History at Laddingford

Intent

At Laddingford St Mary's, we use Kapow's History scheme of work to aid our planning. We aim to inspire pupils to be critical and creative thinkers who develop complex knowledge of local and natural history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions and be able to explain and analyse historical evidence.

The Kapow History scheme of work builds an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.

Throughout children's history curriculum at Laddingford, they will cover the following substantive concepts:

• power
• invasion
• settlement and migration
• empire
• civilisation
• religion
• trade
• achievements of humankind 
• society and culture

Implementation

The cycle for history in the EYFS consists of a mixture of adult-led and child-initiated activities. These can be selected by the class teacher to fit in with interests, themes and activities.

In Key Stage 1 and 2, units are organised around enquiry-based questions and children are encouraged to follow the enquiry cycle when answering historical questions.

• Question
• Investigate
• Interpret
• Evaluate and conclude
• Communicate

Over the course of the scheme, children develop their understanding of the following key disciplinary concepts:

• Change and continuity.
• Cause and consequence.
• Similarities and differences.
• Historical significance.
• Historical interpretations.
• Sources of evidence

These concepts will be encountered in different contexts during the study of local, British and world history. Accordingly, children will have varied opportunities to learn how historians use these skills to analyse the past and make judgements. They will confidently develop and use their own historical skill set. As children progress through the Kapow scheme, they will create their own historical enquiries to study using sources and the skills they have developed. Substantive concepts such as power, trade, invasion and settlement, are introduced in Key stage 1, clearly identified in Lower key stage 2 and revisited in Upper key stage 2 (see Progression of skills and knowledge) allowing knowledge of these key concepts to grow. These concepts are returned to in different contexts, meaning that pupils begin to develop an understanding of these abstract themes which are crucial to their future learning in History.

At Laddingford, we follow a spiral curriculum on a two-year cycle. Previous skills and knowledge are always built upon. 

History in Action explains careers and work in different areas of history and heritage-related fields. 

Impact

Children's knowledge is constantly monitored through both formative and summative assessment opportunities. 

Our aim is that children will leave Laddingford equipped with a range of skills to enable them to succeed in their secondary education. They will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the questions. 

Children will have a knowledge of:

• Know and understand the history of Britain, how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
• Develop an understanding of the history of the wider world, including ancient civilisations, empires, non-European societies and the achievements of mankind.
• Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement and migration, civilisation, religion, trade, achievements of mankind and society.
• Form historical arguments based on cause and effect, consequence, continuity and change, similarity and differences.
• Have an appreciation for significant individuals, inventions and events that impact our world both in history and from the present day.
• Understand how historians learn about the past and construct accounts.
• Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.
• Explain how and why interpretations of the past have been constructed using evidence.
• Make connections between historical concepts and timescales.
• Meet the relevant Early Learning Goals at the end of EYFS (Reception) and the end of key stage expectations outlined in the National curriculum for History at the end of Key stage 1 and 2.