St Michael with St John C of E Primary School History Rationale

At St Michael with St John C of E Primary School, our History curriculum is rooted in our Christian vision and our whole-school values of Nurture, Inspire, Achieve. We believe that a high-quality History education enables pupils to understand the complexity of people’s lives, the process of change over time, the diversity of societies, and the relationships between different groups. Through the study of the past, we help children appreciate the world they inherit and understand their place within it, preparing them for life’s opportunities, challenges and responsibilities.

History at SMSJ is designed to nurture curiosity, inspire enquiry, and support every child to achieve a deep, coherent understanding of the past. Our curriculum introduces children to significant people, places, cultures, events and ideas, giving them the tools to make sense of the modern world. We help pupils to recognise how past actions, beliefs, innovations, and decisions have shaped society today—locally, nationally and globally.

A Coherent, Sequenced and Connected Curriculum

Our History curriculum is carefully sequenced from EYFS to Year 6 to ensure clear progression in both substantive knowledge (what children know about the past) and disciplinary knowledge (what it means to think like a historian). Units are selected and organised to build secure chronological understanding while revisiting and deepening key historical concepts, including:

• Chronology and time
• Power, monarchy, government and empire
• Civilisation (social, cultural and technological)
• Invasion, settlement and migration
• Trade and exploration
• Belief systems
• Achievements and follies of humankind

These concepts thread through all year groups, enabling children to make meaningful connections across periods and cultures—for example, from Stone Age technology to Roman settlement, Viking exploration, Tudor society and the impact of World War II.

Progression of Disciplinary Skills

We teach pupils to become confident young historians by developing the skills of:

• Posing historically valid questions
• Gathering, organising, and evaluating evidence
• Using primary and secondary sources
• Understanding historical interpretations
• Analysing change and continuity
• Exploring cause and consequence
• Recognising similarities and differences
• Evaluating historical significance
• Communicating findings clearly, both orally and in writing

By upper KS2, pupils apply these skills with increasing independence, maturity and critical awareness.

Curriculum Overview

Our History curriculum is broad and balanced. Each phase explores content appropriate to children’s developmental stage:

EYFS

Children begin by exploring the concept of time and change through stories, family history and “a peek into the past,” laying the foundations for chronological awareness.

Key Stage 1

Pupils study changes within living memory, significant individuals, and key events. Topics such as How have toys changed? How am I making history? and How was school different in the past? help children understand the past through familiar contexts. They also explore wider themes such as monarchy and exploration.

Lower Key Stage 2

Children move into a broader chronological narrative of Britain, from the Stone Age to the Anglo-Saxons. They also study contrasting civilisations such as the Ancient Egyptians and the Maya, developing an understanding of early societies, achievements and belief systems.

Upper Key Stage 2

Pupils deepen their historical thinking through complex enquiries such as the Vikings, Tudor life, Ancient Greece, World War II and an exploration of the Sikh Empire. They also examine local history, analysing census data to understand how their own community has changed over time.

Pedagogy and Learning Experiences

Our teaching methods are varied and engaging. Pupils learn through:

• Storytelling, discussion, and teacher-led explanation
• Handling artefacts and examining real historical sources
• Using digital archives, maps, images and ICT resources
• Role-play, drama, and historical re-enactment
• Visits to museums and historical sites
• Presentations, visual displays, and model-making
• Independent and group investigations

These approaches make learning memorable and ensure pupils encounter history as a dynamic discipline rather than a set of isolated facts.

Local, National and Global Perspectives

History at SMSJ connects the past to learners’ own lives and communities. Local-history units build pride and identity, while national studies develop understanding of how Britain has been shaped by diverse influences. Global units broaden pupils’ horizons and foster respect for different cultures and civilisations.

Nurture, Inspire, Achieve Through History

• Nurture: We help pupils understand their own identity and heritage, encouraging empathy and appreciation for the experiences of others.
• Inspire: We ignite curiosity about the past, motivating children to ask questions, investigate evidence and think critically about human actions and choices.
• Achieve: We equip pupils with the knowledge, skills, and historical perspective they need to succeed academically, socially and personally.