Intent 

At Edale Rise, the history curriculum is ambitious, knowledge-rich and designed to develop pupils’ understanding of the past and its impact on the present. It enables pupils to build a broad and deep knowledge of British history and the wider world, while developing their cultural capital and sense of identity. The curriculum is structured through key ‘Big Ideas’: chronology, interpretation, continuity and change, similarity and difference, cause and consequence, and significance. This ensures pupils develop both substantive knowledge and the ability to think critically about historical events, people and societies. 

Implementation 

The curriculum is coherently sequenced and cumulative, ensuring that knowledge builds progressively from EYFS to Year 6. It is organised through three strands: Focused History, The Story of Britain and Ancient Civilisations. In Early Years and Key Stage 1, pupils develop an understanding of time, chronology and significant events. In Key Stage 2, pupils study British history chronologically alongside ancient civilisations, enabling them to make comparisons across time and place. Key themes such as settlement, trade, conflict and society are revisited to strengthen retention and deepen understanding. Pupils are explicitly taught to work as historians by analysing sources, asking questions, developing perspectives and forming arguments. Reading and writing are embedded to support knowledge acquisition and communication, including extended writing and discussion. Historical enquiry is central, with regular opportunities for pupils to engage with primary and secondary sources. The curriculum also prioritises representation and diversity, ensuring pupils encounter a wide range of perspectives and histories. 

Impact 

Pupils develop secure chronological knowledge and a strong understanding of key historical concepts. They are able to analyse sources, form evidence-based arguments and evaluate interpretations of the past. Pupils make meaningful connections across time periods, identifying patterns of continuity and change, and understanding cause and consequence. They demonstrate increasing confidence in discussing and writing about history using subject-specific vocabulary. Assessment includes an ongoing formative assessment and a twice-yearly summative assessment to track progress and inform teaching. Pupils leave primary school confident, reflective and prepared for further study in history.  

By the end of Year 6, pupils are well-prepared for Key Stage 3 history and leave with a broad, balanced understanding of Britain and the wider world, alongside the skills to think critically about the past.