If you require any additional information regarding the curriculum other than that stated below, please contact the school office.

 Additionally, you can find the National Curriculum at https://www.gov.uk/national-curriculum/overview or ask for a copy from the school office.


                                              HISTORY CURRICULUM 





When planning for the History curriculum, we intend to provide our children with a high-quality history education as outlined in the National Curriculum. This

“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 acquisition of key historical knowledge is an integral part of our history lessons and we use the Primary Knowledge Curriculum (PKC) scheme of work to ensure children develop a chronologically secure knowledge and understanding of local, British, and world history. The knowledge in the curriculum has been chosen and sequenced using a largely chronological approach. Each unit of work is not a stand-alone topic, but a chapter in the story of the history of Britain and the wider world.





Our History Scheme of Work (PKC curriculum) aims to develop disciplinary knowledge by supporting children to understand how the past is constructed and contested. Children begin by learning about what a historian does, looking at basic sources and simplified perspectives to develop an appreciation and understanding of what it means to be a historian. Each lesson has a clear focus. Historical knowledge and enquiry skills are developed with increasing depth and challenge as children move through the year groups. As their substantive knowledge grows, children will be able to ask perceptive questions, analyse more complex sources and begin to use their knowledge to develop perspective.

Key assessment questions allow teachers to assess children's levels of understanding at various points in the lesson alongside our feedback sheets. Detailed lesson plans enable opportunities to recap concepts where necessary to ensure that teachers are equipped with secure history subject knowledge, enabling them to deliver high-quality teaching and learning opportunities.

Disciplinary concepts, such as continuity and change, cause and consequence and similarity, difference and significance, are explored in every unit, and children are supported to think outside of their current unit of work and apply these concepts across the curriculum.

The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners. We aim to ensure that history is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future.


  •  We as a staff give reassurance to our children that we are there for them as Jesus was for his flock. We will care and look after them, we will teach them and do not leave anyone behind.