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History

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Intent

The intent is to shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout. Pupils will gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire their curiosity to know more about the past. As our pupil’s progress, they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want pupils to 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.

Implementation

The implementation is that History will be taught within topic areas, usually History is the overarching theme that then lends itself to other curriculum areas. Explicit knowledge and skills are taught in a rich and meaningful context, following the progression of skills. We aim to provide first hand experiences for the children to support and develop their learning by visiting local historical sites or having specialists into school. Teaching and learning will be monitored throughout the year. Children are expected to be immersed in accurate and rich historical language which is to be promoted and evident. Learning will be displayed around school as well as artefacts encouraging children to devise their own historical questions and find answers.

Impact

The impact will be measured by class teachers during termly data drops. Teachers will use children’s books, as well as their knowledge of how children respond in lessons to assess their learning of the year group milestones based on the following grades: Emerging, expected or exceeding. This is then calculated into the percentage of children achieving at each level. Children are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

Primary

Intent

We aim to make our history curriculum inclusive and accessible, so every child can engage, learn, and succeed. It meets the National Curriculum for History by providing a broad, balanced, and differentiated programme, underpinned by British Values. Through this, pupils develop a coherent knowledge and understanding of Britain’s past and that of the wider world, while being inspired to explore and learn more about history. As pupils progress, they become increasingly equipped to ask perceptive questions, think critically, evaluate evidence, sift arguments and develop informed perspectives and sound judgement.

Implementation

We use an enquiry-led approach to history that develops pupils as confident young historians. Skills are carefully sequenced to build historical knowledge, understanding, critical thinking, and subject-specific vocabulary year on year. Learning is interactive and practical, with opportunities for independent, paired and group work in and beyond the classroom.

Early Years Foundation Stage (EYFS):
Children start learning about the past by exploring their own experiences and familiar events. They use stories, photographs, and role play to understand how things change over time and make simple “then and now” comparisons.

Key Stage 1 (KS1):
Pupils explore significant people, local history, and important national events. They ask questions, examine simple sources, and begin to make conclusions about the past. Learning is hands-on and includes independent, paired, and group work. Pupils also start to use basic historical vocabulary and understand the order of events.

Key Stage 2 (KS2):
Pupils study a wider range of periods, civilisations, and societies. They analyse different sources—artefacts, images, documents, data, and film—to draw conclusions and make judgements. Learning is practical and interactive, including debates, presentations, drama, and writing in different styles.

Learning is recorded in varied ways such as presentations, debates, drama and different writing genres to ensure knowledge is secure and progressive. Oracy is a key focus, with pupils immersed in rich historical language to articulate interpretations and deepen understanding. Timelines are used to embed chronology and help pupils understand links between historical periods. Cross-curricular links are made to other subjects, particular in English, where key texts are linked, making it a fully immersed experience for pupils.â€¯Technology is an important part of how we teach history. Every child has access to an iPad, which they use to explore resources, take virtual tours, complete quizzes, and present their findings. Interactive tools make learning more engaging and allow activities to be tailored to each child’s needs. Historical learning at Academy 360 is further enriched through carefully planned trips, educational visitors and workshops.

How We Support SEND Children in History

At Academy 360, we ensure that every pupil can access and enjoy history. Lessons are carefully adapted and scaffolded, with vocabulary banks, teacher support, and collaborative learning to help all pupils succeed. iPads and digital tools are used to providing personalised, engaging learning experiences.

How we support SEND children in History:

Adapted tasks and scaffolding to break learning into manageable steps

Vocabulary banks to build subject-specific language

iPads and digital tools for research, virtual tours, quizzes, and presentations

Collaborative learning to encourage peer support and discussion

Teacher and teaching assistant support during independent and group work

Hands-on, practical activities such as artefacts, role play, and drama

Differentiated questioning to challenge pupils at their level

Alternative recording methods (oral, visual, digital) to demonstrate learning

Regular feedback and encouragement to build confidence and engagement

How we support vulnerable learners in History:

Removing Literacy Barriers: Use alternative recording methods, writing scaffolds, and assistive technology to make historical learning accessible.

Multi-Sensory Engagement: Incorporate artefacts, visual supports, role-play, and virtual experiences to make abstract concepts tangible.

Explicit Vocabulary Support: Pre-teach key historical terms and provide visual word banks for reference.

Classroom Environment and Routines: Use predictable routines, low-stakes questioning, and flexible grouping to support learning.

Emotional and Social Support: Ensure lessons are sensitive to pupils’ experiences and celebrate achievements to build confidence.

Skills Builder Links:

Listening: Listening to historical stories, explanations and viewpoints

Speaking: Explaining historical ideas, causes and consequences, presenting

Problems Solving: Historical enquiry and interpretation

Creativity: Interpreting and representing the past

Aiming High: Producing high-quality historical work

Leadership: Understanding leadership in historical contexts

Teamwork: Collaborative enquiry and discussion

Impact

As a result of the history curriculum at Academy 360, pupils enjoy learning about the past and understand how change shapes the world. They develop knowledge of key events, explore different viewpoints, and question sources to build a fuller picture of history. Impact is measured through knowledge organisers, quizzes, and termly assessments. Progression is tracked across key stages, and pupil voice is used to evaluate engagement and understanding. Evidence of learning is visible in books, displays, and discussions, showing that children are developing the skills and knowledge to become confident, informed historians, equipped for secondary school and later life