How we have sequenced the history curriculum
1. Units of work have been planned which we know are relevant to our children, provide a framework for a broad understanding of British and World History and ensure coverage of the national curriculum.
2. The units of work have been organised into 'strands' (Leicester, civilisation, invasion, discovery and key events) each of which develop particular aspects of historical thinking and knowledge. These are linked to our drivers, issues relevant to our children and key subject knowledge, and provide the building blocks for learning.
3. Skills specific to the teaching of history (disciplinary knowledge) are developed through critical thinking. Critical thinking has been mapped out alongside vocabulary, enabling children to progressively develop their ability to think like historians whilst making connections between different areas of learning.
4. Knowledge overviews have been created to support the teaching of each unit of work. The core knowledge is selected from these to provide the focus for teaching and learning.
5. An ambitious selection of ‘facts’ we want children to know by the end of each unit of work have been identified. These are linked to key areas of critical thinking, including chronology.
Our curriculum ensures that teachers can quickly gain an overview of each unit of work, what the learning outcomes are and how learning needs to be developed from what has been previously taught.