At Fir Tree, History is taught as a rich, coherent and ambitious subject that helps pupils understand the past and how it has shaped the world they live in today. We want pupils to develop a secure and connected understanding of significant periods, events, people and societies, while developing the skills and curiosity needed to think like historians.

Our curriculum provides pupils with a strong understanding of Britain's past alongside a broad and meaningful understanding of global history. Each year group studies three history focuses across the year: one pre-1066 British history unit, one post-1066 British history unit and one unit of worldwide history. This balance enables pupils to develop a strong sense of chronology while recognising that Britain's history is connected to wider global developments.

History is taught chronologically so that pupils can build an increasingly secure understanding of time and make connections between different periods. As pupils progress through the school, they revisit and deepen their understanding of key historical concepts, enabling them to recognise patterns, identify change and continuity, understand cause and consequence and consider the significance of historical events and developments.

We aim for pupils to leave Fir Tree with a strong body of historical knowledge, the vocabulary to discuss the past precisely and the disciplinary skills to question evidence, consider different interpretations and develop informed conclusions about history.

Subject Implementation

History is organised chronologically and carefully sequenced to support pupils' developing understanding of the past. In Key Stage 2, pupils study British history from the Stone Age through to the Norman Invasion, while also exploring significant periods from Britain's later history. Alongside these British history units, pupils study a range of worldwide history, broadening their understanding beyond Britain and developing an appreciation of different societies, cultures and historical experiences.

The curriculum develops both substantive knowledge and disciplinary knowledge.

Substantive knowledge is developed through carefully selected historical periods, events, people and developments. Every history lesson identifies the key information and concepts that pupils are expected to know and remember. Important knowledge is regularly revisited so that pupils can consolidate their understanding and make connections across different periods of history.

Disciplinary knowledge is developed through the repeated use and deepening of key historical concepts:

• Chronology – understanding the sequence and duration of historical periods and events.
• Historical enquiry and evidence – asking questions about the past and using a range of sources to investigate it.
• Interpretation – recognising that the past can be represented and interpreted in different ways.
• Cause and consequence – understanding why events happened and what resulted from them.
• Change and continuity – identifying what changed, what remained the same and how developments occurred over time.
• Similarity and difference – comparing people, societies, events and periods.
• Historical significance – considering why particular people, events and developments are important.
• Historical communication – using evidence and appropriate vocabulary to explain and communicate historical understanding.

These concepts are revisited across the school, with pupils increasingly expected to apply them independently and to increasingly complex historical questions.

Lessons regularly begin by revisiting prior knowledge, allowing pupils to retrieve important information and connect new learning with what they already know. Subject-specific vocabulary is explicitly taught and revisited so that pupils can discuss and explain historical ideas accurately.

Where appropriate, pupils engage with historical sources, artefacts, photographs, accounts and other evidence to develop their understanding of how historians construct knowledge about the past. Local history and visits are used to make historical learning meaningful and to help pupils recognise the connections between national, local and wider history.

Subject Overview

The curriculum is deliberately structured so that pupils encounter British history in a broadly chronological sequence, while also developing a wider perspective through the study of global history.

Local history provides additional opportunities to connect pupils' learning with their surroundings. Across the curriculum, pupils encounter local contexts including Didcot Railway, RAF Benson, Wittenham Clumps, the Ashmolean Museum and Wallingford Castle, allowing them to explore how national and wider historical developments connect with the history of the local area.

Assessment and Measuring Progress

Assessment in History is ongoing and embedded within teaching. Teachers use questioning, discussion, retrieval activities, observation and pupils' written and practical work to identify what pupils know, understand and can apply.

Assessment considers both substantive and disciplinary knowledge. Teachers assess pupils' ability to:

• recall and explain key historical knowledge;
• use historical vocabulary accurately;
• place events and periods in chronological order;
• identify and explain cause and consequence;
• describe and explain change and continuity;
• identify similarities and differences;
• use evidence to investigate historical questions;
• recognise and discuss different interpretations of the past;
• explain the significance of people, events and developments; and
• communicate historical ideas clearly and support conclusions with appropriate evidence.

Regular retrieval of previously taught knowledge helps pupils to retain important information and enables teachers to identify gaps or misconceptions. Teachers use assessment information to adapt teaching, revisit insecure knowledge and provide opportunities for pupils to deepen their understanding.

Progress in History is therefore measured through the development of both historical knowledge and historical thinking. As pupils move through the school, they are expected to demonstrate increasingly secure knowledge, make stronger connections between periods and use disciplinary concepts with greater independence and sophistication. By the end of Year 6, pupils should have a strong chronological understanding of key aspects of British and worldwide history and be able to investigate and communicate historical ideas with confidence.

Information for parents about the History Curriculum

Examples of Learning

Local Museums and Places to Visit

Useful Websites and Resources