Statement of intent, implementation and impact


Our broad and balanced curriculum is bespoke to our pupils and to the community in which they live. Using a sequential approach to learning, children build on previous historical knowledge and skills. Recognising the importance of enriching our pupil’s vocabulary, pupils are introduced to topic specific language, given opportunities to use this new historical language and recap it in future lessons.Our teaching equips pupils with knowledge about the past and how it has impacted the world around them and prepares them for the next stage of their education. Through a variety of teaching styles, children find out about significant historical figures, prehistoric times and the impact of invaders and settlers. From EYFS, the children build and develop an understanding of chronology and significant historic events.

Through the teaching of history we aim:

  • To help children develop a chronologically secure knowledge and understanding of local, British and world history and using a wide vocabulary of everyday historical terms, note connections, contrasts and trends over time 
  • To teach pupils where the people and events they study fit within a chronological framework and using common historical words and phrases, identify similarities and differences between ways of life in different periods 
  • To inspire pupils’ curiosity and interest in the past so they ask historically valid questions that stretch their knowledge and understanding. 
  • To show our children that knowledge of the past is constructed from a range of sources and encourage the use of these artefacts, documents and resources so the children can find answers to their questions and reflect on their new learning.  
  • To encourage children to reflect on cause and consequences and create their own viewpoint once a sound knowledge of a topic has been acquired. 


Our curriculum plans in history are clear on what end points the pupils are working towards and what pupils will need to be able to know and do at those end points.The history curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, and towards defined end points. The history curriculum reflects the children’s locality and wider area. The histroy curriculum is broad and creatively linked to other subjects, with an emphasis on English skills. Disadvantaged pupils or pupils with SEND are supported to access the same broad and challenging curriculum as all pupils. Teachers have expert knowledge of history and, where they do not, they are supported to address any gaps so that pupils are not disadvantaged. Teachers enable pupils to understand and embed in long term memory, key concepts in history, presenting information clearly and promoting appropriate discussion. Teachers check pupils’ understanding effectively, identifying and correcting misunderstandings.Teachers use assessment effectively to check pupils’ understanding in order to inform their teaching and further planning; this helps pupils to embed and connect knowledge fluently and to further develop their learning and skills.


Our History curriculum is high quality, well thought out and is planned to demonstrate progression, ensuring that pupils are prepared for the next stage of their education. As children progress throughout the school, they build up a broader historical vocabulary, developing a deeper understanding/appreciation of their local history and its place within the wider context. Outcomes in books demonstrate evidence of a broad and balanced history curriculum, reflecting pupil's acquisition of identified key knowledge. Pupils' progress is tracked through ongoing assessment for learning. Pupils who keep up with the curriculum objectives are deemed to be making good or better progress. Objectives are revisited at the start of new learning. The impact of our curriculum is also measured through regular book scrutiny, lesson observations and pupil conferences.

Cledford Primary School, George VI Ave, Middlewich, CW10 0DD