History

Connecting the past with the present

Understanding history begins with recognising the difference between now and the past.

For some pupils, this starts through sensory experiences, family photographs, familiar objects, sounds, stories and historical artefacts. Pupils begin to recognise their own personal history and changes within the people and places around them.

As pupils progress, they discover local history and learn about significant people and events. They encounter different historical sources and begin to understand that these can tell us about how people lived in the past.

More advanced learners investigate historical events and periods in greater depth, considering concepts such as change, continuity, cause, consequence, similarity, difference and significance.

Throughout the curriculum, pupils are encouraged to make connections between the past and present and consider how historical people and events have influenced modern life.

Learning Through Our Pathways

Engage

Experiencing the past

Pupils experience History through sensory and personally meaningful activities.

They may explore family photographs, historical objects and artefacts, sounds and stories from the past and changes within familiar environments.

Pupils begin to develop an awareness of their own past and recognise differences between familiar experiences, such as an old and new classroom or changes within school.

Communication may take place through gestures, signs, symbols, vocabulary or pupils’ individual communication systems, enabling them to respond to historical objects and experiences and express preferences.

Discovery

Recognising people, events and change

Pupils discover more about their own history, families and community.

Photographs, stories, books, artefacts and other historical sources introduce pupils to people and events from the past.

They begin to identify differences between past and present and encounter concepts associated with time and change.

Pupils also develop their knowledge of local history and the lives of people around them, helping connect historical learning with familiar experiences.

Develop

Building historical knowledge

Pupils develop their knowledge and understanding through an increasingly broad range of historical sources.

They investigate important people, places, events and periods and consider how events in the past have influenced the modern world.

Historical vocabulary becomes increasingly important, alongside understanding chronology and using concepts such as past and present, before and after.

Pupils learn to ask and answer historical questions, identify important information and describe significant features of the periods they study.

Local history also helps pupils develop a deeper sense of connection and belonging to their community.

Deepen

Thinking and investigating like a historian

Pupils deepen their understanding of historical concepts and develop increasingly independent enquiry and research skills.

They use appropriate historical terminology and investigate evidence from a range of sources.

Pupils consider increasingly complex questions about change, cause, similarity, difference and significance, enabling them to move beyond recalling historical facts towards explaining and interpreting the past.

Research and local studies provide opportunities to investigate historical questions independently and communicate findings through different media and formats.

Our History Curriculum

People, places and events that shaped our world

Newman’s History curriculum introduces pupils to a broad range of periods and themes from British, local and wider world history.

In the earlier stages, learning includes changes within living memory, significant people and places within the local area and important individuals from the past.

As pupils progress, they encounter increasingly substantial historical periods and themes, including:

• Stone Age to Iron Age Britain – exploring how life changed across early British history
• Ancient Egypt – investigating the characteristics and legacy of an ancient civilisation
• Mayan Civilisation – discovering life within a significant non-European civilisation
• Ancient Greece – exploring Greek civilisation and its historical impact
• The Romans – investigating the Roman Empire and its influence on Britain
• The Vikings – understanding Viking life and its impact on Britain
• Castles and Local History – exploring settlements, castles and the history of the local area
• Henry VIII and the Tudors – investigating Tudor life and changes to church, state and society
• Crime and Punishment – examining change and continuity across different periods
• Medieval Britain – exploring medieval church, state and society
• Victorian Britain – investigating society, industry, politics and empire
• 20th Century Conflict – including the Second World War and the Holocaust
• 20th Century Society – exploring significant developments and changes in more recent history.

Historical Enquiry

Asking questions about the past

Pupils explore photographs, stories, artefacts and other historical sources to discover how we know about the past. As they progress, they develop their ability to ask questions, research independently and consider change, cause, similarity, difference and significance.

Local History

Understanding the history around us

Local history helps pupils connect the past with familiar places and their own community. Through local studies, visits and first-hand experiences, pupils explore significant buildings, people and events while developing a stronger sense of belonging.

Understanding Change

What changed – and what stayed the same?

Pupils begin by recognising changes within their own lives and familiar surroundings before exploring change across different historical periods. As their understanding develops, they consider why change happened, what its consequences were and what remained the same.

Significant People & Events

Understanding their impact

Pupils encounter significant people, events and civilisations from British and wider world history. As they progress, they move beyond understanding what happened to consider why it was significant and how it influenced the world that followed.

Communication • Independence • Resilience

Newman’s three curriculum drivers are embedded throughout History.

Communication develops from expressing responses to historical objects and experiences through signs, symbols, gestures or individual communication methods towards confidently using historical vocabulary to describe and explain the past.

Independence develops as pupils move from supported experiences towards independently examining historical sources, asking questions, conducting research and communicating their findings.

Resilience develops through becoming familiar with change, exploring the history of pupils’ own lives and communities and progressively encountering unfamiliar places, periods and experiences. Visits and enrichment activities help pupils apply their learning beyond the classroom and develop confidence within the wider community.

History Across Newman

Progression through school

At Whiston, pupils in EYFS, Key Stage 1 and Key Stage 2 encounter History within Humanities and the wider ‘My World’ curriculum. Younger pupils may experience historical learning through continuous provision, with specific subject teaching introduced where appropriate.

At Dinnington, pupils in Key Stages 3 and 4 generally access History alongside Geography and RE within Humanities, following an adapted form of the National Curriculum.

At NAR, most Key Stage 3 and 4 pupils also access History through Humanities, although some pupils may follow a bespoke curriculum according to their individual needs.

The curriculum overview states that pupils working at GCSE level can choose between History and Geography, with GCSE History currently delivered at NAR.

History for Everyday Life

Understanding ourselves and our communities

History helps pupils understand their own place within the world.

Learning about personal history helps pupils recognise their own journey and the ways people and places change over time.

Exploring family and local history develops understanding of the community around them, while studying British and world history helps pupils appreciate that the society they experience today has been shaped by people, decisions and events from the past.

History also develops transferable skills including questioning, observing, comparing, researching, communicating and interpreting information.

These skills contribute to Newman’s wider aim of preparing pupils for greater independence, participation in their communities and adulthood.