Our History Curriculum
At Westbury C of E Junior School, our History curriculum is designed to help children develop a rich and increasingly connected understanding of the past. Our units are carefully selected and sequenced to ensure that children build their historical knowledge and understanding as they move through Years 3 to 6.
We have carefully mapped our History curriculum to ensure that children encounter important historical knowledge progressively, while having regular opportunities to revisit and build upon what they have previously learned.
Big Questions
Each unit begins with a Big Question which provides a clear purpose for learning. The question explores a key theme or historical idea and is designed to encourage children to use the knowledge they develop throughout the unit.
For example, our Year 5 Ancient Maya unit is driven by the question:
“Why did the ancient Maya change the way they lived?”
Each Big Question is supported by a sequence of five carefully planned lessons. Across these lessons, children progressively develop the knowledge and understanding they need to answer the question.
Building Historical Knowledge
Our lessons are carefully sequenced so that new learning builds upon what children have previously encountered. Teachers explicitly introduce important historical vocabulary and provide opportunities for children to read around the subject, helping them to develop their understanding of the period, people and events they are studying.
Teachers use Connected History as a starting point for planning and adapt lessons where appropriate to ensure that learning supports the Big Question and meets the needs of their pupils.
Remembering What We Have Learned
We place a strong emphasis on children remembering important historical knowledge.
At the end of each lesson, children answer two carefully selected quiz questions based on the key knowledge from that lesson. Across the five lessons, these questions contribute to a larger Big Quiz.
At the end of each unit, children complete a short knowledge quiz based on the key learning from the unit. Quiz scores are recorded so that teachers and leaders can review children's understanding and identify knowledge that may need to be revisited.
Importantly, retrieval continues beyond the end of a unit. Throughout the year, children return to questions and knowledge from previous units. This repeated retrieval supports our approach of “know more, remember more” and provides children with regular opportunities to practise recalling important historical knowledge.
Answering the Big Question
At the end of each unit, children have an opportunity to answer their Big Question and demonstrate what they have learned.
The way this is completed can vary according to the topic and the needs of the class. Children may create a double-page spread, use key vocabulary and subheadings through Hex structures, or use sentence stems, images and other scaffolds to support them in organising and recalling their learning.
These outcomes provide children with an opportunity to bring together the knowledge they have developed across the unit and demonstrate their understanding.
Vocabulary and Reading
Historical vocabulary is deliberately integrated throughout our units. Children are introduced to and revisit the words and terminology they need to understand and communicate their historical learning.
Lessons also provide opportunities for children to read around the subject. This may take place during particular lessons within a unit and enables children to encounter additional information and develop their understanding of the historical topic they are studying.
Progression Across the School
Our History curriculum has been carefully mapped to show progression in knowledge and understanding across Years 3 to 6.
Children therefore revisit important ideas and knowledge while progressively encountering new historical periods, themes and concepts. The combination of carefully sequenced units, retrieval opportunities and opportunities to apply knowledge allows children to build their understanding over time.
Through this approach, History lessons have a clear purpose, with children learning new knowledge, practising their understanding, retrieving previously taught content and applying what they know.