History at John Blow Primary School

Child-Friendly Definition

History is the story of the past. It helps us learn about people, places and events from long ago. By studying history, we find out how things have changed and why the world is the way it is today.

Our Vision for History

At John Blow Primary School, we believe that history enables children to understand the world around them by exploring how people, events and civilisations have shaped Britain and the wider world. Through our enquiry-led curriculum, pupils develop curiosity, ask thoughtful questions and learn to think critically about the past.

Our curriculum reflects our school vision of 'Be the best you can be' by encouraging children to become curious learners, resilient thinkers and respectful citizens. Through the study of history, pupils develop empathy by exploring the experiences of others, collaborate through discussion and enquiry, and find purpose in understanding how the past continues to influence the present.

We want every child to leave John Blow Primary School with a secure understanding of Britain's history within a global context, an appreciation of their local heritage and the confidence to think, question and communicate like historians.

Why We Teach History

History allows children to develop a sense of identity by understanding how the past has shaped their local community, Britain and the wider world. It helps pupils make sense of change over time, appreciate different cultures and perspectives, and understand the achievements and challenges that have influenced society today.

Through carefully chosen enquiry questions, children build secure historical knowledge whilst developing the skills to think critically, ask historically valid questions and communicate their ideas using historical evidence. Our curriculum encourages children to become curious, reflective learners who recognise that the past can be interpreted in different ways and that historical understanding is built through careful enquiry.

Our History Curriculum

Our history curriculum fulfils the statutory requirements of the National Curriculum for History and has been carefully designed using research-informed approaches to curriculum design, including guidance from the History Association. Through a coherent, well-sequenced programme of study, pupils progressively develop both substantive historical knowledge and the disciplinary understanding needed to think, question and work as historians.

British history forms the spine of our curriculum, enabling pupils to develop a secure chronological understanding of how Britain has changed over time. Ancient and world civilisations are carefully interwoven to broaden pupils' understanding, encourage comparison between societies and deepen understanding of Britain's place within the wider world.

Throughout every unit, pupils develop both substantive knowledge (the people, places, events and civilisations they study) and disciplinary knowledge (how historians investigate and make sense of the past). The six disciplinary strands—Chronology; Evidence and Enquiry; Cause and Consequence; Change and Continuity; Historical Significance; and Diversity and Interpretation—are explicitly planned, revisited and progressively developed from EYFS to Year 6.

Our curriculum has been carefully sequenced from EYFS to Year 6 to develop secure chronological understanding alongside increasingly sophisticated historical thinking.

Children begin in EYFS by exploring their own lives, families and communities before moving into studies of significant individuals, events beyond living memory and British history in Key Stage 1. Throughout Key Stage 2, pupils study British history alongside ancient and world civilisations, enabling them to make meaningful comparisons and recognise how different periods connect across time.

Every unit is built around a carefully chosen enquiry question that provides a clear purpose for learning. Throughout each sequence, children revisit this question as they gather knowledge, analyse evidence and develop increasingly informed answers.

Lessons are deliberately sequenced so that pupils first acquire the knowledge needed to answer the enquiry before applying, evaluating and justifying their conclusions using historical evidence.

Across the curriculum, pupils progressively develop their understanding of:

Chronology

Evidence and Enquiry

Cause and Consequence

Change and Continuity

Historical Significance

Diversity and Interpretation

Historical vocabulary is explicitly taught and revisited to enable children to communicate their understanding with increasing confidence and precision. Knowledge is deliberately revisited through retrieval practice so that pupils make meaningful connections between previously studied periods and retain learning over time.

How History is taught

History is taught through carefully planned sequences of learning that ensure knowledge builds progressively over time.

Each new unit begins by establishing where it sits within the wider historical timeline. Teachers explicitly connect new learning to previous units so that children develop a coherent understanding of British and world history rather than viewing topics in isolation.

Learning within each unit follows a consistent sequence:

1. Enquiry Question

Every unit begins with an overarching enquiry question that remains the focus throughout the sequence of learning. Children revisit this question regularly, using new knowledge to develop increasingly sophisticated responses.

2. Vocabulary

Key vocabulary is explicitly introduced before new learning begins. Vocabulary is revisited throughout the unit through discussion, retrieval activities and written outcomes to ensure children can confidently use historical language.

3. Chronology

Children establish where the period sits within the wider timeline of history. Prior learning is revisited and connections are made to previously studied civilisations, events and historical periods.

4. Knowledge and Historical Enquiry

Children develop substantive knowledge through the use of high-quality primary and secondary sources, artefacts, maps, photographs and historical accounts. Throughout the sequence they investigate evidence, ask historically valid questions, compare interpretations and justify conclusions using historical evidence.

5. Assessment

Each unit concludes with an opportunity for children to answer the original enquiry question using the knowledge and disciplinary understanding they have developed throughout the sequence.

This consistent approach ensures that children know more, remember more and make meaningful connections across the history curriculum.

Teachers will:

Begin every unit by introducing and displaying the enquiry question.

Establish where each historical period sits within the wider historical timeline.

Revisit prior historical learning and make explicit chronological connections across topics.

Explicitly teach and revisit historical vocabulary throughout the sequence.

Use a range of high-quality primary and secondary sources to support historical enquiry.

Plan opportunities for pupils to discuss, debate and justify their thinking using historical evidence.

Return to the enquiry question regularly throughout the sequence of learning.

Conclude every unit by enabling pupils to answer the enquiry question using secure historical knowledge and evidence.

Enrichment

We believe history should be experienced as well as studied. Educational visits, visitors, artefacts and local history provide meaningful opportunities for children to deepen their understanding of the past.

Children benefit from experiences including visits to Newark Castle and the National Civil War Centre, Lincoln Castle, Lincolnshire Life Museum and the International Bomber Command Centre. Local history is celebrated through studies of Collingham and Newark, archaeological experiences, themed history days and partnerships with local organisations. These experiences strengthen historical enquiry and help children understand how local history contributes to the wider story of Britain.

Assessment

Assessment is an integral part of teaching and learning. Teachers use retrieval practice, questioning, discussion, vocabulary checks and written outcomes throughout each unit to identify misconceptions and inform future teaching.

At the end of each unit, pupils demonstrate their understanding by answering the enquiry question, drawing upon both substantive knowledge and disciplinary thinking. This enables teachers to assess how effectively pupils use evidence, historical vocabulary and chronological understanding to explain, justify and evaluate their ideas.

 

The Impact of Our History Curriculum

By the end of Year 6, pupils will have developed a secure understanding of Britain's past and its place within world history. They will think critically about historical evidence, communicate using precise historical vocabulary and understand how the past continues to shape the present.

Pupils will:

Demonstrate a secure chronological understanding of British and world history;

Understand how people, events and civilisations have shaped the modern world;

Confidently use historical vocabulary to explain and justify their thinking;

Analyse a range of historical sources and recognise that interpretations of the past can differ;

Make connections between different periods of history and understand themes such as migration, monarchy, conflict, civilisation and equality;

Appreciate the diversity of human experiences and recognise the importance of local, national and global history;

Leave John Blow Primary School as curious, knowledgeable and reflective historians who understand how the past continues to influence the present.