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RILLINGTON Primary School

'Every child matters, every moment counts'

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01944 758402

Rillington Primary School, High St, Rillington, Malton, YO17 8LA

Mrs Carrie Stabler


History Doodles Stock Illustrations – 569 History Doodles Stock ...

History is the centre of our curriculum, and is the one subject where we began our curriculum journey with the Trust. Wherever possible we have thought carefully about the chronology of the history periods, however due to our 4-year rolling curriculum for our small school, this was not always possible. Instead we build on skills taught to each year group and make links to the different periods in history as the children learn them. We have high expectations and our plan allows for the best development of historical knowledge, while strengthening our children’s historical skills in mixed aged classes.

Our intent for our History approach is to ensure that pupils gain knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.

Our intent is for children to:

  • Achieve their absolute potential by having the highest expectations of their learning
  • Be confident to ask questions and extend their knowledge. This is enabled by positive relationships and nurture
  • Think critically, weigh evidence, sift arguments and develop perspective and judgement.
  • Understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.
  • Feel proud of their own identity and the challenges of their time.
  • Take responsibility for their own learning and understand what process or key skill they are using to gain their History knowledge.


Our curriculum has been designed to be a knowledge-rich curriculum, underpinned by a progression of skills.

History Knowledge and Skills Progression

There is 4-year rolling cycle in Key Stage 2, and a 2-year cycle for Key Stage 1.  History in the Early Years is mainly taught through ‘Understanding the World’.

In KS2, the History curriculum is planned over a 4 year rolling programme to ensure coverage of the National curriculum. History is not taught in chronological order, so every effort is made that children understand how and where the studied period fits in the timeline of history. Lessons are based around a Key question and children learn new knowledge and develop skills to answer the questions. Links are often made within topics to promote diversity and address our varied cultural heritage. 

Curriculum long term plan history


Key Areas of Substantive Knowledge: 


Changes within living memory 

Exploring the ways in which life has changed over the time of our parents, grandparents and great-grandparents. 

Events beyond living memory 

Learning about events beyond living memory which are significant nationally or globally.  

Significant People  

Learning about the life and achievements of important people in history and comparing them to each other. 

Local History 

Learning about significant people, places and events in the local area. 



British History pre-1066 

The history of Britain from the Stone Age to the Saxons and Vikings. The children work through chronologically, to prepare them to learn about the Normans and Middle Ages in KS3. 

World History 

The study of non-British civilisations, including an example of a First Civilisation, Ancient Greece, and a Non-European Society 

Theme Study  

Studying a turning point in history (such as WWII), and a theme over time (e.g., crime and punishment) 

Local History 

Learning about significant people, places and events in the local area. 


We plan for some Historical Threads that weave through the different historical periods. Historical Threads: 

·         Settlement  

·         Beliefs 

·         Culture  

·         Main events 

·         Food and farming 

·         Travel and exploration 

·         Conflict 

·         Monarchy and politics 

·         Technological advances 

·         Significant people 


Key Areas of Disciplinary Knowledge: 


Cause and consequence 

How historians make judgements about why an event occurred, or the consequences of an event. 

Change and continuity 

How historians make judgements about the extent, nature or pace of change across time.  

Similarity and difference 

How historians make judgements about the extent of similarity and difference within or between groups, places or societies in the same time period.  

Historical significance 

How historians and others give significance to historical people or events (deem them worthy of attention). 

Sources and evidence 

How historians use sources to make claims about the past. 

Historical interpretations  

How and why historical interpretations are different. 


Key Historical Skills: 


Chronological Understanding 

Children sequence events, stories, pictures and periods over time to show how different times relate to each other and to contribute to a coherent understanding of the past. Includes the idea of change and continuity over time. 

Range of Historical Knowledge and Understanding 

Children gain knowledge of what life was like in a range of historical time periods and places, as well as studying key events and people. They can identify similarities and differences, as well as connections and trends. When looking at historical events, children should begin to explore the concept of cause and consequence.  

Sources and Interpretation  

Children learn how our knowledge of the past is constructed from a range of sources. They learn to assess the reliability of evidence and begin to understand that history is not always objective.  

Historical Enquiry 

Children are given opportunities to ask and research historical questions about change, cause, similarity, difference and significance. Children should answer these questions for themselves, selecting the relevant historical information. 

Organisation and Communication 

Children present their understanding in a variety of different ways, using age-appropriate historical vocabulary. 


In KS1, we focus on the substantive knowledge and we do not teach explicitly the disciplinary knowledge to children. In KS2, children should start to be introduced explicitly to the different second order concepts and understand how they are used by historians. Particularly in UKS2, children should be introduced to specific historians and their work, understanding how they have come to historical conclusions. 

We use high quality texts that link to our history teaching and learning to enhance our writing curriculum.

History policy

Impact (What is the intended outcome?)

·         Children from all backgrounds will understand their history and of their place in Britain and the wider world

·         Children understand how historical concepts have driven the development of all civilizations 

·         Children will become increasingly critical and analytical within their thinking. Making informed and balanced judgements based on their knowledge of the past.  

·         Children will become increasingly aware of how historical events have shaped the world that they currently live in.  

·         They will also have a further understanding of History on a local level and on a small-scale.   

·         Children will develop enquiry skills to pursue their own interests within a topic and further questioning.  

·         Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.   

·         Children are able to place periods of civilization in chronological order and make inferences on those civilizations based on the time period that they existed