“For whatever was written in former days was written for our instruction, that through endurance and through the encouragement of the Scriptures we might have hope.”
Romans 15:4
Organisation of History
In 2023, we began designing our History curriculum a little differently to allow all children the opportunity to achieve the attainment targets set out in the National Curriculum 2014.. The fundamental principles underpinning the curriculum design are shown below:
Long term plans have been developed so subject coverage is planned sequentially and with a clear rationale for making connections with prior learning. Key substantive concepts are now used to drive the acquisition of substantive knowledge over time. These concepts are invasion, power, community, civilisations, knowledge and democracy.
These substantive concepts are subject to historical enquiry where children will use their disciplinary knowledge to construct their own historical understanding and ‘think like a historian’. Disciplinary concepts include chronology, change and continuity, cause and consequence, evidence and significance and similarities and differences.
In our new curriculum, children’s learning is now more refined, content reduced with a focus on acquiring essential knowledge (and avoiding overloading working memory)
“Each step is so carefully broken down, clearly explained or modelled and there is no lack of challenge in the follow up activities”
School Governor, March 2024
Click here for the Annual Overview of Substantive Concepts in History
Click here for the Annual Overview of Disciplinary Knowledge in History
At Eltham, we now interleave subjects within our foundation subjects curricular. Their distribution within the timetable is made consciously allowing for the retrieval and transfer of knowledge within and across different disciplines. For example, in Year 2 we learn about significant historical events, people and places in our locality which is enhanced by the geographical study of maps, scale and physical and human geography in the local area.
“I am remembering much more. Connecting new learning to old learning is good for me.”
Samuel Year 4
Interleaving and spacing out subjects over time supports children to retrieve prior knowledge and apply that in different contexts. This strengthens neural pathways and allows more information to be remembered.
History Lessons
At the start of each lesson, our children are presented with a big question. E.g. How did the Windrush migration change Britain for the better? We then explore that question in depth. These questions are shared with families so their learning can be discussed/reinforced at home.
During a unit of study, children are supported to decode, define, apply, link and analyse unfamiliar words to help develop their language acquisition. The quality of parent-child interactions is one of the biggest factors influencing vocabulary, so keep those rich discussions going at home.
If you would like a list of key vocabulary (an example is below) for you to discuss and revise at home, please ask your child’s class teacher and they’d be happy to share it with you.
“I love the vocabulary part of the lesson. I find remembering the meaning of new words hard so this really helps me.”
Amirla, Year 6
Vocabulary can be usefully divided into 3 tiers:
Tier 1 – high frequency in spoken language (obey, fair, allow)
Tier 2 – high frequency in written texts (colony, discrimination)
Tier 3 – subject specific, academic language (disembarked, segregation).
Knowledge notes are present in children’s books at the beginning of a unit. This essential knowledge and vocabulary is communicated and kept in one place to avoid overloading children. Important vocabulary, such as Tier 3 language, is highlighted. This can be referred back to at all times and are often dual coded (using a simple image) which promote inclusivity and memory further.
Cumulative quizzing is used throughout the unit of work by children and teachers to assess what has been remembered. Each lesson begins with a question that covers content previously taught. The lesson then ends with a new question which requires children to apply what they have just learnt in that lesson. By returning, connecting and adding content cumulative quizzing supports our children to recall key facts, embedding them in their long-term memory.
Example from Y6