historical perspectives and passion, which drives their curiosity and underpins their
individual standpoint as young historians.