Subject Lead: Mrs Stephanie Hampson 

History is a valued and integral part of the curriculum at Lever House Primary School. We are committed to providing rich and engaging learning experiences that spark curiosity and inspire children to explore and understand the past. Through the study of significant people, events and civilisations within a clear chronological framework, pupils develop a deeper understanding of how the past has shaped the world in which they live today.

Our History curriculum encourages children to ask perceptive questions, think critically, evaluate evidence and consider different interpretations of the past. Through their learning, pupils gain an understanding of the complexity of people's lives, the process of change over time, the diversity of societies and the relationships between different groups. This helps children develop a strong sense of identity and an awareness of the challenges and achievements experienced by people throughout history.

Our teaching of History reflects our school values of SPARK. Pupils develop an understanding of the past through respectful discussion and consideration of different perspectives, demonstrating respect for people, cultures, and historical events. They are encouraged to approach historical enquiry with curiosity and a positive mindset, show ambition in developing their knowledge and critical thinking skills, and collaborate kindly with their peers as they explore and interpret evidence from the past.

In the Early Years Foundation Stage, children begin developing historical awareness through first-hand experiences, storytelling, discussion and play. They explore similarities and differences between themselves and others, learn about families and traditions, and begin to understand the concepts of past and present through meaningful and engaging experiences.

Curriculum Mapping Rationale:

The National Curriculum forms the foundation of our History curriculum. At Lever House, we have developed a carefully sequenced curriculum that ensures progression in both historical knowledge and disciplinary skills across all year groups.

At Lever House, our curriculum is carefully designed to meet the needs of our school structure. With an intake of 45 children per cohort, we organise our classes into mixed-age groups: Year 1/2, Year 3/4, and Year 5/6. To ensure that all pupils receive a progressive and well-sequenced history education, we have developed a two-year rolling programme. The Early Years Foundation Stage follows a one-year rolling programme.

Our long-term plans map out historical themes and periods across Year A and Year B, enabling pupils to develop a secure chronological understanding of British, local and world history. Units have been sequenced to allow children to build upon prior learning and make meaningful connections between different historical periods and themes. Knowledge and skills are revisited and developed progressively, ensuring children retain key learning and deepen their understanding over time.

As a team, we have created a bespoke Lever House History Progression document to ensure that all aspects of the National Curriculum are taught effectively. Key historical knowledge and skills such as chronology, cause and consequence, similarity and difference, significance and interpretation are developed systematically throughout a child's journey through school.

Planning:

Teachers plan using the Lever House History Progression Document to ensure consistency and progression across the school. Learning is carefully sequenced to build upon prior knowledge and support pupils in developing both substantive and disciplinary historical knowledge.

Each unit is structured around clear learning questions and sticky knowledge that pupils are expected to acquire and retain. Knowledge organisers are used to support learning, helping pupils to revisit important vocabulary, concepts, dates and historical information.

Planning incorporates a range of teaching approaches, including collaborative learning, enquiry-based activities, practical investigations, discussion, source analysis and opportunities for independent research. Lessons are designed to encourage curiosity and develop critical thinking skills through the exploration of historical evidence and different viewpoints.

Teachers adapt planning to meet the needs of individual classes and ensure all pupils can access and achieve within the History curriculum. Cross-curricular links are made where appropriate to strengthen learning and support wider curriculum development.

Assessment:

Assessment in History is ongoing and informs future teaching and learning. Teachers use a range of formative assessment strategies throughout lessons, including questioning, retrieval practice, discussion activities and review questions to assess pupils' understanding and identify misconceptions.

Knowledge is regularly revisited to support retention and long-term memory. Teachers use assessment opportunities within lessons to determine whether pupils are secure in sticky knowledge and skills before moving learning forward.

Evidence of learning is recorded through written work, practical activities, discussions and enquiry outcomes. Teachers assess pupils against the expected sticky knowledge and skills outlined within their knowledge organisers, which were built from our progression document to ensure progression across year groups.

Where gaps in understanding are identified, additional support, targeted questioning and pre-teaching opportunities are used to ensure all pupils can successfully access the curriculum and make progress from their starting points.

Monitoring:

History is monitored throughout the academic year as part of the school's monitoring cycle and action plan.

Monitoring activities include:

• Book look
• Pupil voice interviews.
• Planning reviews.
• Analysis of curriculum coverage and progression.
• Evaluation of assessment information where appropriate.

Enrichment Opportunities:

History learning is enhanced through a range of enrichment opportunities that bring the subject to life and provide memorable learning experiences for pupils.

These opportunities include:

• Educational visits e.g. KS2 – Imperial War Museum, KS1 – British Vehicle Museum.
• Museum and library loan services.
• Visits from historians and other experts.
• Local history studies linked to the community.
• Themed curriculum days and weeks – Black History Month, Stone Age Day, Explorers Day.
• Assemblies linked to significant historical events and commemorations.

These experiences help pupils develop a deeper understanding of historical concepts, engage with artefacts and sources, and make meaningful connections between classroom learning and the wider world.