History Intent

Our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding of Britain’s past and that of the wider world.  The study of history ignites children’s curiosity about how and why the world, our country, culture and local community have developed over time.   Children will understand how the past influences the present. History will enable children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values and their understanding of what makes a good and responsible citizen.

Through our history curriculum we aim to:

  •        encourage a sense of curiosity and understanding of events, places and people in a variety of times and environments.
  •        develop an interest in the past and an appreciation of human achievements and aspirations.
  •        develop children’s understanding of the values of our society.
  •        enable focused learning about the major issues and events in the history of our own country and of the world and how these events may have influenced one another.
  •        develop a knowledge of chronology within which the children can organise their understanding of the past.
  •        support children to understand how the past was different from the present and that people of other times and places may have had different values and attitudes from ours
  •        enhance and develop children’s enquiry skills and develop the range of skills required to interpret primary and secondary source materials
  •        help children distinguish between historical facts and the interpretation of those facts
  •        develop children’s understanding that events have a multiplicity of causes and that historical explanation is provisional, debatable and sometimes controversial

History Implementation

Learning will start by linking back to prior knowledge. This will be scaffolded to support children to recall previous learning and make connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Tier three subject specific vocabulary is displayed on the learning wall along with key facts and questions.   Our historians will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding.



Chronology - Developing an understanding of chronological contexts.

Continuity and Change  -  Learning about what has changed and what has stayed the same.

Cause and Effect - Discovering why something happened and what the consequences have been.

Significance, Interpretation and Impact-  Considering the effect events had on people at the time and into the future.

Historical Enquiries - Communicating research from primary and secondary sources.

Historical Vocabulary  - Using words and phrases that describe the passing of time and context of civilisations.



Observing - Read critically: search for clues in texts, documents - and images, too.

Questioning and Investigating   - Critical thinking skills: be curious and use logic to ask questions.   Find and retrieve evidence: this includes both primary and secondary sources. Handle sensitive evidence carefully and responsibly.

Analysing and Interpreting - Key traits to develop are integrity, determination and empathy - to put yourself in someone else’s shoes.

Reflecting and Concluding - Develop keen judgement and make reasoned decisions: this includes making moral and ethical choices.

Recording and Communicating - Communication skills: explain and inform by writing and speaking well.


KEY KNOWLEDGE – Constructing the Past

Building a coherent knowledge of the past through periods of history.


History is taught in EYFS as an integral part of the topic work through child-initiated and adult led activities. The children are given the opportunity to find out about similarities and differences in past and present events in their own lives, and those of their families and other people they know. They will also talk about the lives of people around them and their roles in society.  In the Foundation stage history makes a significant contribution to developing a child’s understanding of the world through settings, characters and events in books, children will discover the meaning of new and old in relation to their own lives.

History Impact

There will be an increase in the profile of history across the school. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners.   History lessons are enjoyed 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. Impact can also be measured through key questioning skills built into lessons, child-led assessments and summative assessments aimed at targeting next steps in learning.

By the time the children will Thakeham Primary School they will have developed:

  •   Their chronological knowledge of historical periods learnt through the key themes. 
  •   The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry.
  •   Be able to think critically about history and communicate confidently in styles appropriate to a range of audiences.
  •   A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.
  •   The ability to evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.