HISTORY
October 2025
“The more you know about the past, the better prepared you are for the future.” Theodore Roosevelt
The National Curriculum for history aims to ensure that all children:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions 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 discern how and why contrasting arguments and interpretations of the past have been constructed
Intent – What are we aiming to achieve?
Our school is steeped in history; it was founded in the Victorian era following the tragic death of a 5-year-old girl. If you know where to look, our beautiful Victorian building and our old log books share stories and secrets of a small thriving village community. We are very aware that we owe much to local people of the last century and we aim to foster a strong sense that our history is important and deserves respect. Additionally, we have an authentic replica of an Iron Age Hut in our school field which gives first-hand experience of ancient history. Hence our History curriculum starts at home and expands outwards.
We develop children with the following characteristics to help them become historians:
- An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past;
- The ability to think critically about history and communicate ideas confidently to a range of audiences;
- The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources;
- The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
- A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics;
- A developing sense of curiosity about the past and how and why people interpret the past in different ways.
The National Curriculum provides a structure for knowledge and skill development and, where appropriate, history topics are linked to other areas of the curriculum to enable the children to make connections in their learning and to create a balanced programme of study.
Inclusion
History at our school is an inclusive, knowledge-rich subject where all pupils are supported to develop a secure understanding of the past and the ability to think critically about historical events, people and sources. We recognise that pupils have diverse starting points, learning needs and cultural experiences, and we ensure that every learner can access and succeed in History.
We promote inclusion in History through:
Adaptive Teaching
- Lessons are designed with high expectations for every pupil and incorporate scaffolds, modelling, visual prompts and structured tasks so all learners can engage with complex historical ideas.
- Teachers break down skills, such as chronological understanding, source analysis and interpretation, into manageable steps to support learners who need additional structure.
- Teachers implement strategies from individual support plans, working closely with the SENCO to remove barriers to learning.
- Alternatives to extended writing (e.g., sentence starters, writing frames, oral responses, graphic organisers or supported note-taking) allow pupils to demonstrate historical thinking in accessible ways.
- Sensory, processing and organisational needs are considered when selecting resources and planning lessons involving sources, artefacts or visits.
- All pupils, including the most able, are challenged through enquiry questions, open-ended interpretations and opportunities to analyse sources and evidence independently.
- Pupils are encouraged to engage with more complex texts, deepen their explanations and explore multiple perspectives.
Language and Vocabulary Development
- Key historical vocabulary is explicitly taught, revisited and applied in context to ensure deep understanding.
- Structured talk, teacher modelling, dual coding and vocabulary scaffolds support pupils with EAL and those who need additional help with language.
- Emphasis is placed on the language of argumentation so pupils can articulate historical claims effectively.
Representation and Cultural Diversity
- The curriculum is designed to reflect a broad range of cultures, voices and experiences, helping pupils understand that history is a diverse and contested discipline.
- Case studies and narratives are selected to avoid tokenism and stereotypes, while valuing pupils’ own backgrounds and lived experiences.
- Pupils explore how different groups and individuals are represented in the historical record and consider whose voices may be missing.
Enrichment and Visits
- Historical visits, workshops and enrichment activities are planned so that all pupils can participate fully.
- Adjustments are made for mobility, sensory needs and other individual requirements to ensure meaningful, equitable access for every student.
SKILLS PROGRESSION DOCUMENT KS1
SKILLS PROGRESSION DOCUMENT KS2
KNOWLEDGE PROGRESSION DOCUMENT KS1
KNOWLEDGE PROGRESSION DOCUMENT KS2
ASSESSMENT SUITCASE BEECH CLASS