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History Intent

At Hunnyhill we aim to inspire in pupils a curiosity and fascination about the world in which we live in. A high-quality history curriculum will allow pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world that will remain with them for the rest of their lives. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

To achieve this pupils will know and understand the history of Britain from the earliest times to the present day, exploring how it has shaped life today. Pupils will also learn about the significant aspects of the history of the wider world including ancient civilisations, the expansion and dissolution of empires and characteristic features of past non-European societies.

At Hunnyhill Primary School, we believe that everyone can achieve their very best.

We pride ourselves in inspiring, exciting and installing a love for learning that every child will carry on with them into adult life. We embed within our child centred curriculum, a modern approach to learning that promotes curiosity and creativeness whilst developing skills to adapt to an ever changing world.


History Implementation

History is taught using an enquiry based approach through a range of topics.  Each of which poses a key statement or question for the pupils to explore with a given historical focus . Each year group has at least 2 history focus topics per year and the facilitation of this varies; for example discrete teaching (often in the afternoon sessions) as well as cross-curricular learning during English and Guided Reading.

Teaching is based on a series of lessons to collect information with the goal to respond to the key question/statement posed at the beginning of the learning journey.  Pupils should develop an awareness of the past, and should know where people and events they study fit within a chronological framework. Opportunities to explore, identify and compare similarities and differences between ways of life within different periods are incorporated into the learning journey.

Interwoven with this learning, pupils will establish clear narratives within and across the periods they study, making note of connections, contrasts and trends whilst developing appropriate use of historical terms.




When planning topics– we ask ourselves reflective questions. These might include:

  • Do the topics and enquiries promote deeper thinking?

  • Does the learning make links with prior and current learning within the subject and across the curriculum?

  • Does learning excite to create memorable moments?

  • Is there a secure progression through key stages/ year groups?

  • Does this progression enable pupils to successfully ‘learn the curriculum’?

  • At point of learning is the curriculum sufficiently challenging and appropriate for each child? (SEN, Disadvantaged & HA)

  • Is assessment purposeful, efficient and used to shape future learning?

  • Are expectations and National Curriculum standards high enough?

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