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At Halterworth School, we aim to ensure that our history curriculum is broad and ambitious for all pupils; we believe that is essential to provide a knowledge-rich history curriculum which secures progression for all pupils.

Staff endeavour to ensure that children:

-gain a coherent knowledge of Britain’s past and that of the wider world

-are inspired to know more about the past

- are equipped to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement

-understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

We believe, as  historian David Olusoga highlights, that every child deserves to see themselves reflected in the history taught in school. We aim to illustrate how “national history is intertwined with our family histories.” because ultimately, history  “ helps us make sense of the country we are today.”

History learning is carefully mapped and throughout Key Stage 1 our historians will develop an awareness of the past through the study of significant individuals who have achieved nationally and internationally. They will also study significant events linked to the local area as well as studying changes within living memory and those events beyond living memory that have had a significant impact nationally or globally.
In Key Stage 2 pupils will develop a secure understanding of local, British and world history, making connections and contrasts over time.

Chronology is taught explicitly as we aim that our Halterworth historians grow a coherent, chronological narrative of the past. We aim to develop their understanding that periods studied are not linear through identifying the duration, overlap and concurrence of areas studied on timelines.

Our History curriculum recognises knowledge as having two main branches:

Substantive knowledge—the facts about the past that we teach

Disciplinary knowledge—working as a historian to make use of those facts in order to draw conclusions

In order to provide children with a greater perspective of the past, we use focused enquiry questions to facilitate the teaching and development of both substantive and disciplinary knowledge.

The children will be exposed to a wide range of historical sources and artefacts - exploring, ideating and evaluating, thus enabling them to  respond to the enquiry question. They will strive to use historical terms accurately in their communication of ideas and judgements. 

Although History is taught discreetly, the children will select and apply their knowledge and skills from other subjects in order to draw conclusions and communicate their findings. 

Halterworth School recognises the value of rich historical experiences, visits and visitors to allow the children to connect with the past in a more meaningful way.  Through involvement in anniversaries and commemorations, the children will grow a sense of social responsibility, respect for diversity and a willingness to engage with local and current issues. 

We hope that, through a rich history curriculum, the children will feel prepared and be well-equipped for a successful future in history.