• To promote a lifelong love of learning through a range of historical experiences and opportunities.
  • To understand how history has shaped our past.
  • To help us to promote more responsible attitudes and develop an understanding which will create caring citizens for the future.
  • To provide cultural capital for all children.
  • To embed holistic knowledge with cross subject links.
  • To ensure complete coverage of the key knowledge, skills and concepts through the delivery of each topic.
  • Through an enquiry approach the children will continue to develop historical investigation and reasoning skills.
  • To give children the opportunity to develop the historical learning at Greater Depth.


  • Use a whole school planning system.
  • Use the Rising Stars curriculum in order to teach a mastery curriculum in history.
  • Teaching for mastery is crucial in embedding skills and knowledge in students. The recent national curriculum in history underlines the importance and value of teaching approaches that give the students the best chance of securing both deep understanding of historical concepts and fluency in applying them.
  • Planning contains the objective, vocabulary, context, resources needed and key questions.
  • Mini plenaries throughout the lesson check for misconceptions and understanding.
  • Peer talk – mixed ability planning.
  • Resources are provided from the Rising Stars framework alongside library topic loans.
  • Using a range of sources when researching history – books, images and websites.
  • All topics are introduced through an elicitation task to find out what the children already know from their prior learning, which is used to help deliver the topic, building on previous skills taught in the previous year groups.
  • CPD delivery of history inset – progression of skills, becoming a historian.
  • The use of mastery and deeper learning activities will continue to be developed further with “historian talk”, focussing on the development and acquisition of subject specific vocabulary, knowledge and understanding and the application of skills in a wide range of contexts, through investigation and reasoning.
  • Teachers are given the progression of skills within each planning unit.
  • Each year group builds upon the skills previously learnt.
  • Targets and focuses are skills based for each year group.
  • Teachers complete AFL on planning.
  • Lesson observations – based around the question ‘how does the use of high quality text evidence/deepen children’s broader understanding of subject knowledge and deepen their comprehension skills?’ ‘what strategies can teachers use to ensure exposure to high quality texts to deepen children’s comprehension skills?’, book scrutinies, progress data, learning walks.


  • Children make good or better progress from their starting points.
  • Through using a whole school planning approach this helps to deliver our cultural provision – children are able to develop their understanding of history within a wider area other than their ‘local area’.
  • Year 6 – 90% of pupils achieve the expected standard (increase in GD pupils since 2016)
  • High quality teaching and learning – not a disparity between groups of children whether SEND, Pupil premium, Diminishing the difference or Greater depth – low or high due to the quality of teaching and learning.
  • Mastery curriculum enables all pupils to access the curriculum despite their starting points with challenging greater depth tasks to push the children’s learning further.
  • Children will understand what it is like to be a ‘historian’.
  • They will have a greater understanding about the relevance of local history to their understanding to time and place.
  • Their vocabulary, knowledge and comprehension skills in history will deepen.
  • Every child will achieve as an historian.

Key priorities linked to action plan

  • Narrowing the vocabulary gap – using a range of sources, vocabulary and researching.
  • Tracking pupils progress – impact of whole school planning/AFL (questioning, observing, effective feedback and peer assessment).
  • Pupil discussion.
  • Developing cultural capital – authentic experiences (history society, visits to local churches, visits from outside people).
  • High quality sources, planning, subject specific skills.
  • Post-teaching and pre-teaching to ensure pupils don’t fall behind.