St Peter's CE School
St Peter's CE School
‘Invite, Include, Imagine, Inspire’ Our value this term is 'Compassion' Be kind to one another, tender hearted, forgiving one another, as God in Christ forgave you. Ephesians 4:32 Article 19: You have the right to be protected from being hurt and mistreated, in body or mind.


History Intent


Why teach history? (Ofsted Research Review series: History 14 July 2021)

The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. The past and changing accounts of the past have shaped the identities of diverse people, groups and nations. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place.

School history also shows pupils how accounts of the past arise and are constructed. Pupils learn how evidence for a claim can be constituted and the conditions under which valid claims can be made. They learn how historians and others construct accounts about the past, building on and challenging or refining the work of others.


Why have we selected this particular core content in our curriculum?

Within the statutory framework of the National Curriculum, we have chosen topics and the content within them because it is knowledge rich, engaging and relevant to the children.  We want to promote curiosity and a love for learning about the past.  It has been carefully designed and sequenced to equip our children with secure, coherent knowledge about world, British and local history.  We have chosen key themes (our golden threads) and concepts and revisit those within and across year groups.  Core content is shown on knowledge organisers and these show what we want our children to learn. 


Each topic has an overarching enquiry which drives forward a series of lessons so that at the end of the topic they are able to answer the overarching question and their learning is pulled together.  Within the topic, each lesson takes an enquiry-based approach and children are given the opportunity to communicate their findings in different ways and by drawing on skills from across the curriculum.  Alongside the development of substantive knowledge, children will develop their disciplinary skills as they learn the fundamental elements of what it is to be a historian.  Children will study a range of cultures and historical perspectives enabling them to be respectful, tolerant and empathetic. Children will leave St Peter’s being knowledgeable about key people, events and time periods from the past and have developed the building blocks of what it means to be an historian.

History Implementation


How are History lessons delivered?

History (or Geography) is taught each week and cross-curricular links made to other subjects where appropriate.   We spend between 1 to 2 hours over a fortnight, usually with an hour lesson each week.  We have a curriculum that is progressive throughout the whole school and taught chronologically from the start of Key Stage 2. History is taught as part of a half-termly topic, focusing on substantive knowledge and disciplinary knowledge.  In depth studies take place in years 3, 5 and 6.  In addition to substantive and disciplinary knowledge, children will develop their experiential knowledge through museum visits and handling artefacts.  Knowledge organisers support children to see the topic as a whole and give them the autonomy to revisit core knowledge.  Timelines are displayed in each classroom in order to make sense of chronology within a topic and place the topic in its wider sequence and help children develop their ‘mental timelines’.  


How do pupils make progress in history?

Pupils at St Peter’s make progress by increasing:

  • their knowledge about the past (‘substantive knowledge’)
  • their knowledge about how historians investigate the past, and how they construct historical claims, arguments and accounts (‘disciplinary knowledge’)


Historical Golden Threads

We have identified a set of key historical golden threads that children will repeatedly revisit throughout their time at St Peter’s. Our golden threads are: monarchy and power, invasion and settlement, society and legacy, exploration and empire. Each topic will not include every thread, but over a year, children will visit each one more than once. 


By having the topics centred around these golden threads, pupils are able to make links between their learning from one topic and year group to another, as well as use this knowledge to make connections with the present day and their own lives.   We want the children to be able to think about these threads over a long time span. 


Historical Concepts

Key historical concepts sit at the core of our curriculum to ensure the defining characteristics of the subject are ever-present.   The historical concepts that underpin our curriculum are chronological understanding, characteristic Ideas, change and continuity, cause and consequence, Historical significance, historical interpretation, and are revisited through each topic.  See our progression map of concepts and skills.

History Impact


How is History assessed?

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

  • End of unit assessment of key skills and knowledge.
  • Fortnightly low stakes quizzes, recorded in books, to inform teaching and learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Marking of written work in books.

History & Geography Whole School Overview

History Progression of Concepts and Skills

Useful Websites for Children to use at home

RRSA STARS EQualities Eco-Schools Award RRSA RRSA Healthy Schools Silver Healthy Schools London
A link to St Peter's YouTube channel can be found under the Parent's tab/ Useful links