History

“A people without the knowledge of their past history, origin and culture is like a tree without roots.” – Marcus Garvey

Why do we teach History?

At Herne View Church of England Primary School, we teach History to help children understand the past and how it shapes the world they live in today. History develops pupils’ curiosity about people, events and societies, enabling them to make sense of change over time and understand their place within a wider historical and global context.

Through the study of History, children learn to think critically, ask meaningful questions and evaluate evidence. They develop an understanding that history is not just a set of facts, but a subject that involves enquiry, interpretation and problem-solving. History also helps pupils appreciate diversity, recognise different perspectives and understand that significant events were often happening simultaneously across different civilisations.

By teaching History, we aim to equip children with transferable skills such as communication, organisation and reasoning, while fostering a lifelong interest in the past and a respect for different cultures, communities and experiences.

How do we teach History?

History at Herne View Church of England Primary School is taught through carefully planned, topic-linked lessons wherever possible, with meaningful real-world applications. Teaching follows the whole-school knowledge and skills progression document to ensure clear development and continuity across year groups.

Our curriculum is built around four key historical skills from the National Curriculum:

• Chronological understanding – children learn to place events, periods and civilisations in order and understand how different historical periods relate to one another.

• Historical enquiry – pupils are encouraged to “do history” by working with primary and secondary sources, asking their own questions, gathering evidence and forming tentative conclusions.

• Historical interpretation – children explore different viewpoints and accounts of the past, learning that history can be interpreted in different ways.

• Knowledge and understanding of the past – pupils develop secure and deep knowledge of significant people, events and periods, including local history.

Teachers ensure that historical vocabulary is explicitly taught and revisited, supporting children to communicate their understanding clearly. Strong links are made with English, particularly through discussion, explanation and written outcomes.

Lessons are differentiated to ensure accessibility for all learners, and diversity is considered in planning and delivery. Teachers monitor and assess progress throughout each unit in line with the assessment policy, provide feedback according to the marking policy, and ensure presentation meets school expectations.

Through this approach, we ensure that all children develop the skills, knowledge and confidence needed to think and work as historians.