Member of Staff Responsible: Mrs Terri Fletcher 

Review Date: September 2020 


At Leigh St Peter’s CE Primary School, we believe, a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. 


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 – key stages 1 and 2. 
  • 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 curriculum will be implemented to ensure that children receive the following: 

Key stage 1:  

  • Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. 
  • Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]. 
  • The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]. 
  • Significant historical events, people and places in their own locality.  

Key stage 2:  

  • Changes in Britain from the Stone Age to the Iron Age. 
  • The Roman Empire and its impact on Britain. 
  • Britain’s settlement by Anglo-Saxons and Scots Examples. 
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor. 
  • A local history study. 
  • a study of an aspect of history or a site dating from a period beyond 1066  
  • The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China. 
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world.   
  • A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.  

History is taught within thematic curriculum topics, allowing children to use knowledge and skills from a wide range of other curriculum areas. This will be achieved through learning activities in which children make historical enquiries by asking questions based on continuity and change, significance, cause and consequence and similarities and differences. Children will be given the opportunities to investigate and explore their audiences and develop specific skills linked to aspects of history.  

Curriculum Organisation 

In order to fulfil our intent, History is planned for across the key stages and to fall in line with statutory guidelines. History objectives are planned carefully around the children’s interests, providing opportunities for the development of skills and integration with other subjects. Learning activities are sequenced to ensure progression and taught through direct knowledge and skills teaching.  


Planning for History is embedded through each thematic curriculum topic knowledge, skills and concept organiser. Class teachers will embed skills through projects linked to the content of each topic covered. We ensure, where possible, we make use of the local environment and the cross-curricular links within topics and year groups. Our topic knowledge, skills and concept organisers give more detailed information on learning expectations throughout the creative curriculum topic and there are links to other subject areas based on the objectives in the curriculum mind map. The History subject leader keeps and reviews and monitors these organisers. The class teacher is responsible for annotating the thematic mind maps and KSC organisers (medium-term plans) to reflect how the process is going. These plans list the specific learning objectives of each lesson and reflect differentiated tasks based on the teacher’s assessment of the children’s ability. 


We use a variety of teaching and learning styles in History lessons. Our principal aim is to develop children’s skills, knowledge and understanding. Sometimes we do this through whole-class teaching, while at other times we engage the children in a research. We encourage the children to ask, as well as answer questions, which will help them to investigate and evaluate work that they are presented with. They have the opportunity to use various materials and sources of evidence. They use ICT during lessons where it enhances their learning. The children develop their speaking and listening skills through discussions, evaluations and presenting findings to the rest of the class. They engage in a wide variety of problem-solving activities including:  

  • They have access to, and are able to handle artefacts  
  • They go on visits to museums and places of interest  
  • They have access to secondary sources such as books and photographs  
  • Visitors talk about personal experiences of the past 
  • They listen to and interact with stories from the past 
  • They undertake fieldwork by interviewing family and older friends about changes in their own and other people’s lives 
  • They use drama and dance to act out historical events 
  • They are shown, or use independently, resources from the internet, CD ROMs and videos 
  • They are able to use non-fiction books for research 
  • They are provided with opportunities to work independently or collaboratively, to ask as well as answer historical questions.  


Assessment is used to inform future planning and to provide information about individuals throughout their time in this school. Assessment techniques will ensure that teachers assess the on-going design process and not just the finished products or outcomes.   

These techniques should include:  

  • Teachers’ observation of pupils  
  • Teacher – pupil discussion and teacher questioning  
  • Pupils’ drawings, notes, models, comments and written work  
  • Artefacts made by pupils  
  • Pupils’ on-going analysis of their achievements  
  • Photographs of children engaged in the design process  
  • Use of ICT as appropriate   

When reviewing the children’s progress in History, teachers must consider: 

  • Knowledge, skills and understanding
  • Ability to develop, plan and communicate ideas 
  • Ability to work with tools, equipment, materials and components to make quality products 
  • Ability to evaluate processes and products 
  • Knowledge and understanding of materials and components   

We assess children’s work in History by making informal judgements as we observe them during lessons. On completion of a piece of work (the outcome), the teacher marks the work and comments as necessary, moving the children forward. At the end of each term, teachers will complete a thematic curriculum assessment, through which the History skills and knowledge taught so far will be stated. Teachers will record the name of the children who are on target, those who are exceeding and those who require further support through Target Tracker. This assessment will be given to the History coordinator to analyse and review.  

Health and Safety  

Health and safety is vital when undertaking any History project. Risk assessments are completed for all tools and are stored on the schools computer shared area for all staff members to access, before setting up any equipment. It is the responsibility of all staff to establish safe practice in the classroom. A set of safety guidelines for design and technology can be referred to in the Health and Safety School Policy. 


Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3. 

Pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods, they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.