Being a Historian


Intent- Why are we teaching this?

At Luxulyan School, we aim for a high quality expansive history curriculum which inspires in pupils a curiosity and captivation about Britain’s past and that of the wider world. We aim to teach children the historical knowledge, concepts and transferable skills to become analytical thinkers, tolerant individuals and confident communicators, who are curious about the past and how it links to their futures. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world. Our children know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.


Implementation- How is this being taught in the classroom?

We have adopted the Cornerstones Curriculum to teach a number of subject areas, including History. The Cornerstones Curriculum is an interconnected, project-led approach which allows children to gain a rich understanding of History. Each project is skills and knowledge-rich, whilst also being fully adaptable, enabling us to weave in our own local opportunities and places of interest. We ensure that the intended curriculum coverage is complete from EYFS to Year 6 and lessons are taught in sequence to ensure that maximum opportunity is given for our children to build on prior knowledge. Learning is recorded in topic or floor books and can be evidenced in a range of ways including written pieces, artwork and drama.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance. History is taught, shared and assessed through the specific area of Understanding the World (The World and People and Communities).

Impact- What is the effect?

Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge. The impact and measure of this is to ensure that children are equipped with historical enquiry skills, knowledge and concepts, in addition to guiding their attitude to historical events, which will enable them to be reflective learners. Through doing this, we aim to generate an excitement for historical enquiry, to encourage our children to become lifelong learners. We hope that the importance placed on being historians will highlight and ignite within the children an importance for studying events from the past. It is our belief that bringing these experiences to our pupils’ present, will positively shape their futures.

History Long Term Overview
History Knowledge Organisers
Key Assessment Criteria- Being a Historian
At Luxulyan, Teachers use key assessment criteria for each year group, for each subject to support their judgements about the attainment and progress of our children. The criteria supports staff to ask rich questions and probe understanding.
Pages which contain the DFE logo are extracted directly from the National Curriculum for England from September 2014. These outline the expected curriculum content for each year group and key stage.
Pages with the subject logos are a suggested set of criteria for best fit assessment in each year group.