Humanities (History and Geography)



The intent of our history curriculum is to deliver the aims of the National Curriculum in a way that creates curious, independent and reflective historians. Richard Clarke historians will gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We begin this learning in Reception by sparking curiosity about life that happened before us. Richard Clarke historians will be curious enough to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. A sequential and cumulative curriculum allows pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. New knowledge which is sequenced and skills that build on what have been taught before work towards clearly defined endpoints.


We at the Richard Clarke First School aim to implement the knowledge and skills required in the National Curriculum through the history threshold concepts of investigate and interpret the past, understanding chronology, understanding of the world and communicate historically. Our carefully planned curriculum aims to incorporate and build on these concepts as the children move through school. The topics we teach in each year group have been judiciously considered in order to achieve cohesion and progression.

We hook our historians of the future through interesting topics, exciting workshops and trips, high quality resources and chosen key vocabulary. We focus on trailblazing historical figures who inspire the children through learning about them. We aim to provide children with the knowledge of each topic in order for them to understand how life was different through the time periods and for them to gain an appreciation of how society has changed.

The sequence of lessons are planned to ensure that children gain the knowledge they need in order to reach the end point. This then forms part of the assessment alongside summative assessments throughout the topic of children’s understanding of the taught curriculum, their vocabulary comprehension and the threshold concepts.


The outcome of our curriculum is that we have confident learners who are able to share their knowledge and understanding of the taught topics through the vehicles of the threshold concepts.


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