History Curriculum "The more you know about the past, the better prepared you are for the future" Theodore roosevelt

LEAD: Miss A Naylor


In line with the National Curriculum we want our pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We want our history curriculum to 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 andinterpretations of the past have been constructed
  • 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.

Essential Knowledge for a Historian

Knowledge of Significant Periods

Knowledge of Significant Concepts

Knowledge of Significant People

Knowledge of Key Events

Knowledge of Chronology

Knowledge of key aspects of World History

Knowledge of Key aspects of British History

Knowledge of local History

Essential Skills for a Historian:

The ability to investigate and explain the impact of historical events

The ability to use, represent and question a range of primary and secondary sources

The ability to communicate, debate and discuss the past


We plan for History using the National Curriculum objectives to ensure a robust and thorough approach. We also use a skills document to ensure progression through each knowledge block. Before each new unit of work is introduced teachers produce a knowledge organiser that is shared with pupils to help them make links to knowledge that has been taught before and ensure a sequential approach to the teaching of technical vocabulary. We ensure pupils experience many educational visits to ensure rich first hand experiences including: Eden Camp, The Yorkshire Museum, National Coal Mining Museum, Museum of Crime and Punishment, The Jorvick Centre, Bolsover Castle, Conisbrough Castle, Doncaster Museum, The National Railway Museum, Western Park Museum, Creswell Crags and many others.