Primary School

Happy, Caring, High Achieving


Article 28: Every child has the right to an education

Intent: What we are trying to achieve in our curriculum?

The intent of our History curriculum, at Kirklevington Primary School, is to deliver a curriculum which is accessible for all and will maximise the outcomes for every child so that they know more, remember more and understand more. Our History curriculum will also provide children with opportunities to practise and apply key skills in other areas of the curriculum such as Speaking and Listening, Reading, Writing, Maths, Art, DT and Computing. 

We will build a History curriculum which develops learning and enables children to develop confidence as resilient, critical thinkers, enquirers, researchers, independent problem solvers and analysts. As a result of this, they will use a variety of sources and artefacts to increase their understanding of how people’s lives have shaped our nation and how Britain has influenced and has been influenced by the wider world. Across each Key Stage, the children will compare their own, present day lives as they gain an understanding of significant aspects of British, local and world history and how the people and events they study fit within a chronological framework. 

Overall, our History curriculum will fulfil the duties of the National Curriculum and provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for opportunities, responsibilities and experiences required to enable them to live a happy life. 


Within school, History is taught with the half term topic in mind. As a result of this, teachers provide students with a cross curricular education where possible, to ensure a broad and balanced curriculum. Planning is informed and aligned with the national curriculum. Staff identify the key knowledge and skills of each topic, which consequently allows for progression throughout each year group. Strong links between History and English are planned for, allowing in depth, contextual learning.

Across key stages, a range of teaching and learning styles are used to develop children’s knowledge, skills and understanding of history to enable children to think as historians. A vital part of this is enabling students to compare different periods of time with their own lives, therefore the children are taught about the history of their local area where possible. Teachers ensure to plan visits of educational sites to enhance learning experiences, ensuring learning is relevant, stimulating and real. History lessons are planned to allow not only for children to learn from the teacher, but also to discover their love of the subject themselves, through questioning and research.

The children’s work is regularly monitored to clarify that their understanding of the content taught is in line with the key knowledge needed. The way in which greater depth is being taught, learnt and demonstrated is reflected on, to ensure that each child is being taught inclusively with a rich, engaging curriculum.

Within the Early Years Foundation Stage (EYFS) staff follow ‘Development Matters in the EYFS’ guidance. This outlines the importance of all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.


The children’s work and understanding, reveal evidence of a broad and balanced curriculum. Formative teacher assessment of the Key Assessment Criteria sets out steps so that pupils reach or exceed the end of year group expectations. This enables teachers to gauge whether pupils are on track to meet their end of key stage expectations, and it pinpoints aspects of the curriculum where pupils are falling behind as well as recognising exceptional performance. Annual reports to parents outline each child’s achievement in history and provides details about pupils’ strengths and weaknesses, as well as the progress they have made.