Learning Journey History Updated June 2023 Pearson Website.jpg

Curriculum Statement - History

In History, we follow the National Curriculum enhancing and tailoring it to meet the needs of our community and pupils.

Curriculum Intent

At Rivington the study of the past is an important part of a child’s learning journey.  We wish to stimulate children’s interest in the past and develop an enjoyment of historical study.

It is important that children gain a knowledge of what happened, the sources of evidence which exist and to the many ways in which people have tried to interpret the past.  History helps children make sense of the world and helps them to develop a sense of identity.  It provides opportunities to investigate; how humans behave and why, how lives have changed and how we interpret our past.

History provides a natural link to British Values; Democracy, Individual Liberty, Rule of Law, Mutual Respect and Tolerance.  Where possible our history curriculum will be linked to our school values: Respect, Protect, Give Thanks, Keep Peace.

Our curriculum is designed to promote 4 core elements; communication, aspiration, reflection, enriching experiences (CARE) as well as well-being and our core values. 

It was decided that the best way to organise our history curriculum would be to work around key themes which link to our school values and that this would help our children to make connections; between their own experiences; their learning in different year groups and between different time periods.  These themes are everyday life; health, medicine, science and technology; conflict and resolution; beliefs and values.

Children will also study inspirational people who fit in with these themes including local figures and those from different backgrounds.


At Rivington History will be taught through a termly historical based topic which may be taught in a focussed half term or across the term.  Cross curricular links will be utilised where appropriate to extend the learning further and to promote the transference of skills.  These links should not be forced but we believe that making natural links between subjects enables more time for in depth study and for children to transfer their skills.  It is important, however, that the key skills for history are identified and taught directly and these can be found in the long-term plans and medium-term knowledge organisers.

Our teaching methods are outlined in the teaching and learning policy.

Where possible the history curriculum will be used to extend the children’s cultural capital and will be enriched with visitors, visits, artefacts and active learning experiences e.g. drama.

Each year, one of the topics studied will come from Connect to Curriculum, the foundation subject drivers that link to our English Read to Write scheme. The children will have the opportunity to produce writing to go alongside their topic in order to help them transfer their skills into other areas. In any written work children should be encouraged to maintain the standard of work required in literacy lessons and grammar, spelling and punctuation should be corrected in an appropriate way.

Class big books keep a record of the class’ historical journey and can be used for revision.  This will enable frequent revisiting for recapping on subject areas and will enable teachers in the future to revisit prior learning easily. 

In order to develop the children’s understanding of chronology and help them to understand concepts and time periods we have developed a school timeline display, which includes all of the time periods studied, as well as some that are relevant in the teaching of certain topics. In Key Stage 2, pupils will also have their own timeline in books which we will add to year by year in order for children to learn about new periods by relating them to things they already understand.  This would also help with comparisons and contrasts and compliment their other learning.


Children’s learning will be informally assessed through questioning, work in books, observations, pre and post learning tasks.

They will be assessed half termly against age related expectations. (see assessment policy.)

Our assessment system, which was introduced in Autumn 2019, puts more emphasis on assessing learning rather than marking books.  

We aim for the vast majority of our children to be working at age related expectations in history, for those working towards or children with significant additional needs to be making appropriate progress and for those who have the potential to be given the opportunity and challenge to be working at greater depth.

Equality and SEN Statement

At Rivington Primary School we aim to provide equality of opportunity for all children whatever their age, ability, gender, race, religion or background.  We aim to create an environment that values each pupil and enables them to achieve their full potential.  We provide a broad and balanced curriculum appropriately differentiated to respond to pupils’ diverse learning needs.  The opportunities and experiences we provide enable our pupils to participate fully and give their best across all aspects of school life.  We place great value on the quality of relationships within our school community and celebrate the achievements of all pupils.

We appreciate that children may have special educational needs throughout, or at any time during their school career.  At Rivington Primary School we aim to facilitate the full inclusion of pupils with special educational needs.

In History it is important to consider the stories of groups that have perhaps been under represented in the past and to include a wide range of role models.  The subject can also be used to promote discussion of inequalities and fairness from the past.

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