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We believe that all children should be provided with a curriculum that teaches and helps them to discover and develop their knowledge, understanding and enquiry skills. In history, these gifts and talents will be nurtured and built upon by inspiring the children’s curiosity and interest about the world they grow up in, as well as Britain’s past and that of the wider world.


As our curriculum is thematic in design, we aim to support children to transfer their developing knowledge and skills as aspiring historians to a range of rich learning contexts.

Curriculum Overviews.



History is taught through projects. The history projects are well sequenced to provide a coherent subject scheme that develops children’s historical knowledge, skills and subject disciplines. Key aspects and concepts, such as chronology, cause and effect, similarity and difference, significance and hierarchy, are revisited throughout all projects and are developed over time. 

All projects also develop historical skills based on evidence and historical enquiry. The choice of historical periods follows the guidance set out in the National Curriculum, with specific details relating to significant events and individuals chosen to present a rich and diverse account of British and World History. 

Where there are opportunities for making meaningful connections with other projects, history projects are sequenced accordingly. For example, the project ‘Dynamic Dynasties’ is taught alongside the art and design project ‘Taotie’ to give children a better all-round understanding of ancient Chinese arts and culture. All history projects are taught in the Autumn and Summer terms, with opportunities for the children to revisit historical concepts in some of the Spring term geography projects.

Implementation by Key Stage.


The impact of our history curriculum is measured through a range of outputs: 

  • End of key stage data (in line with National for the last 3 years) 

  • Formative, summative subject data which is produced from assessments as well as on-going teacher judgements

  • Baseline assessments

  • Book looks & Learning walks 

  • Pupil Voice - Pupil Conferencing and Lesson Visits 

  • Parent Voice - Working with parents/carers to gather a holistic view of the child both in and outside of school

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