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History at Tudor

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Above is a document to show the detail of our Long Term Plan for both Year A (2023-2024) and Year B (2022-2023) in History across the school.

“If you don’t know history, then you don’t know anything. You are a leaf that doesn’t know it is part of a tree. ” 

― Michael Crichton

Here at Tudor Church of England Primary School, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians.

Our History curriculum includes half termly or termly topics for all children. We follow, as a starting point, the ‘Quigley Essentials’ which is underpinned by the National Curriculum.  By linking learning to a range of topics, children have opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically. We aim to inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. It also helps children to gain a sense of their own identity within a social, political, cultural and economic background.


In Reception, History is taught through the “knowledge and Understanding of the World” strand of the EYFS curriculum.  This holistic topic-based approach to learning is built upon in the rest of the school, using the ‘Quigley Essentials’ as a basis for planning lessons.  Teachers have identified the key knowledge and historical skills to be taught in each topic, in line with the National Curriculum, and consideration has been given to ensure progression across topics and throughout each year group. We have identified 4 main drivers through our History curriculum. They are:

1. Evidence

2. Equality

3. Family life

4. Chronology

Key vocabulary is also identified on our long term plans and also through knowledge organisers, highlighted to children during lessons and revisited through quizzes where appropriate. 

History lessons begin with recall activities to activate and embed prior learning.  A variety of different application activities, which cater for a range of learning styles, are used to develop the historical skills of chronology, knowledge and understanding, enquiry and interpretation.  Children are given opportunities to learn about the past from a range of historical sources and a variety of reference books, artefacts and materials accessible through technology.  Learning in History is enhanced through a variety of local trips and visitors where possible.


The impact of our history curriculum can be seen by talking to the children about their interest in this subject and seeing evidence in their books, on learning walks, on Tapestry (in EYFS and KS1) and on displays around the school.  Teachers use formative assessment methods to identify children’s understanding such as KWI grids, quizzes and discussion.  These are used to help inform teachers for the next steps in planning effective lessons and units.  Where appropriate, extended pieces of writing are planned in to allow children to embed their historical knowledge.  This also allows the class teacher and subject lead to monitor the progress of all children across the school.an be seen by talking to the children about their interest in this subject and seeing evidence in their books, on learning walls in classrooms and on displays around the school.

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