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History – curriculum information


At Bricknell Primary School, the teaching of History has been carefully considered to enable our pupils to become confident historians. Our curriculum for history enables pupils to make sense of the present as well as the past, and to appreciate the complexity and diversity of human societies and development. Our curriculum allows all children at Bricknell to have the same opportunities to reach their full potential.

The History curriculum at Bricknell Primary School is taught alongside a Progressive Skills Document which has been created by our highly skilled subject leader. Objectives for each year group are progressively mapped out to ensure our pupils are given the acquired skills and knowledge to further their educational journey into KS3.

Our aim is to provide inclusive and aspirational environments and learning experiences where pupils thrive and build the cultural capital they need to make aspirational choices about their own futures, overcoming any barriers. In order to achieve this, our curriculum is underpinned by the principles highlighted in our Aspiration Curriculum.

Bricknell Aspiration Curriculum

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Within the History Progressive Skills document, our progressive objectives identify what pupils should know by the end of each year group and link to prior learning. These enable teachers to identify and plug gaps in pupils’ knowledge and skills. Within History, pupils will develop a deep understanding of key concepts and second order concepts. These key concepts have been carefully considered and identified as the core knowledge and skills to provide lenses through which to consider different aspects of history. The key concepts are revisited and developed as the pupils move through the school to ensure the understanding of community, conflict, exploration and hierarchy are firmly embedded within the long term memory. These key concepts compliment work carried out across the school in line with our Aspiration Curriculum. The expectation is that, by the end of Primary School, children will know and understand these key concepts and will have the skills to enter KS3.

Key concepts: A range of these concepts are explored through each historical unit and provide lenses through which to consider different aspects of history.

  • Community and culture (architecture, art, civilisation, communication, economy, inspiration, myth, nation, religion, settlement, story, trade)
  • Conflict and disaster (conquest, liberation, occupation, military, peace, plague, surrender, treaty, war)
  • Exploration and invention (discovery, migration, navigation, progress, tools)
  • Hierarchy and power (country, democracy, empire, equality, government, law, monarchy, oppression, parliament, politics, poverty, slavery)

In addition to the key concepts, our subject leader has identified subject specific second order concepts. These can be used across all aspects of History to organise the substantive knowledge taught.

Second order concepts: These are historical skills that are taught and applied through each unit of history. These skills build progressively as pupils move through the school.

  • Chronology
  • Similarity and difference
  • Cause and consequence
  • Continuity and change
  • Significance
  • Historical enquiry (source material, artefacts, fact and opinion)
  • Written and oral expression: (Using historical terminology, presenting findings in variety of ways, making comparisons and links, explanations, awareness of audience, using evidence to support statements)

By the end of EYFS, pupils will be able to:

• 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

By the end of Key Stage 1, pupils will be able to:

• develop an awareness of the past and know where the people and events they study fit within a chronological framework

• make comparisons by identifying similarities and differences between life in different historical periods

• show an understanding of how we know about the past

• describe changes in living memory using historical vocabulary

• Recall some significant people from history and events beyond living memory

By the end of Key Stage 2, pupils will be able to:

• develop a chronologically secure knowledge and understanding of British, local and world history, noting connections, contrasts and trends over time

• use the appropriate historical vocabulary to describe change, cause, similarity and difference when discussing significant historical periods, events or people

• understand how our knowledge of the past is constructed from a range of sources

• select, organise and use relevant historical information to communicate their understanding of history in a variety of ways

Any child working below their age-related expectation, will receive a tailored curriculum with personalised objectives taken from the Curriculum Assessment Toolkit. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.


At Bricknell Primary School, our curriculum is carefully mapped out into a Long-Term Plan by our highly skilled subject coordinator. This enables links between subjects to be identified and carefully planned for to support pupils’ retention of knowledge and historical skills.

At Bricknell, all History lessons will follow the same teaching sequence outlined below:

At Bricknell, all History units will follow the same teaching sequence outlined below:


A wide range of strategies are used to measure the impact of our History curriculum. Our teaching sequence allows children to respond to a ‘Big Question’ to assess the knowledge absorbed into the long-term memory of pupils. Formative assessments are also carried out by teachers after each lesson which will allow them to inform future planning. Additionally, summative assessments are carried out by using an internal assessment tool. As a result of these assessment tools, pupil’s misconceptions or gaps in subject knowledge and skills are addressed and additional teaching and support is provided.

In EYFS, staff professional judgements are valued. Assessments are formative so that they quickly make a difference to children’s learning. They inform the provision of activities and experiences which develop children’s skills and knowledge as well as giving opportunity for further practise. We record WOW moments on Tapestry and build up a detailed picture of each child using a Child on a Page document.

Our Subject Leader will also monitor the effectiveness of the History curriculum through carrying out regular subject 360 evaluations. These evaluations are quality assured by the Curriculum Lead, Senior Leadership and Governors.

The effectiveness of History is also monitored through pupil and parental voice throughout the course of the year.

Further information:

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