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.

National Curriculum in England, DfE 2013

History Curriculum Intent

Thomlinson Junior School believes that every child should have the right to a curriculum that champions excellence; supporting pupils in achieving to the very best of their abilities. The intent of our History curriculum is to offer the children rich learning opportunities about the past, to enable them to make sense of the world around them. 

At Thomlinson Junior School, each term has a different history focus for all year groups: Autumn (invading and settling), Spring (other civilizations and cultures) and Summer (monarchy and power). History topics are also taught chronologically, where possible, as the children progress through the school. We know that these teaching sequences allow children to develop their chronological understanding, and draw on prior knowledge of historical periods, key events and terminology. 

Cumbria is a county rich in opportunities for the children to explore their heritage. At Thomlinson Junior School, local history is woven into many of the children’s lessons; from learning about which types of local stones were used to make axe heads, right up until the impact that World War II had on our local area.
 

History Curriculum Implementation

As a school, we use the Plan Bee Scheme of Work in all terms, which supports the coverage of the National Curriculum for Key Stage 2. Lessons are planned to build on children’s prior knowledge and focuses on developing the essential skills to be a Historian. 

History Curriculum Impact

Formative assessment is undertaken each session. Through using the progression of skills documents, both teachers and pupils can evaluate progress. Feedback can be verbal during the lesson (most valuable) and, in some cases where it is appropriate, written.   

Inclusion in History

A full range of activities in history will be made available to all children, irrespective of age, race, gender or ability.  To ensure inclusion, teachers use a range of strategies to ensure all children have access to the full curriculum on offer.  Independent tasks, as well as teaching, are also well-adapted to ensure full accessibility, as well as to provide appropriate challenge to different groups of learners. The school makes full use of additional adults who are deployed effectively to ensure that identified children are able to make progress in each curriculum area, according to their full potential.