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At Preston Candover CE Primary school, we believe that history is vital to a rich and broad primary education.

We aim to deliver a high-quality history education that enables our pupils to make sense of the present by gaining a coherent knowledge and understanding of Britain’s past and that of the wider world. We seek to inspire our pupils’ curiosity to investigate the past and develop a secure understanding of chronology; the duration, overlap and interconnectedness of events in our history. Pupils in our school develop their substantive knowledge of history through gathering information from a range of sources and develop their understanding of key vocabulary as they progress through the school.

Our history curriculum also prioritises opportunities for pupils to develop their disciplinary knowledge where they can ‘see and think like a historian’ through a range of different experiences and activities. We place an importance on ensuring our pupils understand that history is not simply a string of events or facts to learn but rather a process in which key skills such as interpretation, making judgements and thinking critically are essential. We aim to equip our pupils with the ability to ask perceptive questions, consider the validity of sources they are presented with, weigh evidence, sift arguments, and develop perspective and judgement.

We believe that teaching history effectively is crucial in helping our pupils to appreciate the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as allowing pupils to explore their own identity and the challenges of their time. This is essential if we are to prepare our pupils to be successful in an ever-changing society.

The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed (DfE)

Teaching, learning and planning

In Preston Candover CE Primary School we use the Hampshire History Enquiry Packs as a basis to ensure our pupils receive a broad and balanced history curriculum. Through exciting topics, each pupil is taught historical age appropriate knowledge and skills as they experience history throughout the school.

The curriculum is planned over a two-year cycle through long term and medium term planning, we ensure pupils have maximum exposure to the progression of historical skills and key historical vocabulary. To ensure effective progression,

To ensure effective progression in the teaching of history, we have carefully identified We ensure that each skill is visited at least twice throughout the year to maximise pupils’ progress. This includes interpretation, analysis, questioning, recognising the consequences of change and being able to explain why people/events are significant –all valuable life skills to prepare pupils to contribute to society and gain historical perspective. There is a clear progression between the concepts taught. First order concepts (substantive vocabulary) such as civilisation, parliament, sovereignty and monarchy are taught alongside the second order concepts (disciplinary knowledge) such as change, continuity, significance and interpretation.

To teach history, teachers use the Six Step History Enquiry shown below to build on previous knowledge. Teachers plan in a variety of visits, experts artefacts and resources to bring History into the classroom. Teachers are provided with regular CPD in history to ensure consistency across the school and improve the quality of history teaching on offer.

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