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History is all around us and it has always been held in high regard at Rugby Free Primary School. At RFPS, our intent is that our children will receive a high-quality history education which will help them to gain coherent knowledge and understanding of Britain’s past and that of the wider world.


We aim to inspire pupils’ curiosity to know more about the past and through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present.

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We believe in helping  engender an appreciation  of human creativity and  achievement. 

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Our teaching will equip pupils with the skills and knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. What they learn through history can influence their decisions about personal choices, attitudes and values and therefore, we endeavour to teach children how to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. To meet these aims, the history curriculum is carefully planned and structured. History is taught within topics and each year group studies at least two history based topics using cornerstones each academic year. However, teachers’ lesson design is not limited by the scheme.


Our whole history curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. Therefore, teachers’ cater for the varying needs of all learners, differentiating activities where necessary and as appropriate, and ensuring an appropriate level of challenge. The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. Throughout topics, history lessons are taught systematically and are a mixture of knowledge and developing historical skills. It is our intent that children retain and utilise the knowledge and skills to support future learning as they progress through key stages and thus lessons have a clear skill and knowledge progression.


This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximize learning for all children. It is important that the children develop progressive skills of a historian throughout their time at RFPS. At the beginning of each new history topic, teachers refer to classroom timelines to develop children’s understanding of chronology and each topic is introduced with reference to the chronology of previous topics (including those from previous years). A whole school timeline has been created where children’s work is displayed with the aim to create an opportunity to deepen their chronological understanding.


By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilizations of Greece and the Egyptians. To facilitate curiosity and to create an exciting and ambitious curriculum for all learners, there are many enrichment opportunities for the children to take part in such as trips to local historical sites and whole school celebratory days. By taking learning outside of the classroom we can support contextualized learning as well as the acquisition of key knowledge and systematic development of key skills. Additionally, our celebratory days, for instance International Women’s Day or Black History Month, ensure appropriate diversity in the significant figures that children learn about.