Our history curriculum enables our children to gain knowledge and understanding of the past within our own locality, our country and the wider world. They will learn about the complexity of peoples’ lives, the diversity of societies and the relationships between different groups of people in the past. Through a detailed study of key knowledge from different historical periods, pupils will also develop an understanding of abstract historical terms and specific vocabulary.

At St Clement’s the History curriculum is structured in lines with the National Curriculum, mainly following a chronology of time through KS1 and KS2. Where possible, links have been made with other subjects to produce a cross curricular curriculum. The History Curriculum aims to help children gain a coherent knowledge and understanding of Britain’s past and that of the wider world and to think and act as historians. It should inspire curiosity about the past and teaching of History should allow pupils to ask questions, think critically, discuss evidence, and develop judgements. The use of appropriate vocabulary is encouraged and links to chronology are made where possible. They are encouraged to use, evaluate, and question historical sources. In Key Stage 1, pupils develop an awareness of the past using common words and phrases relating to the passing of time and know where people and events they study fit within a chronological framework. In Key Stage 2, they continue to develop a chronologically secure knowledge and understanding of British, local and word history and note connections, contrasts and trends over time and develop appropriate use of historical terms.

Where possible, historical days are arranged, historical visitors come to the school, and offsite educational visits are organised. For examples workshops on the Stone Age (Year 3) and Anglo Saxons (Year 4) have been arranged and enjoyed. From talking to the children, it is evident that these enhance the children’s learning.


Teachers are required to plan and teach History each week. As part of the planning process, teachers need to plan for and consider the following:

  • A knowledge organiser for each topic, which includes what they should already know, what they should know by the end of the topic and key vocabulary they should master.
  • A cycle of lessons for each topic which plans for progression and depth (differentiation) and highlights the geographical skills used within the lesson.
  • Assess children’s understanding at the end of each lesson.
  • Assess their overall knowledge and understanding and grade whether they are working towards, expected, or exceeding at the end of the school
  • Trips and visits from experts, where possible to enhance learning experience


Our history curriculum is high quality, well planned and demonstrates progression. The children will show clear development of skills as well as an enthusiasm for finding out about the history of Britain and the wider world. Teachers will show an enthusiasm for the subject and will endeavour to provide a range of exciting and stimulating activities for children. If children are keeping up with the curriculum, they are deemed to be meeting the expected standards or working at greater depth. We measure the impact of our curriculum through the following methods:

  • A reflection against age related expectations.
  • Book scrutinies.
  • Lesson observations.
  • Pupil discussions about their learning.

History Skills Progression

History Progression of skills and knowledge