The aim of History teaching here at Christ Church CE Primary School is to stimulate the children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, and through this they develop a sense of identity, and a cultural understanding based on their own historical heritage.

As a result of this, children learn to value their own and other people’s cultures in modern multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and, by so doing, to develop the skills of enquiry, analysis, interpretation and problem-solving.

We are continually reviewing and refining our History curriculum to ensure that it carries on meeting the needs of the families and pupils here at Christ Church CE Primary School. We are exceptionally proud of our track record in continually promoting high standards and celebrating all faiths and backgrounds.

We would like to continue with that momentum and have thus refined our curriculum offer so that it reflects, champions and celebrates the rich diversity in faith, cultural heritage and ethnicity within the 'Christ Church family'. Our aim is to continue to offer an exciting, broad and balanced curriculum so that it inspires and excites ALL members of our diverse school community.

The objectives of teaching Geography in our school are:

  • To arouse interest in the past and stimulate children’s curiosity and fascination into finding out more;
  • To develop knowledge and understanding of how people lived in other times and how those times were different from today;
  • To enable children to know about significant events in British history, and to appreciate how things have changed over time;
  • To develop a sense of chronology;
  • To encourage thinking about cause and effect, and how the past influences the present to experience a range of representations of the past;
  • To develop the ability to communicate historical knowledge in a variety of forms;
  • To understand how Britain is part of a wider European culture, and to study aspects of European history;
  • To have some knowledge and understanding of historical development in the wider world;
  • To help children understand society and their place within it, so that they develop a sense of their cultural heritage;
  • To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation.



The most relevant statements for History are taken from the following areas of learning:

  • Understanding the World

Children develop their knowledge and understanding of the world through a range of hands on and outdoor learning experiences. Children learn about past and present events in their own lives and in the lives of family members. As Historians, children will be encouraged to talk and look closely at similarities, differences and change. They will develop an understanding of changes over time. Children will learn through a range of self-initiated and adult directed task. All EYFS children will have the opportunity to learn about changes since they were a baby through the topic All about Me, as well as learning about Toys and Games from now and in the past.

Key Stages 1 and 2

The teaching of History at Key Stage 1 and 2 follows the National Curriculum and is taught in discrete half termly topics. At each stage of a pupil’s history education, they will build upon their prior learning, recalling the knowledge and skills taught previously. Links to other curriculum areas are made where it will enhance the learning.

In each unit of History work that we teach, our aim is to reflect diversity through:

  • All ethnic groups being represented, especially those demonstrated by the children’s own family history and heritage.
  • Exploring our local area – Sparkbrook, Birmingham.
  • What and who can we be proud of? Who are our local role models?
  • Representing the roles of both males and females.
  • Hearing all voices/viewpoints to an issue.

Running alongside this, there will be four ‘Golden’ Threads evident in our curriculum work, which are:

  • Aspirations and Experiences
  • Roots and Routes
  • Love and Community
  • Justice and Peace

The areas outlined above are just some of the ways in which we create our own unique ‘Christ Church’ curriculum.


We aim to enrich our pupils’ lives by offering a variety of experiences (educational visits, visiting speakers, workshops). In addition, we seek to enhance our pupils’ learning through developing positive, two-way relationships with our local community.


At our school we teach History to all children, whatever their ability and individual need. This is in accordance with the school’s curriculum policy of providing a broad, balanced and inclusive education to all children. Through our History teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, new arrivals and those learning English as an additional language, and we take all reasonable steps to achieve this. Pairing of less confident with more confident readers, having visual representations, word banks and word mats are just some of the ways in which we differentiate and cater for the needs of all children.



Assessment in History takes place throughout every lesson. Teachers listen carefully, observe, ask questions and review learning undertaken as part of the independent task. Within lessons, teachers are quick to identify any child who may need further support to develop the skills and knowledge necessary to achieve the lesson’s learning objective. Misconceptions are identified and addressed rapidly to ensure children made good progress. Teachers have a good understanding in the progression of History skills and knowledge and can use this knowledge confidently to extend and challenge high attaining pupils. Written or verbal feedback is given to the child to help guide his or her progress.

Children are also encouraged to assess their own learning and make judgments about how they can move their learning forward.

At the end of a whole unit of work, the teacher makes a summary judgement about the work produced. In order to assist these judgements, there is an end of unit quiz for children to complete. In addition to this, teaching staff use our school assessment system, Classroom Monitor which provides them with an assessment sheet which, when completed, indicates the children who have met, have not met or have exceeded age-related expectations for that historical focus. We use this teacher assessment as a basis for assessing the progress of the child, and we pass this information on to the next teacher at the end of the year.