The History curriculum The Galfrid School provides children with a coherent, chronological knowledge of the history of Britain and the wider world, through the framework of three vertical concepts. These vertical concepts provide a concrete lens through which to study and contextualise history, and use small steps to help pupils to gain a deep understanding of complex, abstract ideas:  

  • ‘Quest for knowledge’  

How do people understand the world around them? What is believed; what is known; and what scientific and technological advances are made at the time? Why do people seek to rationalise?   

  • ‘Power, empire and democracy’  

Who holds power, and what does this mean for individuals at different levels of society? How is this power legitimised? How are people’s rights different in different political contexts?  

  • ‘Community and family’  

What is life like for people in different societies? How are these societies structured? How are family or community relationships different at different times and in different places?  

Our aim is for children to embed core disciplinary knowledge, and have the ability to approach challenging, historically-valid enquiry questions with confidence.  

Our curriculum is designed in a way that creates excitement for history, inspires a curiosity to learn more about the past and provides opportunities for children  to see themselves reflected in what they are learning.  


Teachers plan in line with the three vertical concepts. As part of this planning process, teachers plan the following:    

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master ; 

  • A sequence of learning which follows the Rosenshine Principles of Instruction; 

  • A cycle of lessons for each subject, which carefully plans for progression and depth; 

  • Low stakes quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory ; 

  • Challenge questions for pupils to apply their learning in a philosophical/open manner ; 

  • Trips and visits from experts who will enhance the learning experience. 


Our History curriculum is high quality, well sequenced and planned to demonstrate progression. We believe that if children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:    

▪ A reflection on standards achieved against the planned outcomes; 

▪ Low stakes quizzes; 

▪ Pupil’s books scrutinies; 

▪ Pupil discussions about their learning. 

Our History curriculum is also planned in a way which promotes the cultural capital of all our children. We enhance our curriculum (especially for the most disadvantaged children)  by organising guest speakers and visitors, organising History days which focus on key historical events and promoting careers in history. We also provide additional opportunities such as school trips to enrich pupils understanding and provide context through first-hand experiences.