By developing chronological knowledge, historical knowledge and historical enquiry and interpretation, we aim to enable children to think, talk and write as historians. As historians, our children are offered invaluable opportunities to gain a deeper understanding of the history of Britain and the wider world. Through engaging topics, we encourage our children to delve into the past and develop a coherent understanding of historical concepts. We aim to inspire curiosity through an enriched curriculum where our children are able to immerse themselves in history and all it has to offer!

Our broad and balanced curriculum is sequenced from EYFS to Year 6, where knowledge and understanding are built upon year on year. Our curriculum priorities are knowledge (knowing more and remembering more), vocabulary and enabling children to think, talk and write as historians.

Dedicated History lessons in the first half of each term which have an emphasis on historical knowledge and enquiry by teaching through key (revisited) concepts: cause and consequence, similarity and difference, continuity and change and significance. Chronology is visited in every unit of learning.

We use and adapt Cornerstones as a planning and teaching resource, which develops historical disciplinary skills and a rich knowledge and inquisitiveness about the past and enables pupils to develop a rich and deep subject knowledge.

Enrichment opportunities are planned in, such as trips, visits and experience days, which help children to know more and remember more.


We have designed a History curriculum from Reception to Year 6, based around the requirements of the National Curriculum and ensuring that children build their knowledge and skills over time. 

We implement our curriculum through First order (or substantive) concepts, which are embedded throughout the curriculum so that each one is encountered multiple times. Substantive concepts are best understood through repeated encounters in specific, meaningful contexts. A deep understanding of these concepts is crucial for pupils as they move through their education, as each supports the learning of new material. For example, a pupil’s knowledge of the Roman invasion of 43CE will enable them to continue to build upon that knowledge when they encounter the Viking invasions of 793CE. They will be able to identify what is similar and what is different about these invasions, and through this nuance, develop a richer understanding of the concept of invasion. They will understand that not all invasions just happen once or in the same way – the Vikings engaged in multiple raids, with a very different military strategy to the Romans –  nor are they always by the same people.

Curriculum Documents

Link: History – Long Term Plan

Link: History Progression