Stafford Square, Halifax, West Yorkshire, HX3 0AU



History Long Term Plan

In history, guided by the requirements of the National Curriculum 2014, it is our intent that our teaching will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.  We aim for our curriculum to ignite pupil’s curiosity about the past so that they ask perceptive questions, think critically, weigh evidence and develop the confidence to make their own judgements.

Cultural capital is developed through use of historical artefacts and arranging visits to enhance children's experiences, bringing history to life for the children. For example, Year 5 experience a living history day at Murton Park to spend a day in the life of a Viking.

At Salterhebble, we aim to develop substantive and disciplinary knowledge year on year.

Substantive Knowledge– Is knowledge and ‘substance’ of our curriculum e.g. people, dates, features of something

Disciplinary Knowledge- Is the knowledge our children develop to understand how to interpret the past – how do we know what we know? E.g. changes, continuation, causes, sources. 

So that our pupils are able to learn more and know more, we believe it is vital that our history curriculum develops both categories. Our aim is to ensure that our pupils become historians who can confidently attain knowledge regardless of the subject or topic. In order to do this,  we carefully plan our history lessons so that the following concepts are taught. These concepts ensure that children are able to unpick historical knowledge throughout their life.

  • ChronologyThe understanding of time and place throughout history.
  • Historical Enquiry: Providing opportunities for children to develop their knowledge and understanding by carrying out investigations into a certain theme or aspect.
  • Significance and Interpretation: Identifying what is important and why it is important, and that our understanding of the past comes from different sources. 
  • Continuity and Change: Identifying whether something has changed or stayed the same throughout history.
  • Cause and Effect: Identifying, examining and analysing the reasons why events have happened and the consequences of this.
  • Similarity and Difference: Understanding the complexity of people's lives, differing perspectives and relationships between different groups.
  • Sources and Evidence: Knowing that history is collected from various sources and can come in many different forms - letters, photographs, paintings etc.


End Points

By the end of Reception children will begin to compare past and present events in their own lives, those of their families and other people they know.  They will understand the past through settings, characters and events encountered in books read in class and storytelling.

By the end of KS1 children will develop an awareness of the past and know where the people and events they study fit within a chronological framework. They will be able to make comparisons by identifying similarities and differences between life in different historical periods and recall some significant people from events beyond living memory.

By the end of KS2, children will have developed a chronologically secure knowledge and understanding of British, local and world history, noting connections, contrasts and trends over time. They will be able to use the appropriate historical vocabulary to describe change, cause, similarity and difference when discussing significant historical periods, events or people and construct informed responses that involve thoughtful selection and organisation of historical information.