Our Vision and Intent

Humans have become the dominant species on Earth through a range of incremental developments, powered by the harnessing and exploitation of energy and resources.  All living things do this, but humans have become the masters of exploiting the energy production of others, from plants and animals in past geological era (oil/coal) to the crops growing in the fertile, (relatively) warm and safe south of England.  

History tells the story of how people have strived, succeeded (and occasionally failed) to survive and thrive.  We want our students to see this journey spread before them and understand how it leads to the present: to see the ambition, struggle, co-operation, conflict, success and failure that is evident in every period studied.  History opens our eyes to the diversity of human experience; it provides us with opportunities to learn more deeply about society and ourselves, and knowledge of the great events of the past helps to bring context to our everyday experiences.

At Cotford St Luke Primary School, we see History as a subject to capture and inspire pupils’ curiosity about the past.  Pupils will discover how the past influences the present and, in doing so they develop an understanding of chronology. Essential skills of research, analysing evidence and presenting their point of view are key in History; skills that are also essential in life.  In each study, we will reflect on how the current bank of knowledge has developed and recognise which sources of evidence have provided the clues and basis for the interpretations made.

We will highlight the links between History and Geography, Science & Technology, The Arts and Design, and Religion.  Pupils will develop a rich vocabulary with which to discuss, develop and communicate their knowledge (see separate progression of key vocabulary).

The School Implementation 

The teaching of History across the school incorporates specific school quests spread across a two-year rolling programme.  Each quest draws on the knowledge and skills outlined in the National Curriculum. Our quests are organised and planned to carefully guide pupils’ understanding of the past from their own memories and experience to investigating, analysing and comparing a wide range of periods and civilisations.  As pupils move through the school, their prior learning will inform their current studies and key vocabulary and themes will be explored in a range of contexts.

In addition to the key periods outlined in the National Curriculum, we have carefully included opportunities to learn about key moments and events in local history. 

More detail can be found within our plans and overviews.

As outlined in the National Curriculum, pupils will be taught:

Locational Knowledge  Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day.  Children will also learn about significant periods in different regions of the world.

Historical concepts Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts.

Historical perspective, connections and contexts  Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Skills of historical enquiry  Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

Impact

Teachers and our subject leader regularly review and monitor the extent to which pupils have understood concepts and retained key knowledge.

We do this through discussions with pupils, observations of lessons and through reviewing the work that children undertake in class.  Teachers assess outcomes for pupils every half term and this is monitored by the subject leader so that areas for development can be identified in order that training and enhanced opportunities for learning can be provided.

‘We are not the makers of history.  We are made by history’

Martin Luther King, Jr.