History

Intent, Implementation and Impact statement

History – March 2026

Intent

History is the study of real people and real events that have shaped the world we live in today. It helps pupils understand the past through evidence, chronology and the sequencing of events. By exploring how societies have developed over time, children gain a sense of identity and develop an understanding of the social, political, cultural and economic influences that have shaped Britain and the wider world.

At Arden Primary School, our intent is to inspire pupils’ curiosity about the past and develop their knowledge, skills and understanding as historians. Through engaging and meaningful learning experiences, pupils explore how past events and societies have influenced the present. They learn about significant people, events and civilisations and develop a secure chronological framework that helps them place these within the broader context of history.

Pupils are encouraged to think critically about the past by asking questions, examining sources of evidence and considering different perspectives. They explore how societies were organised, what people believed and how culture and values shaped decisions and actions. Through this process, pupils begin to recognise the diversity of human experience and develop a deeper understanding of themselves and their place within society.

At Arden, we support pupils in developing the skills of enquiry, research and interpretation. Children learn to analyse evidence, weigh different viewpoints and form their own reasoned conclusions. These skills foster independence, curiosity and critical thinking, helping to prepare pupils not only for further study but also for thoughtful participation in the modern world. In order to provide pupils with a broader perspective of the past, we use focused enquiry questions to support the development of both substantive and disciplinary knowledge.

At Arden, we offer a wide range of experiences and opportunities for all pupils. Our history topics allow for inspiring educational visits and knowledgeable visitors who help bring the past to life in engaging and memorable ways.

Implementation

Early Years

In Reception, history is taught as part of Understanding the World and is integrated into topic work through both child-initiated and adult-led activities. Children explore past and present events in their own lives and those of their families, helping them begin to understand the concept of time and change.

History contributes to children’s understanding of the world by introducing ideas such as old and new and past and present. Through discussions, stories, photographs and artefacts, pupils begin to recognise how people and things change over time.

Reception children also use a class Memory Box. Throughout the year, they collect items from topics and significant events, such as things they have made, objects found on walks, photographs of visitors, and tickets or maps from trips. The Memory Box helps children reflect on their experiences, talk about past events and begin to sequence them.

Equal Opportunities and Inclusion

All pupils are given equal opportunities to reach their full potential within the history curriculum regardless of race, gender, cultural background, ability or physical or sensory disability. Where pupils have special educational needs, appropriate provision and support are put in place to ensure they can fully access and participate in learning.

Key Stage 1 and Key Stage 2

History learning at Arden is carefully mapped across the school. During Key Stage 1, our Arden historians develop an awareness of the past through the study of significant individuals who have achieved nationally and internationally. They also explore significant events linked to the local area, as well as changes within living memory and events beyond living memory that have had a significant impact nationally or globally.

In Key Stage 2, pupils develop a secure understanding of local, British and world history, making connections and comparisons across different historical periods.

Chronology is taught explicitly so that our Arden historians develop a coherent narrative of the past. Pupils are supported in understanding that historical periods are not always linear by exploring the duration, overlap and concurrence of events and civilisations through the use of timelines. To support the development of chronological understanding, the Key Stage 2 curriculum is largely taught in chronological order.

Our History Topic Overviews for each year group clearly identifies the specific knowledge and content taught in each unit. It also outlines that pupil’s prior knowledge must be revisited at the start of each lesson and previously taught knowledge must be consolidated before a new topic begins.

Our curriculum develops both substantive knowledge and disciplinary knowledge.

Substantive knowledge includes key concepts such as:

• Everyday life
• Hierarchy and Power
• Civilisations and their Legacies

We believe that revisiting these concepts regularly helps pupils build a deeper understanding over time and supports their progression in history.

Disciplinary knowledge focuses on the skills historians use. Pupils develop important historical skills including:

• understanding chronology
• identifying similarities and differences
• recognising cause and consequence
• understanding continuity and change
• considering historical significance

They also learn to use sources and artefacts to investigate the past and communicate their ideas using appropriate historical vocabulary.

Links with Other Curriculum Areas

Where appropriate, links with other curriculum areas are made explicit during teaching. For example, pupils may present their historical knowledge in a variety of ways to support learning in English, such as writing a letter from the past, producing a diary entry or creating a newspaper report about a significant historical event. Reading is also developed through the use of carefully chosen texts linked to history topics.

There are strong links between the history and geography curriculum. Pupils learn when historical periods took place, where they occurred and what the human and physical geography of the time was like. This helps pupils gain a deeper understanding of historical events and begin to explain why events happened and how societies changed over time.

Oracy is also a key focus in history lessons. Pupils are encouraged to discuss ideas, ask questions, debate viewpoints and explain their thinking using appropriate historical vocabulary. Through activities such as group discussions, role play, drama and presentations, pupils develop confidence in speaking and listening while deepening their understanding of historical concepts.

Teachers design engaging lessons that motivate pupils by using a range of approaches across the curriculum. This may include drama, discussion, research using digital technology and collaborative activities, helping pupils to explore history in meaningful and memorable ways.

Impact

Teachers use ongoing formative assessment to monitor the impact of the history curriculum and adapt learning where needed. Questioning, discussion and feedback during lessons help teachers check pupils’ understanding and address misconceptions. Pupils are supported to become independent and reflective learners, building secure substantive knowledge while developing their disciplinary skills with increasing depth throughout their time at Arden.

Pupils’ attainment is reviewed at the end of each unit through a range of evidence, including written outcomes, responses to key knowledge questions and teacher assessment. This allows teachers to identify pupils’ understanding, plan next steps and evaluate the effectiveness of the curriculum.

At the end of each history unit, pupils complete a short assessment which draws on both the substantive knowledge and disciplinary skills developed during the topic.

Pupil voice is also used as a valuable monitoring tool. Through informal discussions and targeted questions, the subject lead gathers pupils’ views about their learning, including their ability to recall key knowledge, use historical vocabulary and explain their understanding. This helps evaluate pupils’ engagement, enjoyment and overall progress in history.

Individual progress is reported to parents at the end of the school year through a written report.

The history lead and curriculum lead monitor the teaching and learning of history by reviewing work samples and discussing learning with pupils to ensure standards are met. Feedback is shared with relevant staff and discussed during staff meetings to support ongoing improvement.

Knowledge Organisers

In History, we use knowledge organisers to make the vocabulary, subject knowledge and curriculum expectations clear. See below for examples.