Statement of Curriculum Intent - History


The Big Ideas / Key Concepts for history are:

  • Chronology – linking British and world wide
  • Culture – knowledge of periods of history, civilisations, societies
  • Change (historical concepts) – continuity and change, cause and consequence, similarity, difference and significance
  • Enquiry – asking questions and presenting findings, interpreting artefacts and evidence


The overarching aim of the history curriculum at Duxford CofE Community Primary School is to equip the children to become historians who show curiosity and demonstrate an understanding and respect for the diversity of societies and cultures.

 Our aim is that children leave this school being able to:

  • Ask perceptive questions.
  • Think critically.
  • Understand how to use evidence from a range of sources and consider the strength of the sources.
  • Develop a coherent and chronological understanding of British, local and world history.
  • Understand and appreciate how societies vary over time and around the world.


The curriculum coverage ensures this by:

  • Using an enquiry-based approach (KWL grids).
  • Using artefacts and a range of sources.
  • Focusing on key cultural aspects across a range of historical periods/societies.
  • Showing relevance to present day life in Britain.
  • Making links with the school, local and wider community wherever possible.

Teaching should ensure that there is a regular review of prior learning at the start of each lesson. Key vocabulary should be actively taught and definitions learned by children and these should be displayed in the classroom. Lessons should be planned so that children learn important information in a logical sequence and that lessons are learning not ‘doing’. Teaching should be supported by trips, visits and real experiences wherever possible and these should be placed towards the middle/end of the teaching sequence, once knowledge has been learned. Wherever possible, children should be facilitated to see real examples of what they are learning about, and if this is not possible, video, audio clips, photographs and drawings should be used.

 Progression through the subject is planned to ensure that the content of the National Curriculum is taught in a logical way that builds on previous knowledge and skills.

Curriculum progression is as follows: See subject curriculum implementation.

 We ensure that this curriculum links with other areas of curriculum by providing experiences and opportunities that both support and develop knowledge, language and skill.