Westwoodside Church of England Academy

Westwoodside Church of England Academy History Curriculum

History Vision Statement

Through our high-quality history curriculum, we aim to inspire a deep and lasting curiosity about the past, empowering children to understand their place in time and society; taking on the challenge of learning new concepts and ideas through the asking and answering of perceptive, enquiry-led questions. We seek to embed a coherent and chronological knowledge and understanding of Britain’s past and that of the wider world, enabling all learners to become informed and engaged citizens able to recognise the significance of events, people and civilisations, and their relevance to the present and future.

Rooted in our Christian vision to “Be the light for other people. Live so they will see the good things that you do,” our history curriculum inspires pupils to let their light shine by developing a deep understanding of the past and using that knowledge to make sense of the present. We encourage children to explore diverse histories, civilisations and cultures with curiosity, empathy and respect, developing a sense of global awareness and shared humanity. Through historical enquiry, pupils develop transferable skills such as critical thinking, reasoning, interpretation and reflection. These help them grow not only as learners, but as informed, thoughtful and responsible individuals who use their understanding of history to positively influence the world around them.

Westwoodside History Curriculum Pledge

During their time at Westwoodside Church of England Academy, all pupils will have the opportunity to:

Visit places of historical significance such as museums, heritage sites and local landmarks to deepen their understanding through real-life experiences
Welcome historical experts, re-enactors and visitors into school to bring the past to life through artefacts, storytelling and interactive workshops
Take part in class debates, role play, and drama to explore key historical concepts and perspectives
Build empathy, critical thinking and reflection through learning about diverse cultures, civilisations and experiences from the past
Contribute to school and community commemorations and events that mark important historical anniversaries and traditions
Celebrate their progress and achievements in history through exhibitions, projects and presentations
Develop curiosity, confidence and a lifelong interest in history as they recognise their role in shaping the future through understanding the past

Westwoodside History Curriculum Intent

History is all around us; in our families with their unique backgrounds, cultures and traditions and in our local and wider communities. The study of history ignites children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. At Westwoodside Church of England Academy, our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding.

At Westwoodside C of E Academy we provide our children with a knowledge based, immersive and engaging history curriculum which ignites their curiosity about people and events in the past, both in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. Aligning with our core concepts (chronology, investigating and interpreting evidence, historical significance, similarities and differences, cause and consequence, change and continuity) we aim to equip children with knowledge of historical facts, an understanding of the methods of historical enquiry, the ability to think critically, ask questions and to be able to explain and analyse historical evidence. Children develop empathy for others, they have opportunities to learn from mankind’s past mistakes and will not be afraid to take on challenge.

Westwoodside History Curriculum Implementation

In ensuring high standards of teaching and learning in history, we teach the knowledge, skills, and understanding set out in the National Curriculum through the corresponding programme of study. Our scheme of work for History is taken from the Kapow Primary curriculum. The units within this scheme are carefully sequenced to ensure full coverage of the National Curriculum and provide clear progression in both substantive and disciplinary knowledge across all year groups. The content is continually reviewed and refined by subject experts to reflect current research and best practice in history education.

Knowledge and Understanding of the World forms the basis of historical learning in the Early Years Foundation Stage, where links are made to the early learning goals. Children use information books, pictures, costumes, and artefacts to explore the past. They engage in themed days to promote their understanding of key events in the world and are introduced to relevant vocabulary.

In Key Stages 1 and 2, history study units are organised around enquiry-based questions, encouraging children to follow the enquiry cycle — question, investigate, interpret, evaluate, and conclude — when exploring historical concepts. Lessons are varied, engaging, and hands-on, allowing pupils to experience the different aspects of historical enquiry.

Children participate in activities that develop both disciplinary (how historians work) and substantive (what historians know) knowledge, deepening their understanding of Britain’s past and that of the wider world. They develop chronological awareness and build a secure bank of knowledge about significant people, places, and events. Key vocabulary is explicitly taught and revisited throughout each topic to support understanding and progression.

Pupils begin by exploring how their school and local area have changed over time, before studying broader periods and themes within British and world history. They use a wide variety of sources — including maps, photographs, books, and artefacts — to question, analyse, and interpret evidence.

