History

Lead Teacher: Miss H El Hassani

Rationale

Intent

At Alkrington Primary, our history curriculum is designed to foster curiosity, critical thinking and a lifelong interest in exploring the past. Through the study of past events, people and societies, our pupils understand how the world they live in today has been shaped over time.

Through history, our pupils develop investigative and analytical skills, learning to evaluate evidence, interpret sources and understand multiple perspectives. They gain knowledge of different cultures, societies and periods, helping them appreciate diversity and make connections across time. History also encourages them to reflect on their own identity and the role of individuals and communities in shaping events. Our curriculum equips children with the historical knowledge and transferable skills to become analytical thinkers, tolerant individuals and confident communicators.

Our curriculum ensures that our pupils build both knowledge and skills progressively, enabling them to think like historians and engage meaningfully with the past. By developing a secure understanding of chronology, historical concepts and evidence-based enquiry, they are prepared to navigate the modern world as informed, thoughtful and responsible citizens.

Through engaging and purposeful teaching, pupils learn to interpret evidence, question information, and construct well-reasoned arguments, vital skills in an era of misinformation and ‘fake news’. Our approach encourages pupils to think critically, reflect on multiple perspectives, and use evidence to discern what is factually accurate.

Our teaching is fully aligned with the National Curriculum for History, ensuring that all pupils:

• Gain a coherent knowledge and understanding of Britain’s past and that of the wider world
• Use and understand key historical terms and concepts
• Make meaningful connections between different periods, peoples, and cultures

We want our pupils to understand their place in history –  locally, nationally, and globally –  and to recognise how the past continues to influence the present. The ability to think, reflect, discuss and evaluate the past, forming questions and challenging other views respectfully using accurate evidence, is central to our vision.

Implementation

Our History curriculum develops pupils’ historical knowledge and skills through three core elements: Threshold Concepts, Breadth of Knowledge, and Milestones for Progress.

Early Years and Key Stages

• In EYFS, children begin to understand the difference between past and present through personal experiences and familiar stories.
• In KS1, pupils explore significant people and events within and beyond living memory.
• In KS2, pupils study history chronologically, exploring British history alongside ancient and world civilisations. Learning is cumulative, with pupils making links between prior knowledge and new topics.

Threshold Concepts
Threshold concepts are the “big ideas” that underpin historical thinking, revisited and deepened throughout pupils’ school journey. The four key historical concepts are:

1. Investigation and Interpretation of the Past – Using sources and evidence to explore cause and consequence, significance, and differing interpretations.
2. Building an Overview of History – Understanding similarities, differences, and connections between periods, and processes of change and continuity.
3. Chronological Understanding – Sequencing key events and constructing timelines.
4. Communicating Historically – Using historical vocabulary to explain and evaluate the past accurately.

Breadth of Knowledge
Breadth of knowledge ensures pupils explore history across a wide range of periods, societies, and perspectives, developing both cultural capital and contextual understanding. Pupils gain knowledge of:

• Local history, helping them connect to their community
• British history from the earliest times to the present, including political, social, and cultural developments
• Significant global civilizations, including Ancient Egypt, Greece, Rome, and non-European societies, allowing comparisons across time and place
• Themes such as migration, trade, conflict, and technological change

Contexts are chosen to bring concepts to life, using primary and secondary sources, artefacts, literature and digital resources. For example:

• Pupils explore “evidence tells us about the past” through the Great Fire of London, examining Samuel Pepys’ diary
• Later, the same concept is applied to Ancient Egypt, investigating the Rosetta Stone and hieroglyphics

This approach ensures that pupils not only retain factual knowledge but can transfer historical concepts across periods, make connections, and develop a nuanced understanding of human experiences.

Milestones for Progress
Progression is structured through three Milestones, each covering a two-year period. These define what pupils should know, understand and be able to do. Concepts are revisited in multiple contexts to strengthen understanding and retention. At the end of each unit, pupils complete an assessment task to demonstrate their understanding of both the period studied and the overarching historical concepts.

Inclusion

Our History curriculum is designed to be accessible, ambitious and inclusive for all learners. Every child, regardless of background or ability, can engage meaningfully with historical learning.

Teachers plan with inclusion in mind by:

• Adapting activities and providing scaffolded support, such as sentence starters, visual aids and adapted texts
• Pre-teaching key vocabulary to ensure all pupils can access discussions and written tasks confidently
• Using multi-sensory approaches, including drama, artefacts, images, and storytelling
• Ensuring SEND and disadvantaged pupils are fully included in all learning opportunities, with targeted support where necessary
• Providing stretch and challenge through open-ended enquiry questions, debate, and independent research for higher-attaining pupils

Our inclusive approach ensures that all pupils, including those with additional needs, develop a sense of belonging and achievement in History. Every child is supported and challenged to think like a historian, communicate their ideas effectively, and take pride in their learning.

Impact

Our History curriculum enables pupils to gain a secure and connected understanding of Britain’s past and that of the wider world. Pupils develop curiosity, empathy and respect for different cultures and perspectives, while understanding processes such as change, continuity and cause and consequence.

As a result of our carefully sequenced curriculum:

• Pupils know more, remember more and can do more as historians
• They can use a range of sources critically to support their arguments and challenge interpretations
• They demonstrate strong chronological understanding and confidently use historical vocabulary

We are confident that pupils at Alkrington leave primary school as thoughtful, reflective learners who understand the importance of history in shaping identity and society. They are well prepared for secondary education and beyond, equipped with the knowledge, skills, and critical thinking to thrive in a complex and interconnected world.

Impact is measured through:

• Pupil voice – to assess enthusiasm and depth of understanding
• Work scrutiny and learning walks – to evaluate progression and presentation
• Assessment tasks and retrieval activities – to identify retention and next steps
• Monitoring of groups – to ensure equitable progress for all, including PP, SEND and EAL pupils

Our pupils enjoy history, value opportunities to explore the past, and are motivated to question and understand the world around them. History at Alkrington broadens horizons, develops respect for diversity, and fosters a lifelong curiosity about humanity’s shared story.

History Curriculum Map

History Progression of Skills and Knowledge

Have a look at our  account to see what we have been doing in History recently

For each of the threshold concepts three milestones, each containing the knowledge the children need to understand the threshold concepts, provides a progression model. The detail included in these plans can be seen by clicking on the milestone links below:

Milestone 1 (Y1 & Y2)

Milestone 2 (Y3 & Y4)

Milestone 3 (Y5 & Y6)