History

Intent

At Edgware, we teach a broad history curriculum that reflects the rich diversity of our school community — our families, staff and children. Our curriculum spans both British and world history, from ancient times to the modern day, covering all areas outlined by the National Curriculum.

Rather than presenting history as a singular linear narrative or a series of isolated events, we want our children to experience it as a complex and diverse tapestry — one in which periods overlap and where cultures, civilisations and those who hold power shape and influence one another. The selections have been deeply considered to emphasise the innate diversity of the taught histories alongside helping children understand the histories on their doorstep

To support this, we use substantive concepts and questions and historical enquiry —that run across the curriculum and connect learning both within history and across other subjects. These concepts help children develop chronological awareness, understand different aspects of continuity and change, and make connections across different times and places. They also empower children to ask and pursue their own historical questions.

Our approach is enquiry-led, knowledge-rich alongside the development of the historical discipline through repeated meaningful encounters. We aim to develop young historians who can investigate the past, interpret evidence critically and understand how history continues to shape the world today.

Implementation

Leaders have identified the key knowledge and skills for each unit. we have written overview documents for each topic mapped progressively across the school so that children build their understanding systematically. Each year group studies either history or geography each half term, ensuring sufficient time to explore topics in depth. To facilitate this, some units are taught across a full term and others a half-term.

Units are broadly sequenced to support the development of chronological understanding, though some are deliberately placed out of strict sequence where this better suits the age and stage of the children. In these cases, children are always shown where that period sits.

In practice, this means:

• Historical enquiry is at the heart of teaching and learning. It guides the substantive knowledge children gain and their developing ability to communicate their findings.
• Children receive a knowledge organiser at the start of each topic, providing key information, dates and vocabulary as a reference and learning tool.
• Prior knowledge is assessed at the start of each topic to ensure teaching builds effectively on children's existing understanding.
• Tasks are designed to provide appropriate challenge for all learners, in line with our commitment to inclusion.
• At the end of each topic, key knowledge is reviewed by the children and consolidated where needed.
• Where possible, children engage with artefacts and primary sources, developing their skills of enquiry, investigation and historical interpretation.
• Rich texts, research tasks, a range of sources, museum visits and school visitors bring history to life and help children connect past events to the present day.

Impact

By the time children leave our school, they will have developed a secure knowledge of local, British and world history — spanning events within and beyond living memory. They will be able to identify similarities and differences between historical periods and understand how the past has shaped the present.

Children will have developed an understanding of how the past is studies and the importance of: asking meaningful questions, thinking critically, developing perspective and judgement, using and evaluating a range of sources, and presenting their findings clearly. They will understand that history is not a fixed story but an evolving discipline, shaped by interpretation, evidence and the varied perspectives of those who lived it.

Teachers assess knowledge and skills at the start and end of each unit through recaps and exit tickets, and leaders monitor progression across year groups to ensure that the curriculum is having the intended impact for all learners.