“History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.” NC Programme of Study.

Our intention through the history curriculum are that the school values of Empathy, Agility and Hard Work and our curriculum intentions of fluency, reasoning, problem solving and self-regulation be exercised as historians.

Our intention is that all pupils:

  • Are inspired to “think as a historian,” being curious to know more about the past with the ability to ask perceptive questions, think critically and develop perspective and a point of view
  • Know about the history of these islands in a coherent and chronological way to understand change and continuity
  • Know and understand significant aspects of the history of the wider world
  • Gain and use a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and “invasion”
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and how to discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their growing knowledge into different contexts


Based on research of learning and cognition our curriculum is designed so that learning is built on over time. The curriculum is organised to address core themes that will be visited horizontally across a year group and vertically visited as children progress through the school. Themes will also be visited “diagonally” through other subjects and at other times.

5 major themes have been selected that include settlement, invasion, sustainability, trade, resources, civilisation and leadership.  History is one of 5 curriculum drivers
Learning to be a historian is taught through:

  • Lessons with depth
  • Core knowledge supported by the use of knowledge organisers
  • The “lens” of a school value e.g. resilience
  • A clear purpose for the learning i.e. relatability
  • Children listening to knowledge, taking notes, showing their knowledge through applied essays and testing


The impact of the history curriculum will be measured in the following ways

  • Pupil voice – children able to confidently talk about their learning and recall recent and previous learning
  • Pupil voice – children able to show how geographical knowledge is impacting on their choices as citizens
  • Standards and quality of children’s learning as evaluated through learning reviews, knowledge assessments and essays