Curriculum Intent

The History curriculum at James Bateman Middle School is rich in carefully sequenced substantive and disciplinary knowledge. It is designed to help pupils develop a secure understanding of the past, recognise connections across time and understand how historical events, people and ideas have shaped the world in which they live.

Across Humanities, the curriculum is structured around two shared curriculum anchors:

· Substantive Knowledge – the core historical knowledge, concepts and vocabulary pupils need to know, remember and apply.

· Disciplinary Knowledge – how pupils learn to think like historians by asking questions, using evidence, evaluating sources and interpretations and constructing reasoned arguments.

Within History, these are strengthened through the subject-specific anchor of Chronological Understanding. This enables pupils to build secure mental timelines, understand cause and consequence, recognise change and continuity and consider historical significance over time.

Knowledge and disciplinary thinking are carefully sequenced from Years 5–8. Pupils progress from identifying and describing historical evidence and chronology towards explaining significance and consequence, analysing sources and interpretations and evaluating historical arguments.

Our curriculum aims to ensure that all pupils can access ambitious historical learning. Adaptive teaching, modelling, scaffolding, retrieval and carefully selected resources help remove barriers while maintaining high expectations.

History also contributes to pupils' wider development by encouraging:

· curiosity about the past;

· readiness, resilience and respect;

· understanding of different societies, cultures and perspectives;

· consideration of how interpretations of the past are constructed;

· critical and independent thinking;

· and awareness of the wide range of careers connected with historical knowledge and skills.

At the heart of the History curriculum is a commitment to broadening pupils' horizons and helping them understand how the past connects to the people, communities and world around them today.

Implementation

History is taught through a carefully sequenced curriculum that combines substantive knowledge, disciplinary knowledge and Chronological Understanding.

Pupils study a range of periods, societies and themes across local, British and wider world history. This includes local history, ancient civilisations, medieval and early modern Britain, empire, conflict and twentieth-century history.

Important historical concepts such as power, monarchy, empire, conflict, society, belief, change and significance are revisited across the curriculum so that pupils can make meaningful connections between periods.

Disciplinary knowledge is developed through opportunities to:

· ask historical questions;

· use primary and secondary sources;

· make inferences from evidence;

· consider the usefulness and limitations of sources;

· explore different historical interpretations;

· explain causes and consequences;

· analyse change and continuity;

· consider historical significance;

· and construct evidence-informed explanations and judgements.

Chronological Understanding is developed explicitly through timelines, retrieval and connections between topics. Pupils are encouraged to locate their learning within an increasingly secure understanding of the wider past rather than viewing individual units in isolation.

Reading Across the Curriculum is embedded within History to develop fluency, subject vocabulary and access to historical knowledge. Short, purposeful texts provide opportunities to encounter historical accounts and evidence while supporting pupils in thinking like historians.

Careers Across the Curriculum also forms part of each year group's learning. Topic-linked careers help pupils recognise how historical knowledge and transferable skills such as research, communication, analysis, interpretation and critical thinking connect to the wider world.

The curriculum is enriched through historical artefacts, images, maps, written sources, documentaries and other evidence. Educational visits and local history experiences

provide opportunities for pupils to encounter the past beyond the classroom and connect curriculum learning with real places, objects and stories.

Lessons and resources provide a structured starting point for teachers but are designed to be adapted appropriately to meet the needs of individual classes.

Impact

Ready, Resilient, Respectful

The History curriculum provides students with a secure understanding of the past while equipping them with the knowledge, skills and qualities needed for the future. Through the curriculum anchors of substantive knowledge, disciplinary thinking and chronological understanding, pupils become confident learners who can make connections across time and place.

The curriculum develops readiness by enabling pupils to think critically, communicate effectively and apply knowledge thoughtfully. Pupils leave lessons with a deeper understanding of historical events and the ability to interpret and evaluate evidence independently.

Our curriculum encourages resilience by teaching pupils to persevere through challenge and uncertainty. By studying the struggles, achievements and experiences of individuals and societies throughout history, students develop empathy, perspective and emotional understanding.

Respect for different cultures, beliefs and perspectives is actively promoted. We honour events such as Black History Month and significant national occasions including King Charles III’s Coronation, helping pupils understand the importance of diversity, identity and heritage in shaping modern society.

Educational visits, including trips to the Transatlantic Slavery Museum in Liverpool and Chatterley Whitfield Coal Mine, enable students to connect with history on a personal level and deepen their understanding of people and communities from the past.

Evidence of Knowledge and Skills

Assessment supports teachers in identifying what pupils know, remember and can apply.

A range of evidence is used, including:

· retrieval activities and low-stakes questioning;

· work in pupils' books;

· classroom discussion;

· use of historical vocabulary;

· source and evidence activities;

· interpretation work;

· chronological understanding;

· extended historical explanations and judgements;

· and end-of-unit assessments.

End-of-unit assessments provide one source of evidence to support teacher judgement. They do not generate a stand-alone final judgement or override the wider evidence teachers gather through pupils' work, discussion and application of historical knowledge.

Assessment considers substantive knowledge and disciplinary knowledge alongside pupils' developing Chronological Understanding.

Teachers use assessment information to identify misconceptions, inform future teaching and provide appropriate support and challenge.

Student Voice

Pupils are encouraged to talk confidently about their History learning, use appropriate historical vocabulary and make connections between events, people and periods.

Discussion, enquiry, artefacts, sources, storytelling, reading and educational visits provide opportunities for pupils to ask questions, investigate evidence and develop their own evidence-informed ideas about the past.

Pupil voice, alongside book monitoring, assessment evidence and lesson visits, helps us understand how successfully the History curriculum is being implemented and where further development may be needed.

Through History, pupils develop into increasingly knowledgeable, curious and thoughtful young people who understand the importance of evidence, chronology and interpretation when making sense of the past and its relationship with the present.

Click here to view the History Progression Map