History

History at Harris

At Harris Primary School, our aim is for every child to develop a rich, coherent understanding of the past and how it has shaped the world today. We want pupils to become curious, reflective learners who can think critically about people, events and change over time. Through a knowledge rich and enquiry led approach, children build secure historical understanding and learn to use evidence to form reasoned conclusions.

At Harris, we believe that studying history helps children make sense of their identity, their community and the wider world. A high-quality history education equips them to understand continuity and change, evaluate different perspectives and recognise the complexity of human experiences through time. We want pupils to feel inspired by the achievements of people in the past and to develop the confidence to ask thoughtful questions and explore big ideas.

How we do this

Our curriculum is carefully sequenced, ensuring that knowledge builds year on year. Each topic whether ancient civilisations, local history or significant periods of British history draws on key concepts such as empire, democracy, civilisation, conflict and innovation. Children revisit these ideas in different contexts to secure “sticky learning”. We use a knowledge-rich approach, combining high-quality teaching with carefully chosen sources, images, texts and artefacts. Each lesson is rooted in a clear enquiry question that helps children think historically. Teachers draw on the National Curriculum but plan topics with progression, diversity and local relevance at the forefront.

Enquiry, curiosity and questioning

Each unit begins with a hook or historical mystery to ignite curiosity. Pupils are encouraged to ask their own questions, discuss possibilities and reflect on what historians do. Throughout the unit, teachers use questioning to probe understanding, deepen conceptual grasp and address misconceptions.

Building on prior knowledge

We have a clear progression map so teachers know exactly what pupils have already learned and where the topic is heading. Before starting a new unit, teachers revisit prior learning to create strong foundations for new knowledge. Retrieval tasks, quizzes, exit questions and timelines all help ensure learning is remembered.

Practical exploration and historical thinking

Children analyse a wide range of historical sources, including photographs, artefacts, maps, letters and oral accounts. They learn to think like historians evaluating reliability, making inferences and forming interpretations using evidence. Drama, role play, handling real objects and visits to historical sites enrich learning further.

Historical Enquiry

Throughout each unit, pupils work historically by:

• Asking and investigating historically valid questions

• Using primary and secondary sources

• Describing and explaining cause and consequence

• Identifying similarities, differences and changes over time

• Understanding chronology and placing events on timelines

• Forming interpretations and supporting them with evidence

Oracy

We place strong emphasis on pupils talking like historians. Children learn and use key vocabulary precisely and confidently, engaging in discussions, debates and paired reasoning. They explore different viewpoints, justify opinions using evidence and challenge misconceptions through structured talk.

Assessment and feedback

We place strong emphasis on pupils talking like historians.

Children learn and use key vocabulary precisely and confidently, engaging in discussions, debates and paired reasoning. They explore different viewpoints, justify opinions using evidence and challenge misconceptions through structured talk.