Visits to the school by outside agencies, and educational trips to historical sites and museums, are used to stimulate pupils’ curiosity and bring learning to life.

Westwoodside History Curriculum Impact

Children are inquisitive about the past; they will be enquiring learners who ask questions and can make suggestions about where to find the evidence to answer the question. They will have developed skills to find their own answers to questions. Children will be critical and analytical thinkers who are able to make informed and balanced judgements based on their previous historical learning and their knowledge of the past. Children will gain an understanding as to how they can make a difference, based on mankind’s historical follies. Children will be able to explain how their locality has changed over time and can walk in the footsteps of those that came before. Children develop knowledge of key vocabulary as they progress through the school, their books will reflect their learning and they will be able to recall and talk confidently about their historical knowledge through pupil voice. Year 6 children will have strong historical understanding and the skills required to make them ‘secondary school ready’ as they enter year 7. We want children to have thoroughly enjoyed learning about history and feel empowered to undertake new life experiences now and in the future.

SEND Provision in History

‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to/or different from this...special educational provision is underpinned by high quality teaching and is compromised by anything less’

‘Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement’ (SEND Code of Practice 2015)

In the first instance, provision for SEND children should be planned in accordance with their individual support plans, focusing specifically on areas of strength and needs and the use of reasonable adjustments. Additional strategies to support identified areas of need should be taken from The Quality First Teaching booklet. https://www.sensiblesenco.org.uk/shared-files/1903/send-quality-first-teaching-toolkit.pdf

The Quality First Teaching booklet includes practical strategies which should be used to support the following four broad areas of need:

Cognition and learning needs - specific learning difficulties (dyslexia, dyspraxia, dyscalculia), moderate learning difficulties, severe learning difficulties, global delay, profound and multiple learning difficulties

Social emotional and mental health needs - behaviour, emotional and social difficulties, mental health difficulties, ADHD, depression, eating disorders, attachment disorders

Communication and interaction needs - Speech, language and communication needs, autistic spectrum disorder, Asperger’s Syndrome

Sensory and/ or physical needs - Visual impairment, hearing impairment, multi-sensory impairment, physical disability, cerebral palsy Additional support and advice regarding individual SEND needs can be sought from the subject leader and SENDCO.

Enhancements within the History curriculum

Across all year groups, learning in history is enriched through immersive experiences, themed days, and opportunities to connect with the past in meaningful ways. Pupils take part in historical enquiries, debates, and role play that deepen their understanding and allow them to view events from multiple perspectives. Visits to museums, heritage sites, and local landmarks, as well as workshops led by visiting historians and re-enactors, bring history to life and create memorable learning moments.

Children are encouraged to engage in extracurricular opportunities such as history clubs, community projects, and commemorations of significant events that spark curiosity and foster pride in their heritage. These experiences help pupils recognise the relevance of history in shaping their own lives and communities, inspire empathy and critical thinking, and develop a lifelong interest in exploring the past.

History curriculum Parents/Career Statement

Parents and carers will be invited to attend history-themed events, exhibitions, assemblies, and class presentations that celebrate pupils’ learning about the past. These may include museum-style displays, reenactments, or commemorations of significant historical events.
To engage in their child’s historical learning, parents can access the school website to find information about the history curriculum and view photographs and examples of pupils’ work from history lessons, visits, and workshops.
Parents will be informed of their child’s progress in history, and the historical experiences they have engaged in, through parent meetings and their child’s annual report.
Throughout the year, they will receive letters and updates highlighting the historical topics their child is studying, as well as any related trips, visitors or special opportunities to enhance their learning.

