Curriculum Intent

Our History curriculum at Meldreth Primary School has been designed to help pupils gain a curiosity and understanding of events of the past leading up to the present day, and how this has shaped the world we live in. We teach the skills required to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop both perspective and judgement.


Our Curriculum Aims

By the end of Key Stage 2, we strive to have pupils who understand and appreciate the diversity of the world around them, the process of change over time, and the complexities of the past and future. Our pupils should start to develop an understanding of their own identity and place in society, and be able to consider how we have all been shaped by outside influences and events of the past. Pupils should understand themselves as being part of history and start to consider the world of the future, as well as those of the past and present. 


Our curriculum for history aims to ensure that all pupils:

  • Know and understand the history of the United Kingdom as a coherent, chronological narrative, from the earliest times to the present day, including 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 world history, including the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; and the achievements and follies of mankind
  • Gain a historically-grounded understanding of terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Use historical concepts such as continuity and change, cause and consequence, similarity, difference and significance to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts
  • Understand the methods of historical enquiry, including how evidence is used to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their knowledge into different contexts, including understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales


Key Stage 1

In Key Stage 1, pupils will begin to develop an awareness of the past, using common words and phrases relating to the passing of time. They will learn where the people and events they study fit within a chronological framework, and identify similarities and differences between ways of life in different periods. Additionally, pupils will develop and use a wide vocabulary of historical terms. They are taught to ask and answer questions, using stories and other sources to show that they understand key features of events. They will begin to develop an understanding of some of the ways in which we find out about the past, as well as identify different ways in which it is represented.

Key Stage 2

In Key Stage 2, pupils will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They will learn about connections, contrasts and trends over time and develop the appropriate use of historical terms. They will learn to both devise and address questions about change, cause, similarity, difference, and significance. Furthermore, pupils will increasingly construct informed responses that involve thoughtful selection and organisation of historical information. They will develop their understanding of how the knowledge of the past is constructed from a range of sources.