History
History helps pupils investigate past events and people, encouraging them to ask questions and understand how history shapes the world today.Our History Curriculum
Developing curiosity, historical understanding and an appreciation of the past
Overview
Subject Statement
Intent
What do we aim to do?Through our teaching of history, we aim to fire pupils’ curiosity about the past in Britain and the wider world and encourage them to think critically about how the past influences the present. We support pupils in developing a secure chronological framework for their knowledge of significant events and people, helping them to build a coherent understanding of historical periods over time. History also fosters a strong sense of identity, enabling pupils to develop an increased awareness of their own place within their community and the wider world. In addition, we develop a broad range of historical skills, particularly those linked to investigating the past, interpreting evidence, and explaining what happened, as well as understanding how and why interpretations of the past may differ. Through history, we also enhance pupils’ skills in literacy, numeracy, and computing, while developing their wider thinking and reasoning skills. The subject promotes awareness and understanding of gender, cultural, spiritual, and moral issues, and helps pupils to develop empathy by considering the experiences and perspectives of others. Ultimately, history supports pupils in becoming informed and active citizens who can engage thoughtfully with the world around them.
Implementation
How do we achieve our goals?The teaching of history is structured into topics and sequenced chronologically from Year 3 to Year 6. Across the school, there are ‘golden threads’ including local history and heritage and housing through time. Retrieval practice is central, helping pupils revisit and strengthen prior knowledge from previous lessons, topics, and years. In Year 3, pupils study the Stone Age, compare 4 Ancient Civilisations, Ancient Egypt, and Ancient Greece. In Year 4, they focus on invaders and settlers in Britain, including the Celts, Romans, Anglo-Saxons, and Vikings. Year 5 includes a local history focus alongside aspects of the Victorians, particularly the lives of children, followed by a study of the Maya civilisation. In Year 6, pupils study medicine through time and explore local heritage in Huddersfield, including the Ramsdens, Castle Hill through time, and 20th-century developments such as the birth of rugby league. Across all year groups, cross-curricular links are embedded throughout.
High expectations are maintained for all pupils, with opportunities for greater depth through both teacher planning and pupil-led enquiry where appropriate. Pupils use a wide range of primary and secondary sources, including artefacts, photographs, written sources, ICT-based materials, and media extracts, to develop their understanding of the past. Learning is enriched through drama, art, models, varied writing genres, timelines, sketches, maps, and presentations.
As pupils develop confidence, they are encouraged to ask their own historical questions. Subject-specific vocabulary is explicitly taught and reinforced through lessons, games, planning, and topic resources. Assessment is based on end-of-year expectations, quizzes, and mini end-of-topic assessments linked to progression documents. First-hand experiences are a key feature, with each year group accessing visits, artefacts, and visitors to bring learning to life. As subject leader, there is ongoing responsibility for supporting staff, updating and resourcing units within budget, auditing provision, and staying informed about developments in history education. All learning is fully inclusive, with work differentiated to ensure accessibility and appropriate challenge for all pupils.
Impact
How will we know we have achieved our aims?The impact of the History curriculum at Lindley Junior School is measured through both formative and summative assessment. Pupils are assessed against ‘End of Year Expectations’ as working at, above, or below the expected standard, with outcomes used for end-of-year reporting and whole-school data analysis. Each year group also completes end-of-topic assessments to track progress and understanding throughout the year.
Retrieval practice is used regularly through starters, quizzes, and recall activities to strengthen long-term memory and support ongoing assessment. These are adapted by teachers to meet the needs of their classes and revisit key knowledge and vocabulary.
Pupils develop secure chronological understanding, subject knowledge, and the ability to think critically about the past. They become more confident in using historical vocabulary, asking questions, and explaining their ideas clearly.
All learning is differentiated and inclusive, ensuring assessment is accessible for all pupils, including those with SEND. By the time they leave Lindley Junior School, pupils have developed curiosity about the past and the knowledge and skills needed to engage thoughtfully with history.
