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The National Curriculum for History aims to ensure that all pupils:

  • 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 History;
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Our history curriculum aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. 

We aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. 

In order to meet the aims of the National Curriculum for History and in response to the Ofsted research review into History our curriculum identifies the following key strands: Topic Knowledge; Chronological awareness; Substantive concepts; Historical enquiry and Disciplinary concepts. All of which lead to Historical knowledge. 

Each unit has a focus on chronology to allow the children to explore the place in time of the period they are studying and make comparisons in other parts of the world. Children will develop their awareness of the past in Key Stage 1 and will know where people and events fit chronologically.  This will support children in building a 'mental timeline' they can refer to throughout their learning in Key Stage 2 and identifying connections, contrasts and trends over time. 

Substantive concepts such as power, trade, invasion and settlement are introduced in Key Stage 1, clearly identified in Lower Key Stage 2 and revisited in Upper Key Stage 2 allowing knowledge of these key concepts to grow.  Lessons are designed to be varied, engaging and hands-on, allowing children to experience the different aspects of historical enquiry. 


The expected impact of the curriculum is that children will:

  • Know and understand the history of Britain, how people's lives have shaped the nation and how Britain has influenced and been influenced by the wider world.
  • Develop an understanding of the history of the wider world, including ancient civilisations, empire, non-European societies and the achievement of humankind.
  • Develop a historically-grounded understanding of substantive concepts - power, invasion, settlement, and migration, civilisation, religion, trade, achievements of humanity and society.
  • Form historical arguments based on cause and effect, consequence, continuity and change, similarities and differences. 
  • Have an appreciation for significant individuals, inventions and events that impact our world.
  • Understand how historians learn about the past and construct accounts.
  • Ask historically-valid questions through an enquiry-based approach to learning to create structured accounts.
  • Make connections between historical concepts and timescales.
  • Meet the end of Key Stage expectations outlined in the National Curriculum for History.