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The Rissington School
Aspire - Belong - Challenge

01451 820857




At The Rissington School our aim is to provide high quality aspirational history education that will encourage all pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.  Our history curriculum will inspire pupils’ curiosity to know more about the past.  Teaching will equip our pupils to challenge themselves; to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.  Our history curriculum will help pupils 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.

The Rissington School is a split site school. While we embrace the differences this may bring, the children across both sites belong to one school; and as such receive the same History provision.


Our History curriculum has been designed to cover all of the skills, knowledge and understanding as

set out in the National Curriculum. To ensure that pupils develop a secure knowledge that they can build on, our History curriculum is organised into three key strands:  Explore, Discover and Power.  In these strands the curriculum planning outlines the skills, knowledge and vocabulary to be taught in a sequentially coherent way including: 

  • Chronological Understanding;
  • Historical Understanding;
  • Historical Enquiry;
  • Interpretations of History;

 Our History curriculum will ensure that pupils are able build on secure prior knowledge. When covering each of the three strands, the content will be planned and organised by each year group through the long term plan and will follow the Rissington History Overview – Appendix ‘A’. Content knowledge, vocabulary and skills is set out in a greater level of detail in the medium term plan to meet the needs of the pupils.

At the Rissington School, History is delivered through subject specific teaching organised into blocks under a theme. Meaningful links with other subjects are made to strength connections and understanding for pupils. 

Children begin understanding the world in the Early Years. Learning is planned for children based on their interests so that Children are able to talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others.

 The History units taught are designed to enable the children to consider; to question and to appreciate their own identity and belonging, along with the challenges in their time. It will help them understand the process of change over time and significant developments.

All learning will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make meaningful connections. Staff will model explicitly the subject-specific vocabulary, knowledge and skills relevant to the learning to allow them to integrate new knowledge into larger concepts (Explore, Discover, Power).

Learning will be supported through the use of key vocabulary, working walls, medium and short term planning that provide children with scaffolding that enables them to retain new facts and vocabulary into their long term memory.

Learning walls in every classroom provide constant scaffolding for children. Tier three subject specific vocabulary is displayed on the learning walls along with key facts and questions, and model exemplars of the work being taught.

Weekly curriculum quizzes may be used to review learning and check that children know more and remember more. Learning is reviewed on a termly basis, after a period of forgetting, so that teachers can assess whether information has been retained.

History assessment is ongoing throughout the relevant cross-curricular units of work to inform teachers with their planning lesson activities and differentiation. Summative assessment is completed at the end of each topic where history objectives have been covered; an objective tracker on medium term planning is used to inform teachers and leaders of school improvements, or skills that need to be further enhanced.

Our historians will be given a variety of experiences both in and out of the classroom, where appropriate, to create memorable learning opportunities and to further support and deepen their understanding.


National curriculum in England: history programmes of study - GOV.UK