History

At Dore Primary, our History curriculum is designed to spark interest and motivate children to explore the past in meaningful and engaging ways. We aim to develop reflective and questioning learners who think like historians —questioning evidence, considering different perspectives, and developing a deep understanding of how people and events have shaped the world.

The Foundation Stage and Key Stage 1 curriculum is designed to help children develop a secure understanding of what we mean by the past and by history. It lays the essential foundations so that, by the time they reach Year 3, they are confident and ready to explore the Stone Age in greater depth. Throughout Key Stage 1 they are introduced to some of the key concepts and key themes. 

The Key Stage 2 curriculum has been carefully sequenced, predominantly in chronological order. This allows the children to build a secure understanding of historical concepts, key themes and enquiry skills. They learn to investigate the past, construct informed responses, and develop a secure chronological understanding that supports them throughout their education. Developing the curriculum in this way has allowed ‘Golden Threads’ to be pulled through the different historical periods e.g. When children learn about the Mayan civilisation in Y6, they reflect on the similarities and differences of religion, architecture and art and communication from Ancient Egypt (Y3).

We want every child to leave Dore Primary as a thoughtful, considered, and socially responsible citizen—equipped with the historical knowledge and disciplinary skills needed to make sense of the present and contribute positively to the future. Our curriculum ensures that pupils meet National Curriculum expectations and are fully prepared for the next stage of their learning in Key Stage 3.

Running alongside the carefully sequenced curriculum we have a program to allow the children to develop and enhance their enquiry questioning for both physical artefacts and written accounts. This structure advances the children’s thinking from: What objects can I see in the picture? To, what do I know about this period of time that will allow me to make sense of this object? To, how does this artefact support or challenge what I already know?

Using research from The National Curriculum, The Historical Association and Ofsted’s ‘Rich encounters with the past: history subject report’ we have developed a series of Key Concepts and Key Themes which allows our curriculum to ensure clear progression, revisit and deepen key ideas, and support pupils in making meaningful connections across periods of history.

Even when history isn’t the main focus, we use regular retrieval practice— quizzes and discussions—to help children revisit key knowledge. The key knowledge/ end points are carefully spaced to allow this substantive knowledge to be retained.

Teachers assess pupils throughout each unit using a range of strategies, including low-stakes quizzes, questioning, and pupil voice. Children who need extra support are identified and given further opportunities to revisit and secure their learning.

By the time they leave Dore Primary, our pupils are confident, questioning historians—ready to engage with the past with respect, understanding, and a strong sense of how people, events, and ideas have shaped the world they live in.