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At Victoria Road Primary School, we believe that every child has the right to a curriculum that enables them to gain a coherent knowledge and understanding of Britain’s past and that of the wider world, which should inspire pupils’ curiosity to know more about the past. 


Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum is taught through the Connected history scheme to ensure that current learning is linked to previous learning.


In line with the national curriculum 2014, we aim to ensure that all pupils:

• Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

• Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.




History is taught in three blocks across the year, so that children achieve depth in their learning. The key substantive and disciplinary knowledge and skills that children acquire and develop throughout each block have been mapped to ensure progression between year groups throughout the school.


Key knowledge is reviewed by the children and rigorously checked and consolidated by the teacher. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day.

They can draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history and some of the ancient civilisations.


Cross curricular outcomes in history are specifically planned for and these are indicated on each year group’s curriculum map. The school’s own context is also considered, with opportunities for visits to places of historical interest and learning outside the classroom also identified and embedded in practice. Visits to the local area and use of local artefacts, such as the use of maps and photographs of bomb damage to the local area in WWII, also support contextualised learning, as well as the acquisition of key knowledge and systematic development of key skills.




Outcomes in history books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Emphasis is placed on analytical thinking and questioning in addition to being curious to know more about the past. Through this study, pupils ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.


Children are assessed against the national curriculum and skills maps throughout the year. A list of children’s abilities to achieve ARE in History is collated and re-assessed throughout the year to pass onto the next year group teacher.