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History Entitlement at Reffley Academy


The aim of history teaching is to stimulate the children’s interest and understanding about the life of

people who lived in the past. The aims of teaching history in our school are:

• to foster in children an interest in the past and to develop an understanding that enables them to

enjoy all that history has to offer;

• to enable children to know about significant events in British history and to appreciate how things

have changed over time;

• to develop a sense of chronology;

• to know and understand how the British system of democratic government has developed and, in

so doing, to contribute to a child’s citizenship education;

• to understand how Britain is part of a wider European culture and to study some aspects of

European history;

• to have some knowledge and understanding of historical development in the wider world;

• to help children understand society and their place within it, so that they develop a sense of their

cultural heritage;

• to develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.


History teaching focuses on enabling children to think as historians. They are encouraged to find out

about the past by using enquiry questions, to research and discuss before making finalising their

answers. Where possible we place an emphasis on the use of historical sources by examining

historical artefacts and primary sources, including photographic and video evidence as well as

secondary sources. Where appropriate, children are given the opportunity to visit sites of historical

significance. We recognise and value the importance of stories in history teaching and we regard this

as an important way of stimulating interest in the past. We focus on helping children understand that

historical events can be interpreted in different ways and that they are encouraged to understand

why this may happen.

Work may be recorded in children’s individual Project Books with clear historical learning objectives

identified or may be developed in other ways such as drama, art and design, listening to stories,

music or PE. We recognise the fact that there are children of different abilities and we provide

suitable learning opportunities for all children by:

• Setting common tasks which are open-ended and can have a variety of responses.

• Setting tasks of varying difficulty, enabling all children to work to their full potential.

• Providing a range of challenges using different resources.

• Using teaching assistants to support the work of individual children or groups of children.

History Objectives

We use the national curriculum scheme of work for history as the basis for our curriculum planning

in history, and have related this to the local context. Our curriculum planning is in three phases (long-

term, medium-term and short-term). Provision for history activities is part of the overall topic

planning for each year group. The subject leader for history oversees the curriculum coverage and

ensures that requirements are met. Topics in history are planned so that they build upon prior

learning, e.g. History of Britain. Children of all abilities have the opportunity to develop their skills

and knowledge in each unit and, through planned progression built into the scheme of work (History

Skills Set sheet Y1 – 6) and we offer them an increasing challenge as they move through the school.



Early Years Foundation Stage (EYFS)

History in the EYFS is taught as an integral part of the topic work covered during the year. The history

side of the children’s work is related to the objectives set out in the Early Learning Goals. History

makes a significant contribution to the ELG objectives of developing a child’s knowledge and

understanding of the world.


Coverage of the areas of subject content for KS1 is determined by the National Curriculum for KS1

(see attached plan for KS1). There is option to change content according to national or international

events, but the main historical themes need to be maintained e.g. change of significant individual.

Coverage of the areas of subject content for KS2 is determined by the National Curriculum for KS2.

Each year group covers two historical areas (see attached plan for KS2). Where possible some topics

are linked to other subjects, e.g. Rivers in Y6.

Teaching History to children with SEN

At our school we teach history to all children, whatever their ability. History forms part of the school

curriculum policy to provide a broad and balanced education to all children. We enable pupils to

have access to the full range of activities involved in learning about history.



Teachers assess children’s work in history by making assessments as they observe them working

during lessons and on completion of tasks. They record the progress that children make by assessing

the children’s work against the History Skills Set sheet Y1 – 6 which is based on the National

Curriculum. This allows the teacher to make termly assessments of attainment and progress for each

child when history has been taught within that particular term. They are assessed as ARE, below or

above ARE.


There are sufficient resources for all history teaching units in the school. There is a good supply of

topic books and research using the internet is promoted as a way to develop knowledge and

learning. The history subject leader will advise teachers on the delivery of the curriculum where

needed and possible sources that could be used to support teaching. A wide range of class trips are

organised to enhance the history curriculum.

Monitoring and Review

The history subject leader is responsible for monitoring the standard of the children’s work and the

quality of teaching in history, giving written feedback. The history subject leader is also responsible

for supporting colleagues in the teaching of history, for being informed about current developments

in the subject, and for providing a strategic lead and direction for the subject in the school. At the

end of each year, the history curriculum is reviewed with input from the staff.