History engages and inspires pupils. It challenges pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Opportunities are given for pupils to ask questions, think critically, and use evidence.

We intend that pupils start to understand different people’s lives and the process of change. Pupils will understand the diversity of societies and relationships between different groups. This includes their own identity and the challenges of their time. Overriding questions are offered to pupils to develop their chronological understanding. This is also done to build knowledge and provide opportunities to interpret sources.

We want pupils to enjoy and love learning about history. We want them to gain knowledge and skills in different ways. This will be through experiences in the classroom, but also with the use of fieldwork and educational visits.

In EYFS, pupils are encouraged to develop their understanding of belonging. We want them to understand where they fit in their family and within the community. Pupils have opportunities to talk about significant events and family customs. Also, they explore how they might differ from their friends. They are taught to sequence simple timelines of their life, from birth until present day. Exploratory questions are celebrated and lines of enquiry meet the needs and interests of the pupils.

In Key Stage One, pupils build on their knowledge gained in EYFS. They question, explore and research historical changes within living memory. This is extended to the recent past within the last century. Through practical activities, pupils engage in a range of sources. This is to help build their understanding of the past and its impact on today’s society. They investigate significant historical events. They study people and places in their own area and the way this has contributed to national and international achievement.

In Key Stage Two, our pupils are encouraged to be historians and ask valid questions to deepen their learning of past events. They use this to then compare their findings with how they live today and the wider world. Pupils are challenged to look at a range of time periods and see where they fit within a timeline. By developing these skills, they become competent thinkers. They will make connections and links as they travel through the key stage.

History Intent

Our history curriculum encourages pupils to become curious. They learn about the past and how it has shaped the world they live in. We develop the minds of our young historians through our key drivers:

  • Analysing different sources of information
  • Understand diversity throughout time
  • Exploring how the past influences the present and future
  • Retaining key knowledge to make links across time periods
  • Exploring questions about way of life, technological advancement and conflict.

We transport pupils back in time to significant events. This helps them develop a greater understanding of local, British and global history. The history curriculum enables pupils to understand about past civilisations. We explore how Britain and the world has changed over time. Pupils gain knowledge about the social, moral and cultural changes throughout time. They use this knowledge to reflect on similarities and differences of historic civilisations. Pupils use historical sources to provide information about the past.

Pupils also learn about significant people and events. These may be local, British or world disasters, industrial change, civilisations or conflicts.

The strands in history are:

  • Chronology
  • Significant people and events
  • Similarities and differences
  • Historical sources
  • Historical enquiry
  • Significant historians