At Fir Bank Primary School, it is our intention that history will inspire children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and their locality have developed over time, children begin to understand how the past influences the present. We believe that history enables children to develop a context for their growing sense of identity and chronological framework for their knowledge of significant events and people. What they learn in history can influence their decisions about personal choices, attitudes and values. At Fir Bank, our intent when teaching history, is to stimulate children’s thinking in order for then to develop their knowledge, skills and understanding.


At the beginning of each topic a ‘stunning start’ is provided to children which entice, enthuse and immerse children. Planned opportunities are given to each year group for children to convey what they know already as well as what they would like to investigate and find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points.

Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.


Evidence of a broad and balanced history curriculum which demonstrates children’s acquisition identified through sticky knowledge and skills.

Children are able to review their successes in achieving the lesson objectives and are actively encouraged to identify their own areas of development.

As children progress throughout school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context.

We measure the impact of our curriculum through the following methods;

  • Learning walks and professional dialogue with teachers.
  • Accessing children’s understanding of vocabulary before and after the ‘knowledge and skills’ have been taught.
  • Images and videos of the children’s practical learning (books/ class floor book/displays)
  • Interviewing children about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books/ class floor book are scrutinised and there is an opportunity for dialogue between teachers and to discuss the learning and teaching in their class.