Intent

As a thriving, aspirational school, our History scheme aims to inspire our pupils to be curious and creative thinkers, who develop a knowledge of local history, national history and the history of the wider world. Our aim is to develop our pupils to think critically, ask questions, and be able to explain and analyse historical evidence. Our History curriculum has a high focus of significant events and individuals in global, British and local history, and provide our pupils with opportunities to recognise how things have changed over time and how the past has impacted the present.

History helps our pupils to understand the complexity of people’s lives, the diversity of societies, and the relationships between different groups. By reflecting on these, they can consider their own experiences and the impact they have on the world around them. Studying History also enables pupils to explore the many reasons behind human behaviour, encouraging them to develop empathy and giving them the chance to learn from the mistakes made throughout the past.

To prepare pupils for future historical learning, our units introduce them to important substantive concepts: power, invasion, settlement and migration, empire, civilisation, religion, trade, human achievement, society, and culture. 

Implement

To fulfil the aims of the National Curriculum for History, our scheme is organised around key strands: substantive knowledge (including topic knowledge, chronological awareness, and substantive concepts) and disciplinary knowledge (historical enquiry and disciplinary concepts). These strands are interwoven through all our history units to create engaging and enriching learning experiences, which allow the pupils to investigate history as historians do.

Each unit includes a focus on chronology, enabling children to place the period they are studying within a broader historical timeline, and make comparisons with developments in other parts of the world. As they progress, pupils deepen their understanding of the past by recognising where people and events fit chronologically and by building a ‘mental timeline’ that supports them in identifying continuity and change.

Impact

Each unit is structured around an enquiry question, and children are guided to use the enquiry cycle — question, investigate, interpret, evaluate and conclude, and communicate—when exploring and answering historical questions. Throughout their time at Herne Juniors, pupils will develop their understanding of the following key disciplinary concepts:

• Change and continuity.

• Cause and consequence.

• Similarities and differences.

• Historical significance.

• Historical interpretations.

• Sources of evidence.

These concepts will be explored in a range of contexts across local, British, and world history. As a result, pupils will experience multiple opportunities to see how historians apply these skills to analyse the past and form judgements. As they move through the school, pupils will begin to formulate their own historical enquiries, drawing on sources and the skills they have acquired.

Substantive concepts, including power, trade, invasion, and settlement, are introduced in Lower Key Stage 2 and revisited in Upper Key Stage 2, enabling children to deepen their understanding over time. By encountering these concepts in varied contexts, children begin to grasp these abstract themes, which are essential for their future learning in History.

Our lessons have been designed to be varied and engaging giving pupils the opportunity to explore different aspects of historical enquiry. In each lesson, our pupils will engage in activities that incorporate both disciplinary and substantive concepts, building their understanding of Britain’s past and its place in the wider world. Through this approach, pupils strengthen their grasp of key concepts and chronology, while developing a deep knowledge of the historical context under study.