History
Intent
Our history curriculum is designed to provide all pupils with a rich, coherent understanding of Britain’s past and that of the wider world. We aim to inspire curiosity about the past and foster a lifelong interest in how history shapes the present.
Through carefully sequenced learning, pupils develop a secure understanding of chronology and build substantive knowledge of significant events, individuals and civilisations. We intend for children to ask perceptive questions, think critically, evaluate and interpret evidence, sift arguments and develop informed, balanced judgements.
Our curriculum supports pupils in understanding the complexity of people’s lives, the processes of change, the diversity of societies and the relationships between different groups. In doing so, children develop a stronger sense of their own identity and a deeper understanding of the challenges faced by people in the past and present.
Implementation
In the Early Years Foundation Stage, historical learning is rooted in the ‘Past and Present’ strand of Understanding the World. Children begin by exploring their own lives and experiences, developing an early awareness of chronology, change and continuity through discussion, storytelling and play-based enquiry.
From Years 1–6, history is delivered through a carefully sequenced two-year rolling programme (Year A and Year B), ensuring full coverage of the National Curriculum. History units alternate half-termly with geography to allow pupils to study each subject in depth and make meaningful connections within and across disciplines.
Teaching is designed to develop disciplinary knowledge alongside substantive content. Lessons incorporate the use of artefacts, high-quality texts, visits and visitors, film, drama, collaborative work and independent projects to enrich understanding and bring the past to life. Pupils are regularly given opportunities to analyse sources, ask and refine historical questions, and communicate their learning in varied and purposeful ways.
While the curriculum provides clear structure and progression, teachers retain flexibility to adapt learning to meet the needs, interests and prior knowledge of each cohort. For example, in studying Ancient Greece, teachers select and sequence key aspects carefully to ensure depth of understanding and the development of secure historical enquiry skills rather than superficial coverage.
Given our increasingly diverse and mobile school population, this responsive approach enables teachers to build empathy, draw on pupils’ backgrounds and experiences, and make meaningful connections between past and present.
Kapow Primary is used to support planning and resourcing, ensuring progression in knowledge and skills across year groups, while allowing teachers to tailor delivery to their classes.
Impact
Children will develop increasingly critical and analytical thinking skills, enabling them to make informed and balanced judgements grounded in secure knowledge of the past.
They will confidently recount and construct narratives from different historical periods, explain the significance of key individuals and events, and demonstrate a secure understanding of chronology and the connections between periods studied. Pupils will recognise and articulate patterns of change and continuity over time.
Children will independently generate historical enquiry questions and present their learning in a range of purposeful ways, taking increasing responsibility for how they communicate their findings. They will understand the methods of historical enquiry, use sources with growing confidence, and evaluate and challenge evidence thoughtfully.
By the end of primary school, pupils will have developed a coherent understanding of the wider context of British history, alongside a growing curiosity about world history. They will leave as engaged, knowledgeable and reflective historians, well prepared for the next stage of their historical learning.