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Intent - What Do We Aspirefor Our Children? 

Our Curriculum Intent for History 

At Eaglesfield Paddle CE Primary Academy, we provide a high-quality history curriculum that has been carefully designed and sequenced to equip our children with a secure, coherent knowledge about British, local and world history. Curriculum content is knowledge, vocabulary and experience rich, delivered in a sequenced chronological order, allowing children to develop their understanding of abstract historical concepts as they move through school. Our curriculum reflects our locality and endeavours to ensure children are knowledgeable about their locality’s history and the changes it has seen. Our history curriculum promotes curiosity and a love for learning about the past. Through an enquiry-based approach, children are encouraged to ask and explore historically valid questions and report their findings 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 Eaglesfield Paddle being knowledgeable about key people, events and time periods from the past and will weave these together to form informed, overarching historical narratives.



Implementation - How Will We Deliver the Curriculum? 

Knowledge at theHeartof the Curriculum 

Learning knowledge is not an endpoint in itself, it is a springboard to learning more knowledge. Each unit in our overview is underpinned by rich, substantive knowledge and ambitious vocabulary, whilst also ensuring children are developing their disciplinary knowledge (historical skills). Each unit of work is planned carefully to ensure concepts are taught to support children's understanding. As well as developing a breadth of historical knowledge, we want our children to become skilful historians. Each unit of work has an emphasis on historical enquiry where children investigate historically framed questions whilst also developing historical enquiries of their own. In addition to substantive and disciplinary knowledge, children will develop their experiential knowledge through museum visits, handling artefacts and engaging in carefully planned fieldwork.  


   Click here to view our whole school curriculum overview.


Key Concepts:

Key historical concepts sit at the core of our curriculum to ensure the defining characteristics of the subject are ever-present. 

Our curriculum is refined yearly, but it maintains a consistent knowledgebaseto ensure conceptual progression. We have identified a set of key historical concepts that children will repeatedly revisit.  Our key concepts are: Chronological understanding, similarity and difference, continuity and change, cause and consequence, interpretation of evidence, significance, empire, civilisation, invasion and democracy. 

Each unit will not include every concept', but during each key stage, children will visit each one more than once.

Our Whole School Curriculum




Teaching History Through Narrative

Humans are a storytelling species. Stories are ‘psychologically privileged’ in the way our memory treats them. Put simply, if we encounter new knowledge within a narrative, we are more likely to retain that knowledge. When possible history units of work will be taught alongside thematically linked texts during English lessons. For example, when studying: What life was like for children during WWII, Year 6 children also study the text ‘Rose Blanche’ and 'Once'. Similarly, Year 3 study the text ‘The Bronze Axe ' whilst studying the changes in Britain from the Stone Age to  the Iron Age unit. Narratives are also used within history lessons to bring time periods to life. For Example, when studying WWII in Year 6, children examine recounts from the text 'Young Voices' by Lyn Smith. 




Impact - How Do We Know Our History Curriculum is Effective?


Pupil Voice

We believe that if children have become knowledgeable historians, then they will be able to articulate their understanding with confidence. This is why pupil voice is an important tool inassessingwhetherchildren have made progress. If a child is able to confidently formulate and explain their own responses to an overarching enquiry, then the curriculum and its delivery have been successful. 


High-Quality Outcomes 

Children’s learning is recorded in books. Our history curriculum is also celebrated through displays throughout the school.