One of the most important tasks that a history subject leader carries out is that of helping colleagues to build progression into pupils’ learning. With Key Stage 2 being the longest key stage, there is a danger that pupils simply learn different content in each year without necessarily developing a more sophisticated way of understanding it. It is really difficult to get practical advice on this issue. After all, generalised statements only go so far . If they can’t be translated into precise learning objectives they are unlikely to influence classroom practice. For that reason, we have invested a massive amount of time and expertise in showing you what small steps in learning look like in all the key historical concepts.
What is advocated here is that you start by taking just one strand e.g. interpretations and track how your treatment of this concept is different in the lower school (Years 3 and 4) from the upper school (Years 5 and 6). When that is secure, you can start doing some ‘infilling’ for particular year groups. How is our treatment different in Year 4 from what it was in Year 3? This is when your brain begins to ache.