At Riverside Primary School, we believe that studying history helps children understand the world around them, the people who shaped it and how the past continues to influence our lives today. Our aim is to inspire curiosity about the past and develop knowledgeable, thoughtful children who can ask questions, consider evidence and form informed judgements.
Our ambitious History curriculum develops children’s understanding of British, local and world history through carefully sequenced, knowledge-rich learning. Children explore significant people, events and civilisations, developing an appreciation of the diversity and complexity of human experiences across time.
History supports our Curriculum Drivers, particularly Knowledge of the World, Global Citizens and Communication. Through studying different societies, cultures and perspectives, children broaden their understanding of the world and learn to communicate their ideas using historical knowledge and evidence. Our STAR values – Strive, Tolerance, Achieve and Resilience – encourage children to question, reflect, respect different perspectives and persevere when exploring challenging historical ideas.
Our History curriculum is carefully planned to build children’s knowledge and understanding progressively from the Early Years to Year 6.
In the Early Years, children begin to develop an understanding of past and present through their own experiences, family histories and familiar events. In Key Stage 1, they explore changes within and beyond living memory, significant individuals and events, and the history of their local area.
In Key Stage 2, children develop a broader understanding of British and world history, studying periods and civilisations including prehistoric Britain, Ancient Egypt, the Romans, Anglo-Saxons and Vikings, Ancient Greece, the Maya and Early Islamic civilisation.
Learning is deliberately sequenced so that children revisit important historical ideas and make connections between different periods. Our curriculum planning considers why particular knowledge is taught, why it is introduced at that point and how it builds upon previous learning.
For example, children’s early investigations into changes in their school and local streets develop into more detailed studies of Hullbridge, before exploring the impact of the Second World War on the local community.
Our curriculum develops two closely connected aspects of historical learning:
As children progress, they develop an increasingly sophisticated understanding of historical concepts including cause and consequence, change and continuity, similarity and difference, historical significance and interpretation.
These concepts are revisited across different units, allowing children to deepen their understanding and make meaningful connections between what they have previously learned and new historical knowledge.
Developing a secure understanding of chronology is a central thread running throughout our History curriculum.
In Key Stage 2, children use a shared whole-school timeline to understand when historical periods occurred, how long they lasted and how British and world history connect. Classroom timelines provide more detailed chronological information about the periods being studied.
By regularly revisiting these timelines, children develop an increasingly secure understanding of the wider historical narrative and learn to place new knowledge within the context of what they already know.
History is taught through carefully planned units of work, with enquiry questions providing a purposeful focus for learning.
Teachers explicitly introduce historical knowledge and vocabulary, using explanations, visual resources, timelines, artefacts and historical sources to develop understanding. Children are given opportunities to discuss historical questions, examine evidence, explore different interpretations and construct increasingly informed explanations.
Previously taught knowledge is regularly revisited, and teachers use questioning, discussion and assessment to check understanding, identify misconceptions and adapt teaching.
We are committed to providing an ambitious and inclusive History curriculum for every child. Teaching is adapted through clear explanations, explicit vocabulary teaching, visual supports, modelling and appropriate scaffolding. Where necessary, additional teaching and practice help children secure essential knowledge and participate meaningfully in historical learning alongside their peers.
Our aim is for children to become increasingly knowledgeable and independent in their historical thinking, building their explanations and judgements upon secure historical understanding.
At Riverside, we recognise the importance of bringing history to life through meaningful experiences and connections with our local community.
Our local history studies help children develop a sense of place and understand how their own community has changed over time. Educational visits, historical artefacts, local landmarks and opportunities to learn about significant events provide valuable experiences that enrich classroom learning.
We also recognise the importance of exploring diverse histories and perspectives. Our annual Black History Week provides an additional opportunity to deepen children’s understanding of Black history, heritage, achievements and experiences, complementing learning across the wider curriculum.
Through studies including significant individuals, the Atlantic Slave Trade, the Windrush generation and migration to Britain, children develop a broader understanding of how individuals, communities and historical events have shaped our society.
By the time children leave Riverside, we want them to have a secure foundation of historical knowledge, an enduring curiosity about the past and the confidence to ask questions, examine evidence and understand the world through a historical lens.
For further information about our approach to History, please explore our History Policy, Curriculum Map and Progression of Knowledge and Skills documents below.
Miss C Mason
History Lead
If you have any questions regarding the curriculum, please email our Curriculum lead and Deputy Head, Mrs Watts.