Implementation:
Our primary History curriculum is meticulously designed to provide comprehensive coverage of the Primary History National Curriculum. Not only does the PlanBee curriculum also align with our core curriculum principles and decolonisation pledge, but it also integrates the latest research and best practices to ensure that it is both relevant and effective in its provision.
Curriculum Framework Our knowledge-engaged primary History curriculum is organised into four domains to provide coherence and structure. These domains are: Historical Vocabulary and Oracy; Chronological Understanding; Historical Understanding and Historical Enquiry. Our commitment to representing diversity and critical evaluation of multiple perspectives runs across each of these domains.
Within our framework, content is purposefully sequenced to increase in range, depth and complexity as children progress through KS1 and KS2. Regular opportunities to revisit and reinforce prior learning are provided, enabling them to build effectively on their existing knowledge base and unpack potential misconceptions.
Schemes of Work We offer a wide range of History schemes across KS1 and KS2, providing schools with the flexibility to choose one of our ready-made Curriculum Packs or to create their own bespoke curriculum by combining their own choice of schemes from our collection. This allows schools to tailor and adapt the curriculum to suit their specific needs and context.
Each scheme includes a medium-term overview, assessment grid, detailed lesson plans, engaging slideshows and activities, along with a range of resources which offer different access points for learners. Meaningful examples and case studies, chosen for their significance or relevance to the cohort, are incorporated into each scheme to support children’s acquisition of knowledge and skills. Resources are carefully designed to support effective teaching and learning, incorporating storytelling, debate, drama and writing in role as well as practical and collaborative activities.
These elements were brought together to create a broad and rich curriculum that nurtures the development of the whole child and supports their future success, with a specific focus on closing the attainment gap for children from disadvantaged backgrounds.
Historical Vocabulary and Oracy Key vocabulary is defined, discussed and revisited to make sure that children can access and make sense of the content and build secure historical knowledge. We prioritise opportunities for oral rehearsal, story-telling and discussion, providing supporting resources such as word banks and chat mats to support children to communicate their knowledge and ideas effectively.
Chronological Awareness The curriculum introduces children to varied historical time periods, developments and events. Children are taught to sequence events chronologically as well as to use and construct timelines to strengthen their understanding. In doing so, children build temporal mental models of the scale of History and duration of time periods. This supports a better understanding of how different time periods and events are located and connected across History.
Historical Understanding The curriculum is carefully planned and sequenced to enhance children's historical understanding in terms of breadth, depth, and complexity. To bring the past to life, children encounter a rich range of historical accounts, sources and modelled examples. This grows their understanding of the broad characteristics of historical periods and helps children to develop coherent narratives that are more memorable. Core substantive and disciplinary concepts such as cause, significance, conflict and settlement are regularly revisited to enable children to make sense of and apply their new learning.
Historical Enquiry Children are taught how historians investigate the past and how they construct historical accounts and arguments. They are given meaningful opportunities to engage in research, analyse and interpret sources, structure accounts and arguments and to present findings coherently. The curriculum introduces children to a rich range of historical sources, including artefacts, archaeological evidence, stories, photographs, paintings and oral histories.
Interpretation and Representation The curriculum encourages children to research and discuss diverse interpretations and experiences of the past. Children learn to critically evaluate different interpretations of the past by understanding that these are shaped by the information available or presented in dominant narratives. They also learn that new discoveries or interpretations can revise our understanding of History.
We are committed to creating decolonised content that challenges biases and offers a fuller, fairer and more truthful representation of the world, its histories and its peoples. Our resources incorporate diverse representation and discussion of multiple perspectives to grow children’s understanding of how and why people had varied experiences of the past.
Assessment Ongoing diagnostic assessment is built into our schemes of work through questioning and low-stakes quizzes. This enables teachers to gauge children’s learning and understanding and to identify and address any gaps or misconceptions. This also means that teachers are equipped to make in-the-moment adjustments to lesson pathways and teaching strategies or to revisit longer term planning and support systems for their children.
Each scheme of work comes with an assessment grid which is aligned with our History Knowledge and Skills Progression Documentation. These can be used by teachers and subject leaders to track children’s curriculum coverage and progress through their Primary Phase learning journey.
Teachers and subject leaders can assess progress in engagement and attainment for History through a combination of diagnostic and summative assessment, observation of teaching and learning and pupil voice. They can also consider outcomes in pupil’s books as well as presentations, classroom installations, such as living museums or displays, and class assemblies.
Subject leads should monitor pupil progress, staff subject knowledge and their confidence and competence in teaching History, highlighting areas of strength and for improvement.
