Our History Intent
At Thomas Harding, we aim to inspire pupils’ curiosity about the past and develop their understanding of how history has shaped the world they live in today. Our History curriculum is ambitious, coherent and carefully sequenced, enabling pupils to build a secure understanding of key events, periods and societies over time.
In our History curriculum, we focus on six key concepts which underpin all units of study: Empire, Invasion, Power, Settlement, Community and Legacy. These concepts are revisited regularly across the four years, allowing pupils to deepen their knowledge, make meaningful links between different time periods, and develop a coherent picture of the past. By returning to these concepts in a range of historical contexts, children strengthen their historical thinking and understanding of how societies change and develop over time.
The curriculum is designed to enable pupils to acquire a rich web of historical knowledge. Units are sequenced carefully so that learning builds on prior knowledge and feeds forward into future study. Each unit is structured around key questions, encouraging pupils to think critically, ask perceptive questions and develop the skills of historical enquiry. A strong emphasis is placed on the acquisition and application of subject-specific knowledge, concepts and vocabulary.
Within each unit, pupils are given regular opportunities to discuss, debate and communicate their understanding. They are encouraged to ask questions, reflect on evidence and revise their ideas as their knowledge deepens. Links are made within and across units to support pupils in developing a strong sense of chronology, alongside an understanding of key historical concepts and perspectives.
Children study a range of civilisations and periods, including ancient civilisations such as Ancient Egypt, the Maya and Ancient Greece. They also learn about Britain’s past, including invaders and settlers such as the Romans, Anglo-Saxons and Vikings, and significant events in more recent history, including Britain during World War II. Local history is also explored, helping pupils to understand the concept of legacy within their own community.
Through independent research, discussion and a strong focus on historical vocabulary, pupils learn to articulate their understanding with increasing accuracy and confidence. Our aim is to foster a lasting interest in history and to equip children with the skills of enquiry, analysis, interpretation and critical thinking, preparing them well for the next stage of their education and beyond.
Implementation Big Picture and Key Concepts
New historical learning is always placed within the wider context of pupils’ history learning across the school. Lessons explicitly link to the six key concepts of Empire, Invasion, Power, Settlement, Community and Legacy, helping pupils understand how each unit contributes to a broader understanding of history. Regular review of prior learning supports retention and helps pupils make meaningful connections over time. Knowledge Organisers
Knowledge organisers provide pupils with access to essential historical knowledge, key vocabulary and definitions. These support understanding within each unit and enable pupils to revisit and apply their knowledge across the curriculum. Subject-Specific Vocabulary
Historical vocabulary is explicitly identified through knowledge organisers and introduced at the start of each unit. Tier 2 and Tier 3 vocabulary is revisited regularly, displayed in classrooms and used consistently in discussion and written work to support accuracy and confidence. Chronology and Timelines
A whole-school history timeline is used consistently, with each class accessing and referring to it throughout their time at Thomas Harding. This supports pupils in placing new learning within a clear chronological framework and strengthens their understanding of how different periods and events relate to one another. Use of Artefacts
Where possible, pupils explore and investigate artefacts to enhance historical understanding. Handling real objects helps bring the past to life, supporting enquiry, curiosity and deeper engagement with historical evidence. Historical Sources and Bias
Pupils are taught that historical sources reflect particular viewpoints and that bias exists in different forms. They learn to question reliability, consider perspective and account for bias when interpreting evidence. Consistent Teaching Sequence
History lessons follow a clear and consistent sequence. This includes: placing new learning within the big picture and key concepts locating the period studied within a chronological timeline reviewing prior learning introducing and revisiting key vocabulary conducting historical enquiry using a range of sources and artefacts interpreting evidence and communicating understanding evaluating learning and making comparisons with other periods where appropriate
Learning Environment
The learning environment is designed to support pupils in knowing more and remembering more. Knowledge walls, timelines and key vocabulary displays are used consistently and referenced regularly during lessons. Cultural Capital and Enrichment
Termly visits, visitors and links with the local community provide pupils with first-hand experiences that enrich learning and deepen historical understanding, helping pupils connect classroom learning with the world around them.
ImpactBy the time children leave Thomas Harding, they will have developed: a secure knowledge and understanding of people, events and contexts from the historical periods studied the ability to think critically about history and communicate their understanding confidently to a range of audiences the ability to support, evaluate and challenge their own and others’ views using detailed, accurate historical evidence from a range of sources the confidence to reflect, debate, discuss and evaluate the past, forming and refining thoughtful questions and lines of enquiry a genuine curiosity about the past, alongside an understanding of how and why history can be interpreted in different ways respect for historical evidence and the ability to use it critically to support explanations and judgements a willingness to embrace challenge, including undertaking high-quality independent research across a range of historical topics
Through this, pupils leave Thomas Harding as informed, reflective and curious historians, equipped with the knowledge and skills to succeed in the next stage of their education. |
