The aim of the history curriculum is to support the building of a chronological and coherent understanding of the past.
The curriculum is currently ordered chronologically, from the most recent time periods in Year 1 to the earliest time periods in Year 6. This is to help develop children's chronological understanding.
Within our History lessons, we will ensure that both our pupils’ substantive and disciplinary knowledge is built upon year on year.
Substantive Knowledge – This is knowledge and ‘substance’ of our curriculum e.g. ‘the facts’ - people, dates, events, the overall ‘knowledge’ of a knowledge block.
Disciplinary Knowledge – This is skills our children develop to interpret the past, in order to gain the ‘substantive knowledge’ (the ‘substance’) – i.e: “how do we know what we know?” à This comes within the skills ladder – e.g. changes, continuation, causes, sources… and are the building blocks that reflect the central concepts/knowledge and how our whole history curriculum/knowledge blocks connect with one another.
Four key threads have been chosen that must be covered within each knowledge block to help intertwine our disciplinary knowledge with our substantive. Carefully mapping these threads across the units and revisiting them in different sequences of learning will help to focus the knowledge blocks and make it easier to ensure children make links and gain historical perspective and support the building of a chronological and coherent understanding of the past (our curriculum intent!).
-Children have a clear knowledge of substantive facts for the time periods studied, embedded through flashback work and drawing links between different units studied.
-Children have disciplinary knowledge related to four key areas- shown on the history curriculum map:
-Comparisons, Trends and Significances