History at Redhill

Introduction to History

“A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time..”

Quote from the National Curriculum

Curriculum Intent

At Redhill Primary Academy, we value the importance of History in supporting children’s understanding of the world around us and the events and people who have impacted and shaped how we live today.  We recognise the importance of exposing children to this journey in order for them to recognise their own place in history and cultural heritage.  Knowing and understanding more about key events, people and changes in history supports children in having a greater awareness and tolerance over how we live today.  Within the history curriculum, our intent is to enthuse and develop children’s own historical curiosity and questioning.  We support children in the way they enquire, make decisions over the use of sources of evidence, analyse and draw conclusions through our enquiry cycle process.  We aim to inspire our children to want to find out more about the world they live in.

  • We provide a curriculum which allows children to learn about history on a local, national and wider world scale. We ensure there is clear progression of knowledge as well as skills across all strands of the national curriculum. Our curriculum incorporates opportunities for children to become hands on with history, using a range of sources of evidence, experiencing trips and welcoming visitors in order to enhance and bring to life events of the past. The content we have selected has been carefully planned to ensure that children have ample opportunity to revisit existing knowledge and build new knowledge alongside this. In addition to this, the key concept of chronology is regularly revisited and embedded within our blocks by making links across year groups and key stages. The curriculum is carefully planned to ensure systematic progression through our chosen themes and that links are made to key vocabulary and concepts from EYFS and through the primary phase. We aspire for our children to think like historians and to observe, collect and present data to support their viewpoints.  We make purposeful cross-curricular links which supports children in their application of knowledge in a variety of different mediums.

It is intended that when children leave Redhill Primary Academy, they will have developed a genuine curiosity over how the events of the past has shaped the nation and world in which we live in today.  It is our intent that children are able reflect on changes throughout history and form their own opinions and interpretations which will continue to develop through KS3 and beyond.


The national curriculum for history aims to ensure that all pupils:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Curriculum Implementation

The teaching and implementation of the History Curriculum is based on the National Curriculum ensuring a well-structured approach to the subject.

We teach a range of units which are carefully planned to not only deliver an engaging curriculum content which is relevant to our children, but also to build upon key knowledge that the children have been taught in previous year groups, starting in the EYFS. Throughout each concept, teachers carefully assess the children’s knowledge through the use of extended writes, quizzes, knowledge organisers and self and peer assessment. We ensure application of knowledge in various contexts, adapting lessons where necessary so that knowledge is stored in the long-term memory.  

Our units and lessons follow our school humanities enquiry cycle which supports children in asking question, exploring sources of evidence, drawing conclusions and reaching conclusions to support their future enquiries and thinking. 

Below is on outline of our curriculum offer in History from EYFS to Year 6.




Understanding the World

Past and Present

  • Talk about the lives of the people around them and their roles in society;
  • Know some similarities and differences between things in the past and now,drawing on their experiences and what has been read in class;
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.  Pupils should be taught about:

  • Changes within living memory.
  • Events beyond living memory that are significant nationally or globally.
  • The lives of significant individuals in the past who have contributed to national and international achievements.
  • Significant historical events, people and places in their own locality.

These areas are taught within the themes of ‘Great and ghastly events’ and ‘significant people.’

Key stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.  Pupils should be taught about:

  • Changes in Britain from the Stone Age to the Iron Age
  • The Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • A local history study
  • A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • The achievements of the earliest civilizations (Ancient Egypt)
  • Ancient Greece
  • A non-European society that provides contrast with British history

These areas are taught within the themes of:

Y3/4: Conflict, Achievements, Local History

Y5/5: Conflict, Achievements Cracking Ideas and Local History

Curriculum Impact

We measure the impact of our curriculum through the following methods:

  • Marking of written work.
  • Book looks
  • Interviewing the pupils about their learning (pupil voice interviews)
  • Moderation staff meetings where pupil's work is scrutinised and there is the opportunity for a dialogue                    between teachers to understand their class's work.
  • Annual reporting of standards across the curriculum to parents.
  • Learning walks.

We use retrieval strategies and other assessment for learning strategies in order to measure the impact of our carefully spaced curriculum offer.  Through our assessments and monitoring, we can see the impact of children knowing and remembering more.  We know through trialling our humanities enquiry cycle and implementing across the school, that learning through an enquiry-based curriculum supports children in knowing and remembering more.  Assessment takes place throughout each unit of work and teachers track progress and attainment against the National Curriculum expectations and the knowledge and skills progression documents. Teachers use this information to inform future lessons; ensuring children are supported and challenged appropriately.

The children’s achievements are celebrated on their End of Year report to parents. Here judgements are made on their effort, achievement and progress within history.

Children in Foundation Stage have their progress tracked using the EYFS curriculum. Age related expectation levels are reported to parents at the end of the reception year.

Rememberance Day