History Curriculum Core Concepts

Core Concepts in History

Chronology	know and understand British and world history as a coherent narrative, from the earliest times to the present day. Gain historical perspective between short- and long-term timescales
Cause and Consequence	Understand historical concepts such as cause and consequence, similarity, difference and significance. Know how people’s lives have been shaped by this nation and how Britain has influenced and been influenced by the wider world.
Change and Continuity	Understand historical concepts such as continuity and the process of change Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristics of non- European societies.
Investigating and Interpreting Evidence	To ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement Understand methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Frame historically valid questions and create their own structured accounts, including written narratives and analyses.
Making Comparisons and Connections	Understand the complexity of people’s lives, the diversity of societies and relationships between different groups as well as their own identity and the challenges of their timeMake connections, draw contrasts and analyse trends Recognise the characteristic features of non-European societies; the achievements and follies of mankind Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

History Long Term Plan

Long Term Curriculum Overview

	Autumn Term	Spring Term	Summer Term
Year 1/2 Cycle A	What is it like here? Children learn to describe their immediate environment using geographical vocabulary, identify key human and physical features, and use simple maps and observational skills to explore their local area	What is the weather like in the UK? Children learn to identify and locate the four UK countries, recognise their own country and describe locations using basic compass directions. They also measure different types of weather, using symbols used in weather forecasts, describe seasonal changes and suggest appropriate clothing and activities for each season.	What can you see at the Coast? Children investigate coastal environments and how they differ from inland areas. They explore coastal features, uses of the coast, and how life near the sea affects housing, jobs and leisure.

Year 1/2 Cycle B	Where am I? Children will learn what the UK means and will be able to point to each country in the UK on a map. They will study their school grounds and locate the school on aerial photographs. They will learn that symbols on maps show the features of the environment.	Would you prefer to live in a hot or cold place? Children compare hot and cold regions of the world, identifying them on a globe and map. They explore weather, clothing, animals and daily life in contrasting climates, using basic geographical vocabulary and reasoning to form opinions.	What is it like to live in Shanghai? Children study Shanghai as a contrasting non-European location. They explore key physical and human features, compare daily life with their own, and use photographs, maps and simple data to describe similarities and differences.

History Long Term Plan

Long Term Curriculum Overview

Year 3/4 Cycle A	Why do people live near volcanoes? Children learn about the causes and effects of volcanic activity. They explore why people live near volcanoes despite the risks, and investigate the physical and human geography of volcanic regions.	Why are Rainforests important to us? Children investigate the key features of tropical rainforests, where they are located, and why they are essential for life on Earth. They explore issues around deforestation and consider how rainforests can be protected.	Where does our food come from? Children learn about the journey of food from farms to forks. They explore how food is grown, transported and traded globally, and consider the impact of climate and human activity on farming and food production.

Year 3/4 Cycle B	Who Lives in Antarctica? Children explore Antarctica’s climate, wildlife and geographical location. They learn who lives and works there, why it’s important for science, and how people survive in such extreme conditions.	Are all settlements the same? Children study different types of settlements—villages, towns and cities—and explore their characteristics, services, land use and how they grow. They compare and contrast features of rural and urban environments.	What are rivers and how are they used? Children explore the journey of a river from source to mouth, identifying key features such as tributaries and estuaries. They investigate how rivers are used for transport, energy and leisure, and consider their importance to communities.

Year 5/6 Cycle A	What is life like in The Alps Children explore the physical and human geography of the Alps, learning about mountainous environments, how people live, work and travel in high-altitude areas, and how tourism and climate affect Alpine communities.	Would you like to live in a desert? Children explore life in hot desert environments, including climate, adaptations of people and animals, and the challenges of living there. They compare deserts with their own environment using maps and images.	Where does our energy come from? Children investigate different sources of energy—renewable and non-renewable—including how they are produced and used. They consider environmental impacts and explore how energy choices affect people and places locally and globally.

Year 5/6 Cycle B	Why Does Population Change? Children examine the factors that influence population growth, decline and movement, such as birth rates, migration and natural disasters. They interpret data and maps to explore how and why population varies in different regions of the world.	Why Do Oceans Matter? Children learn to name and locate the world’s oceans and seas. They explore how oceans influence weather, trade and biodiversity, and consider environmental challenges such as plastic pollution and climate change.	Can I carry out an independent Fieldwork Enquiry? Children learn to ask geographical questions, plan and carry out a local investigation, collect and record data, and draw conclusions. They present their findings using maps, charts and written explanations.

	Mixed-age-History-Cycle-B-curriculum-overview-17.06.26	[pdf 216KB]
	Mixed-age-History-Cycle-A-curriculum-overview-17.06.26	[pdf 225KB]