“Education is the most powerful weapon which you can use to change the world!”
“History cannot give us a program for the future, but it can give us a fuller understanding of ourselves and our common humanity, so that we can better face the future.”
Robert Penn Warren
Subject Coordinator: Mrs Caroline Baker
Subject Link Governor: Barbra Dawson
Vision and INtent
At Cheadle Primary School our history curriculum aims to develop the 4 key historical skills, which are as follows:
Chronological understanding (when things happened, and what happened)
Accessing evidence (being able to understand evidence presented)
Using evidence (answering an enquiry question)
Historical Communication (presentation of some form)
This will be achieved by the study of historical periods, including local, national, and international history.
Hello, my name is Caroline Baker, and I am the history subject coordinator at Cheadle Primary. My job is to ensure that the provision at history at our school is of the highest standard. I aim for the study of History to be engaging, enjoyable, and rigorous.
Throughout their study of history at Cheadle Primary, all children will gain a chronological understanding of both British and World History. Each topic covers four key historical skills, so that the children develop both the knowledge and skills of the topic. I have aimed for the subject to be broad and relevant, ensuring that local history topics feature prominently whilst history from across the globe is studied.
The curriculum has been carefully planned to ensure that the topics are sequenced to allow the consolidation of previous knowledge, helping the children to develop a rounded understanding of History by the time they leave Cheadle Primary.
At Cheadle Primary School we understood that children can shine in diverse ways, and the assessment methods for history reflect this. Children will be assessed in the way in which they communicate the skills and knowledge they have developed throughout each topic, and they can deliver this in a wide variety of ways to ensure all students are catered for.
I am enormously proud of the history curriculum at Cheadle Primary and the education we provide for all our children. If you have any questions about our curriculum, please don’t hesitate to get in contact.
Curriculum and implementation
At Cheadle Primary School our history curriculum is based on a chronological path of study once the children reach KS2. In KS1, the children learn all about history in relation to themselves (living memory) as well as key historical figures and events.
In KS2 we cover topics from the Stone Age right the way up to modern history since 1948.
An average of 6-8 lessons per topic. The first few lessons of each topic will be spent on:
Securing the chronology of the topic (key events and people). To enable this, knowledge organisers, timelines, key words, and low-stakes knowledge quizzes.
Next section will be spent looking at evidence - primary and secondary, what can they teach us, Y5-6 look at interpretations and usefulness + purpose
Final 2-3 lessons will be spent planning and answering the stated enquiry question. The enquiry question will be clear and visible from lesson 1, and will give purpose to the topic
Last lesson will be presentation of answer - this will alter depending of the form of historical communication being developed.
Core Knowledge and skills
Please click on the links below to see our subject progression documents for history.
The pupils will have developed the four skills and will have a secure understanding of the chronology of the UK and the wider world. To ensure this has occurred, the historical communication facet of the topic will have set success criteria which the teacher will utilise to assess progress and understanding. This success criteria will be differentiated to enable scaffolding and appropriate challenge levels.
If a pupil does not meet the success criteria, a short follow up task will be provided by the teacher to ensure the pupil develops in all necessary areas. This will be used in conjunction with in-class formative assessment and the regular low-stakes retrieval quizzes.
cultural capital and enrichment
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work.
In history, Cultural Capital can be gained in many ways;
The study of differing cultures and backgrounds both
internationally and locally.
Opportunity to explore the impact of changes throughout history on
our behaviours and beliefs today
Knowledge of local and international history
Encouraging a curiosity about the world – past, present and future.
Our children have experienced a number of enrichment activities for history this year.
· Trip to Hanley Museum
· Re-enact Great Fire of London
· Stone Age Writing Workshop
· Ford Green Hall visit
· Viking Experience – Erik Erikson
· Virtual Author – Lindsay Littleton
· Dance Workshop – Dance Through the Ages
· Visitor – Greek Cookery Class
· Visitor – Anglo-Saxon Man
What our pupils say
Vikings as Traders -
TW: ‘I really liked it because it was fun and entertaining.’
AB: ‘It was a lesson in a different place. I liked it.’
SH: ‘We could have more variety of things to trade. I like the whole atmosphere and that you got to go around and trade with different people.’
CD: ‘I didn’t really like the Vikings but I learnt about how they were victorious.’