History Curriculum Intent Statement
At Our Lady and St Joseph Catholic Primary School, history is a vital subject that enriches pupils’ understanding of the world by connecting past events, people, and cultures to their present lives. Rooted in our mission of ‘Searching faithfully for excellence’ and grounded in the Gospel values of love, respect, stewardship, honesty, hope, justice, and forgiveness, our history curriculum inspires pupils to appreciate the diversity and complexity of human experience. We aim to cultivate curious, reflective learners who understand the importance of history in shaping identity and community, both locally in the Dearne Valley, nationally and globally.
Key Aims
Our history curriculum is designed to build foundational knowledge and skills that enable pupils to think critically and make meaningful connections across time. We aim to:
- Develop pupils’ chronological understanding and ability to sequence key events and eras.
- Foster historical enquiry skills, encouraging pupils to ask questions, evaluate sources, and construct informed narratives.
- Promote an appreciation of diverse cultures, faiths, and perspectives, addressing the school priority to broaden pupils’ knowledge of different religions and communities.
- Support pupils with SEND and additional needs through carefully scaffolded teaching and assessment, ensuring all can access and succeed in history.
- Embed the school’s values by exploring themes of justice, stewardship, and forgiveness through historical contexts.
Content and Skills
Pupils will gain a coherent knowledge of British history alongside significant global events and figures, revisiting overarching key concepts throughout Key Stages 1 and 2. They will:
- Learn to identify and explain cause and consequence, change and continuity, and similarity and difference across historical periods.
- Acquire the vocabulary and literacy skills necessary to discuss and write about historical topics confidently.
- Develop skills in using a range of historical sources, including artefacts, documents, and eyewitness accounts, to build evidence-based understanding.
- Work in books that follow them through the key stage, enabling them to revisit prior learning, make cross-unit links, and deepen their understanding over time.
Progression
Learning in history is carefully sequenced to ensure pupils master essential concepts before moving to more complex ideas. Early Key Stage 1 focuses on understanding personal and local history, progressing through Key Stage 2 to broader national and world history themes. This progression supports pupils in building increasingly complex mental models, linking new knowledge to what they already know. Regular retrieval practice and opportunities to apply historical thinking ensure pupils develop fluency and confidence. Assessment is used formatively and summatively to tailor learning tasks, ensuring appropriate challenge and support for all learners.
Wider Impact
Through history, pupils develop a strong sense of identity and belonging, understanding their place within a wider community shaped by faith, culture, and shared experiences. The subject supports the school’s commitment to preparing pupils as responsible, respectful citizens who are aware of global issues and diverse perspectives. History encourages critical thinking, empathy, and resilience—qualities essential for lifelong learning and active participation in society. By nurturing these skills and values, our history curriculum contributes significantly to the holistic development of every pupil, equipping them for future education and life beyond school.