Intent:

The intent of our history curriculum, based on the CUSP History framework, is to build cumulative knowledge over time, ensuring our children develop a coherent understanding of historical events, people, places, and changes across periods. By focusing on chronology, cause and consequence, and connections across time, children will deepen their expertise with each study. The curriculum develops an ever-broadening mental timeline, where our children make connections to significant events and individuals. Vocabulary is planned sequentially, with both subject-specific (Tier 3) and high-frequency (Tier 2) words introduced to support the development of historical language.

Implementation:

In KS1, the sequence begins with developing a sense of time, place, and change, starting with changes within living memory and studying significant individuals like David Attenborough and Mary Anning. This sets the foundation for understanding chronology and legacy. Local history and events beyond living memory, such as the Great Fire of London, are explored to deepen our children’s understanding of the past. In Lower KS2, children study cultural and technological advances through periods like the Stone, Bronze, and Iron Ages, alongside early concepts of archaeology. This is followed by the study of Roman influence on Britain and the Anglo-Saxon period, where themes like invasion, law, and civilisation are developed. The Vikings’ conquests and settlements are also studied, as well as ancient civilisations like Ancient Egypt and the Shang Dynasty. Later in KS2, children revisit topics like the Anglo-Saxons while comparing them to the Maya civilisation and the Kingdom of Benin. They also study the impact of the Second World War and the Windrush Generation, with a focus on the history of racism, discrimination, and prejudice. Each historical study is linked to the context of the time and place, fostering connections across different periods and cultures.

Impact:

The impact of CUSP History is seen in children becoming curious and engaged learners who ask questions and think critically about the past. Through generative tasks and excellent teaching, children make connections between historical content and their own lives, developing a clear understanding of both substantive and disciplinary knowledge. Substantive knowledge refers to the facts, concepts, and vocabulary about the past, while disciplinary knowledge involves the use of this knowledge to build historical claims, arguments, and accounts. Our children are encouraged to “work historically,” which includes thinking about significance, evidence, continuity and change, cause and consequence, and historical perspective. Through historical analysis, children learn to select, organise, and integrate knowledge, making inferences and reasoning about the past. This helps them develop a deep, critical understanding of history and empowers them to connect past events to contemporary issues, making history relevant to their lives.