History - Intention

At Rucstall Primary School we provide an engaging and high-quality History curriculum which develops our children as Historians. Children are encouraged to be both analytical and creative in their thinking. Key knowledge and skills are developed in order to provide solid foundations for the subsequent years’ History learning. Through History we want pupils to develop a well-rounded knowledge of the past and its events leading to an understanding of the world around them and their own heritage.

Our History curriculum gives all pupils a broad and balanced view of the History of Britain and other societies and eras. History at Rucstall is motivating, through engaging activities, trips and visitors that give all students an opportunity to develop their skills as Historians. We aim for children to be inquisitive and intrigued about the past and teach them the skills to investigate and evaluate.

History - Implementation 

History is taught in blocks throughout the year, so that children achieve depth in their learning. The key knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups. At the beginning of each History unit, knowledge is checked and key skills are reviewed. By the end of Year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilizations of Greece and the Mayans.

Moving forwards, we are examining the key concepts which underpin different areas of History and then using these to show interconnected links.

Each unit broadly follow the format of:

• Question/statement of enquiry

• Review of previous learning and reference to a time line

• Opportunities to research using a variety of sources leading to acquisition of relevant knowledge and skills

• Interpretation and evaluation of evidence to form a response to enquiry