As historians, our INTENT is:

History at St Alban’s aims to support children on their journey to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Through exploring the lives and experiences of people from different times and places, pupils are encouraged to develop empathy, respect and care for others, rooted in our value of love. We want children to develop a secure knowledge of chronology within which they can organise their understanding of the past and appreciate how the actions of individuals and communities have shaped the world we live in today.

Our History curriculum aims to inspire pupils’ curiosity, fascination and passion for the past, encouraging them to ask questions and seek deeper understanding with courage. We endeavour to teach children to understand the complexities of people’s lives, the process of change, the diversity of societies and the relationships between different groups, helping them to recognise the importance of working together and learning from one another in a spirit of fellowship.

We intend to create opportunities for children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. By doing so, pupils learn to challenge ideas respectfully, consider different viewpoints and grow in confidence as historians. By the end of their St Alban’s journey, we want children to know what it means to be a historian through inspiring, memorable and creative experiences, and to develop a strong sense of identity personally, locally, nationally and globally, grounded in our shared values.

And we IMPLEMENT this by:

History at St Alban’s is taught through our Learning Quest approach, ensuring that it is carefully planned, engaging and meaningful, and often acts as a driver for learning across other curriculum areas. Our curriculum closely follows the aims and content of the National Curriculum, with knowledge and skills sequenced progressively so that pupils can build securely on prior learning. Historical learning is organised around key questions and enquiry-based lessons, encouraging pupils to explore the past with curiosity and confidence.

Lessons develop pupils’ understanding of chronology, historical concepts and disciplinary skills, including analysing sources, weighing evidence and understanding cause and consequence. Through discussion, debate and collaborative tasks, children are given opportunities to work together, listen to different viewpoints and learn from one another, promoting a strong sense of fellowship within the classroom. Teachers model and encourage respectful questioning and critical thinking, enabling pupils to approach historical enquiry with courage and independence.

A range of teaching approaches are used, including storytelling, artefacts, primary and secondary sources, visits and visitors, to bring history to life and deepen understanding. Learning is adapted to meet the needs of all pupils so that everyone feels supported and valued, reflecting our commitment to love and inclusion. Knowledge organisers, vocabulary development and retrieval opportunities are used consistently to support long-term learning and ensure that pupils can recall, explain and apply their historical knowledge over time.

The IMPACT of this is:

Pupils at St Alban’s become enthusiastic and confident historians, eager to explore the past and ask questions. They gain a deep knowledge of historical themes and can make meaningful connections across the curriculum. By the end of Key Stage 2, children think critically about the past, using evidence to draw conclusions and apply lessons to their own lives. Our inter-disciplinary approach ensures that all pupils make strong progress over time, building on their starting points and developing historical skills progressively. This impact is seen through pupil voice, school and home learning, ongoing teacher assessment, and governors’ evaluation of subject leadership through the Governor Monitoring Plan and Subject Leader Reports. As a result, pupils are well prepared for secondary school and equipped with the knowledge, skills, and values to thrive, grow, and develop as compassionate, capable individuals.