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History

Intent

A high-quality history education helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. At Cavendish, we inspire pupils’ curiosity to know and remember more about the past; teaching pupils how to ask perceptive questions, think critically, weigh evidence, analyse 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.

Through the Primary Knowledge Curriculum, we scaffold learning and experience to ensure our education is equitable.  It is specific to the disciplines of the subject, well sequenced and ambitious.  A knowledge-rich curriculum ensures that each precious moment will support children in acquiring the knowledge, skills and cultural capital that they will need to become well-educated citizens of the future.

Implementation

We teach history as a discrete subject tailoring the Primary Knowledge Curriculum to the needs of our school, local area and its history. 

The Cavendish history curriculum allows children to develop a chronologically secure knowledge and understanding of local, British, and world history. The knowledge in the curriculum has been carefully chosen and sequenced, so children learn and remember more over time. Each unit of work is not a stand-alone topic, but a chapter in the story of the history of Britain and the wider world.  In Key Stage Two, the curriculum content has been structured to support chronological understanding and to help children establish important mental timelines.

The children will learn about fascinating ancient civilisations, the expansion and dissolutions of empires, and the achievements realised and atrocities committed by humankind across the ages. The Cavendish history curriculum is balanced to enable children to look in some depth at local, national and world history, encouraging children to explore the connection between significant events and people and how they have influenced the modern world.

The children are introduced to a wide variety of people from the past. From Aristotle and Martin Luther King to Emmeline Pankhurst and Alan Turning—studying the lives of the widely venerated as well as the lives of the less well-known offers pupils rich insights into life during key historical periods.

Our Cavendish History curriculum develops disciplinary knowledge by supporting children to understand how the past is constructed and contested. Children begin by learning about what a historian does, looking at basic sources and simplified perspectives to develop an appreciation and understanding of what it means to be a historian. As their substantive knowledge grows, children will be able to ask perceptive questions, analyse more complex sources and begin to use their knowledge to develop perspective. Disciplinary concepts, such as continuity and change, cause and consequence and similarity, difference and significance, are explored throughout the curriculum, and children are supported to think outside of their current unit of work and apply these concepts across the wider curriculum.

Curriculum Map

Knowledge organisers are used for each unit of work.  These are referred to throughout the unit to aide learning and remembering.

Curriculum Knowledge Organisers (School Life menu tab)

Impact

By the end of year 6, we want pupils to:

  • know about significant events and changes in history through chronology
  • distinguish fact from fiction
  • take ownership of knowledge
  • recognise that their voice matters
  • understand the history of Britain and how it has influenced and been influenced by the wider world
  • acquire knowledge and understanding of significant aspects of ancient civilisations, empires and the achievements and atrocities committed by humankind across the ages 
  • acquire knowledge of the lives of significant people of the past
  • be able to undertake a historical enquiry to answer questions about the past
  • investigate historical artefacts, evidence and visits to places of interest to gain knowledge about the past-history of Britain and the wider world
  • have a love for learning.