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History

At Cullercoats Primary School, our History curriculum is designed to spark curiosity and help pupils understand the past and how it shapes the present.

Subject Leads - Mrs Jo Elliott (KS1) and Mr Simon Meardon (KS2)

INTENT

At Cullercoats Primary School, our History curriculum is designed to spark curiosity and help pupils understand the past and how it shapes the present. We aim to give children a strong sense of chronology and an appreciation of significant events, people, and changes over time. 

Our aims are for pupils to: 

  • Develop a secure understanding of historical concepts, including continuity and change, cause and consequence, and similarity and difference. 

  • Know and understand key events and periods in British and world history, including local history. 

  • Use historical vocabulary confidently, such as past, present, century, decade, and timeline. 

  • Ask and answer questions about the past, using evidence to form opinions and explanations. 

  • Understand how historians work, learning to use sources and artefacts to find out about the past. 

  • Appreciate diversity and cultural heritage, recognising how different societies have contributed to the world we live in today. 

Our curriculum follows the National Curriculum for History and is planned to build knowledge progressively from EYFS to Year 6. It is enriched with local studies, visits, and hands-on experiences to make learning meaningful and memorable. 

IMPLEMENTATION

We teach History through carefully sequenced units that develop knowledge and skills step by step across Key Stage 1 and 2. 

How we teach History: 

  • Enquiry and question-based learning: Pupils explore big questions such as “What changed?” or “Why did this happen? Who were these people,? Why did this happen ? What were the consequences of this” 

  • Chronology focus: Timelines and visual aids help pupils understand when events happened and how they connect. 

  • Local links: We use our coastal heritage and local landmarks to bring history to life. 

  • Trips and experiences: Visits to museums, historical sites, and workshops give pupils real-world encounters with the past. 

  • Cross-curricular links: History connects with subjects like English, Art, and Geography to deepen understanding. 

Curriculum Design: 

  • Long-term plans map out the progression of historical knowledge and skills from EYFS to Year 6. 

  • Medium-term plans include enquiry questions, key vocabulary, and opportunities for source analysis. 

  • Lessons include discussion, investigation, and practical activities to develop historical thinking. 

Teaching Strategies: 

  • Teachers model how to use timelines and interpret historical sources. 

  • Pupils work collaboratively to explore ideas and share findings. 

  • Vocabulary is taught explicitly to help pupils describe and explain historical events. 

  • Drama and role-play are used to bring historical periods to life. 

Assessment: 

  • Teachers use questioning, observation, and pupil work to check understanding. 

  • End-of-unit tasks allow pupils to show what they have learned through timelines, reports, or presentations. 

  • Moderation across year groups ensures consistency and accuracy. 

IMPACT

By the end of Key Stage 2, pupils at Cullercoats Primary School will: 

  • Have a strong understanding of key historical periods and events in Britain and the wider world. 

  • Use historical vocabulary and concepts confidently. 

  • Ask and answer questions about the past using evidence. 

  • Show curiosity and respect for different cultures and historical perspectives. 

  • Be prepared for the next stage of learning in History at secondary school. 

Evidence of Impact: 

  • High-quality work in books and displays. 

  • Pupil voice showing enjoyment and engagement in History. 

  • Successful enquiry projects and presentations. 

  • Consistent progress across all year groups. 

This Intent, Implementation, and Impact statement underpins our History curriculum and ensures it is ambitious, inclusive, and aligned with national expectations. 

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