Curriculum Intent: Purpose and Aims (as provided by the National Curriculum)


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. We should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. This topic 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.


  • To 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.
  • to 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.
  • To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • to 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.
  • To 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.
  • To 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.

Curriculum Implementation

Subject Content and Organisation Across School

History is taught in one or two week blocks across the year, this allows for children to achieve greater depth and understanding in their learning. Our module titles are questions which form the basis of our investigations

Year Group




Year 1

What was the impact of the Bentley floods?

What were trains like in the past?

Mary Seacole and Florence Nightingale – How did they help us?

Year 2

What did Nelson Mandela achieve?

What were the successes and failures of Christopher Columbus?

Why was London burning?


Year 3

How did the hunter gatherers become early farmers?


Who was King Tutankhamun?


Do all rivers wind that way?



Year 4

Were the Romans ruthless?

What makes the Earth angry?


How did the Ancient Greeks live?

Year 5

Has the space race been won?

What was Mayan life like?

Were the Anglo-Saxons really smashing?

Year 6

What happened to Henry’s Wives? Was it terrifying to be a Tudor?

How did WW2 impact different children in Europe?

Were the Vikings always vicious and victorious?

Further History Documents

For further information regarding our History curriculum, please contact our History lead Mr Fawcett.