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Feniscowles Primary School

Feniscowles Primary School

Striving for Excellence


How does History contribute towards our overall curriculum intent?


At Feniscowles Primary School, we see History as an essential component of our Character Education curriculum and integral in developing the 'Feniscowles' Child'.


The study of history involves engaging pupils in investigating questions about people and events in the past in order to enable them to better understand their lives today and for a future as more informed and enlightened citizens.  This is essential for our children to successfully navigate the challenges they may face in a VUCA (Volatile, Uncertain, Complex, Ambiguous) world and for them to seek and maximise the wonderful opportunities available to them.  


Through the study of history pupils also develop a wide range of critical thinking skills, which enable them to understand the contested nature of knowledge and to distinguish between ‘fact’ and subjectivity when it comes to reaching conclusions and making judgements about the past.  Coupled with our strong values teaching, this will allow our learners to be ‘agents for change’ to positively impact on society as decision makers in future employment and as global citizens.


Our bespoke heritage units will celebrate the historical significance of Blackburn with Darwen and Lancashire, instilling a sense of pride in our learners’ locality and understanding the context of changes and challenges within the region. 


Our curriculum content will provide a platform to celebrate the history of a diverse range of countries, supporting the children with their understanding of other faiths and cultures. 


With this in mind we have established a school curriculum plan for history as an entitlement for all pupils that is:


  • Aspirational in terms of instilling in our pupils a desire to achieve the highest levels of success through providing them with the opportunities to excel in terms of their acquisition of long lasting knowledge and understanding and mastery of core historical skills.  Such high aspirations are clearly identifiable in the progressive and increasingly challenging objectives of the scheme of work of each enquiry, which define clearly what the pupils will know, understand and be able to do;


  • Logical, and broad and balanced in terms of the areas of subject content we have selected which reflect the guidance and the demands of the National Curriculum.  For example we have ensured that content includes representative investigations of British history spanning the period from the Stone Age to the Norman invasion of 1066 as well as enquiries focusing on the achievements of ancient civilizations such as the Maya, the Shang Dynasty and Ancient Greece;


  • Chronologically sequenced as pupils progress through the school which allows them opportunities to evaluate both change and progress from one historical period to another and to build on previous knowledge and understanding as they tackle more complex and demanding enquiries;


  • Relevant in terms of the careful consideration that has been given to the selection of historical enquiries that extend the knowledge and understanding of pupils beyond 1066 e.g. evaluating the significance of the Battle of Britain and the impact of the British Empire;


  • Progressively more challenging Years 1 through 6 both in terms of the complexity of the subject knowledge we want our pupils to acquire and also the critical thinking skills we support them to utilise to ensure they understand the significance of that knowledge.  These anticipated outcomes in knowledge and understanding and skills acquisition are detailed in the objectives of the detailed scheme of work for each enquiry. 


  • Built upon and has continuity with the provision for history established in the Early Years Foundation Stage and in particular that which addresses the knowledge and skills expectations of the Past and Present Early Learning Goal;


  • Inclusive in terms of delivering the same curriculum to all of our pupils irrespective of specific learning needs or disabilities and differentiating where necessary through, for example,  in class support, providing different learning environments, alternative learning activities and assessment outcomes.

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