History
curriculum vision on a page history.pdf
Intent
At our school, our vision of ‘letting your light shine’ underpins everything we do—including the way we teach and learn History. Rooted in our identity as part of the SMATT family, our History curriculum is designed to ensure that every child feels valued and enabled to flourish as they explore the rich tapestry of the past and discover their place in the wider world.
Through engaging, inclusive, and thought-provoking historical study, we nurture curiosity, critical thinking, and empathy. Children are given the opportunity to explore significant events, diverse cultures, and inspiring individuals who have helped shape our world. In doing so, they begin to understand how the past influences the present and how they, too, can make a difference in their own communities and beyond.
We aim for every child to let their light shine by developing their voice, asking meaningful questions, and appreciating the experiences of others across time. Our curriculum equips them not only with knowledge, but with the values and skills that allow them to stand tall in the face of challenge and change.
As a light for our community, our pupils learn from the past to contribute positively to the present. They are encouraged to live out the virtues of justice, courage, and compassion that they see in historical role models - inspired to be role models today, tomorrow and forever in our wider world.
History at our school is not just about learning what happened—it is about understanding who we are, where we come from, and how we can build a better future. Through this, children leave us empowered and ready to play their part in the story of our world.
Implementation
At our school, History is taught as a discrete subject every week across three terms, ensuring consistent coverage and progression throughout the year. We use a carefully planned and sequenced curriculum, drawing on the scheme from Grammarsaurus alongside teacher subject knowledge to deliver engaging and meaningful lessons.
In EYFS, historical learning is woven through the Understanding the World strand. Children explore concepts such as the past and present through stories, family histories, timelines of their own lives, and changes over time. Play-based activities and discussion help them begin to make sense of time and historical events in a way that is meaningful and developmentally appropriate.
In Key Stage 1, children are introduced to significant individuals, events, and places in both national and local history. Lessons build foundational skills in chronology and encourage pupils to ask and answer questions, compare the past with the present, and begin using simple historical vocabulary and sources.
In Key Stage 2, pupils develop a deeper understanding of British, local, and world history. They study periods in chronological order, exploring cause and effect, change and continuity, and historical significance. Lessons are enquiry-led and encourage critical thinking, evidence analysis, and the use of a wide range of sources.
Across all key stages, children are introduced to artefacts, historical sources, and visual media to bring history to life. Local visits and enrichment experiences are carefully planned to support and deepen historical understanding, allowing pupils to make real-world connections to their learning.
This consistent and enriched approach ensures that all pupils develop the knowledge, skills, and curiosity to become thoughtful, reflective historians who understand how the past shapes the present and future.
National Curriculum
Progression of Skills & Knowledge
Our History curriculum is designed to help children develop a coherent understanding of the past through a well-sequenced progression of historical knowledge, chronological understanding, and enquiry skills. As pupils move through school, they revisit and build on key historical concepts to deepen their understanding of how people, events, and societies have shaped the world today. Attached below is the History Skills and Vocabulary Progression documents:
grammarsaurus history curriculum vocabulary progression.pdf
history skills progression.pdf
Impact:
The impact of our History curriculum is evident in the knowledge, curiosity, and analytical thinking our pupils demonstrate when exploring the past. We aim for all children to leave primary school with a secure understanding of historical events, periods, and key concepts along with the ability to reflect on how the past shapes the world today.
How Do We Know It’s Working?
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Pupils can confidently talk about historical periods, people, and events using subject-specific vocabulary.
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Children show enthusiasm and curiosity about the past, asking thoughtful questions and engaging in discussions.
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Work in books demonstrates a clear progression in historical knowledge, enquiry skills, and use of evidence over time.
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Pupils are able to make connections between different time periods and apply their understanding in cross-curricular contexts (e.g. writing, art, debate).
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Outcomes from retrieval activities, end-of-unit tasks, and class discussions reflect a growing depth of knowledge and understanding.
Monitoring Progress
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Teachers assess pupils' knowledge and skills at the beginning and end of each topic to capture progress from their starting points to their outcomes.
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We use excel tracking spreadsheets to record individual lesson outcomes and overall topic performance, helping teachers identify trends, gaps, and areas for support.
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Ongoing formative assessment (through questioning, low-stakes quizzes, oral responses, and written tasks) is used regularly to inform next steps in teaching.
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Subject leaders monitor the quality of history teaching through lesson observations, pupil voice, book looks, and planning reviews to ensure consistency and high standards across the school.
The Role of Assessment
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Pre-topic assessments help teachers understand what pupils already know and shape lesson planning to build effectively on prior knowledge.
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Post-topic assessments (written tasks, retrieval activities, quizzes) allow pupils to demonstrate what they’ve learned and retained.
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This assessment data supports targeted intervention and adaptive teaching, ensuring that all pupils - including those with SEND and disadvantaged backgrounds - make progress.
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Assessment outcomes are reviewed termly to inform curriculum development and ensure alignment with progression expectations.
Curriculum Map / Long Term Plan
Curriculum Policy
Subject in Action
Take a look at some examples of work from across our school curriculum:
History in Action
Adaptive Teaching Toolkit
adaptive teaching strategies history.pdf
Adaptive Teaching in Practice
Adaptive teaching in primary history lessons ensures that all pupils can access and engage with the curriculum, regardless of ability or background. Teachers use a range of strategies, such as differentiated resources, varied questioning, flexible grouping, and visual aids - to support and challenge learners appropriately. In the classroom, methods include the use of simplified or extended texts, graphic organisers, timelines, artefact handling, role play, interactive discussions, and enquiry-based learning. Technology such as virtual tours or educational games may also be used to enhance engagement. By adjusting tasks, outcomes, and levels of support, pupils can develop key historical skills like chronology, enquiry, and interpretation at a pace suited to them. This inclusive approach promotes curiosity, deepens understanding, and allows every child to make meaningful progress in history.
Below are some examples of adaptive teaching in children's work:
Adaptive teaching in History
Enrichment Opportunities
Take a look at some of the History Enrichment Opportunities:
History Enrichment
Horrible Histories Project
power point for cw final 1.pdf
Costume Competition Winners - Rainbow Theatre 2025
"Rainbow Theatre helped me to know how someone would have felt during the Great Fire of London, it would have been scary."
Year 4 trip to Kent Life - Ancient Egypt
"Visiting Kent Life was interesting because I could see real life artefacts from Ancient Egypt"
Year 3 trip to Wildwood - Stone Age to Iron Age
"The workshop helped me grow my knowledge by showing real tools used to live, hunt and survive. I felt like a Stone Age person."
Year 2 trip to Royal Engineers Museum - Florence Nightingale and Mary Seacole workshop
"Learning about Florence Nightingale and Mary Seacole is important because they changed our world in a big way and we need to celebrate their lives."
Pupil Voice
"I like learning History because it tells us about people who lives along time ago. If we didn't learn about the past, we might make the same mistakes again."
" In the future I will help others more and appreciate what God has given me, because of learning how tough life was for poor people in the Victorian times."
"Learning about the Stone Age let my light shine because I used my imagination to think like a Stone Age person and I worked really hard on my cave painting. I felt proud to share it with my class."
Useful Links for Parents
Knowledge organisers Term 1
Year 2:
term 1 kings queens and castles knowledge organiser.pdf
Year 3:
term 1 stone age knowledge organiser.pdf