Summary highlights and key changes

• The History curriculum has been one of the most controversial elements of the new curriculum and has changed substantially since the initial draft. It should be emphasised that the curriculum is not a prescriptive document and the areas that should be taught are open to interpretation. The clear and overwhelming emphasis is on History being taught as a “coherent, chronological narrative” rather than isolated periods in time.
• History in the new curriculum has a clear emphasis on enquiry skills and higher order thinking as children are encouraged to become more sophisticated learners.  There is a strong leaning towards critical thinking, weighing evidence and sifting arguments.
• The curriculum in Key Stage 1 continues to focus on key events, such as The Great Fire of London and the new History curriculum as a whole represents very little change.
• In Key Stage 2, it is not essential that history is taught in chronological order but an emphasis on children understanding and identifying where people and events fit in to the big picture together with an awareness of the passing of time is a key concept. It is important that children learn how one period of History affects another so cause and effect are key ideas.
• There will be a focus on making links between local, regional, national and international History. It will be about ensuring that children learn not only about how Britain has influenced and been influenced by the wider world but also knowing and understanding significant aspects of the History of the wider world, though there is slightly more emphasis on national events.
• It is worth noting that Britain from the Stone Age to the Iron Age is an entirely new area in the Key Stage 2 curriculum. The Tudor period has disappeared but this could be taught through a local study element using Hampton Court.

Key points for schools to consider

Resources

Key Stage 1 should not require any additional resources though schools may wish to complete a resources audit at the same time as Key Stage 2. The majority of schools will find it worthwhile to evaluate their History curriculum in Key Stage 2 before rushing to purchase new resources. There are many topics in the current curriculum which can be used and adapted and new topics can be added once this initial evaluation has been completed. The one topic that may require some thought around resources may be the study of a non-European society. Schools may find it useful to work with other local schools to produce a bank of ideas and planning for new topics.

Technology

Audio and visual clips from a variety of sources, pictures and photographs will continue to be valuable sources of information but there is no new essential technology required. Children should always be reminded about the authenticity of sources, particularly from the internet and how to verify and challenge sources.

Progression

There are suggested topics in the curriculum though schools are able to choose their own areas of History which would meet the aims and the subject content of the new History curriculum. The emphasis is on thinking skills, interpretation and making links so there would need to be evidence and a clear progression in the children’s understanding in these key skills.

Professional Development

The professional development aspect will be less of an issue than previously thought in the new curriculum. Topics are suggested and therefore can be adapted either to what is already working well in the classroom or as an opportunity to refresh elements of a school’s History curriculum. When schools introduce new topics in to their History curriculum, subject leaders will need to ensure that those teaching the subject have an excellent subject knowledge and are able to make the links between other historical periods.

Timetabling

Timetabling will depend on the approach that a school takes to the teaching of History. It is important to remember that if this is the case then the key facts that children are expected to know should be incorporated into the planning so that both skills and knowledge are taught.

Case Studies

The Romans Big Picture – St. John the Baptist

Pupils should be taught about the Roman Empire and its impact on Britain (new National Curriculum 2013)

Through this Big Picture topic St. John’s pupils consider the effects of the invasion and settlement of the Romans on Britain both in the past and today.  Pupils will develop and deepen their understanding of chronology and appreciate that people from other societies, cultures and times have been coming to settle in Britain throughout history. Pupils are given opportunities to gain and enhance their methods of historical enquiry. There is emphasis on using evidence, artefacts and images to provide a range of interpretations of history and enable pupils to appreciate how evidence is used rigorously to make historical claims. Pupils will  demonstrate knowledge and understanding of why people leave their homeland to settle in another country; use a range of information critically to ask and answer questions about events related to Roman Britain; show knowledge and understanding of why Boudicca led a revolt, what happened and some of the results; know that an event can be interpreted in different ways; know about aspects of life in Celtic and Roman Britain; present information they have researched, using the terminology appropriate to the period.