Dulverton Primary School



At Dulverton we aim to enthuse children with a love and understanding of History through a broad range of topics and periods. This will prepare each student for their next phase of education whilst at the same time giving all pupils a broad and balanced view of the History of Britain and other societies and epochs. In this, children will develop a well-rounded knowledge of the past and its events, with intention to improve every pupils’ cultural capital, understanding of the world around them and their own heritage. History at Dulverton aims to be ambitious, and motivating: ambitious in our coverage of History and thorough teaching of Historical skills; motivating through engaging activities, trips and visitors that give all students an opportunity to question the past. 

We have designed our History curriculum with the intent that our children will:

  • Become increasingly critical and analytical thinkers;
  • Possess a secure understanding of the chronology of the British Isles and other important periods of History;
  • Discover links and connections to the History they learn and the wider community and locality;
  • Further their knowledge and explanations of change and continuity over time with regards to the history of the British Isles and other societies and epochs;
  • Differentiate between source types and explain how interpretations in History may differ;
  • Draw on similarities and differences within given time frames and across previously taught History;
  • Use enquiry and questioning to form their own opinions and interpretation of the past.

The key tool underpinning the History curriculum is enquiry and questioning. Topics are presented as a series of investigations and questions, for example, in the Year 5 Saxons topic children will investigate the question ‘Was Alfred really great?’ 

Alongside a chronological understanding of History, children are taught key skills that are built on each year through a blocked curriculum approach. In KS1, the historical skills will focus on the world around them and their living memory of History before moving to events that go beyond living history. This will ensure a firm foundation for KS2 History. In KS2, the History curriculum is set out in chronological order to allow children to reference the previous events in time and to refer to this prior learning year-on-year and within the year. The progression of skills is set out in order to build and develop the following:


  • Chronological Understanding;
  • Knowledge and understanding of events, people and changes in the past;
  • Connection and Historical Links;
  • Interpretations of History;
  • Historical Enquiry;


Children are taught the sequence of skills and knowledge that are the components to a composite outcome. Lessons will develop long term memory by allowing for repetition of learning within the year and year on year. Tier 2 and 3 vocabulary is taught within the unit and reinforced throughout the year. SMSC and P4C are threaded through the History curriculum to link history to their lives and explore their heritage and cultural capital. There is also a feast of inspiration for creative writing and other tasks in literacy. History is also intertwined with Geography, one area being an examination of the different patterns of settlement in England of the Romans, Anglo-Saxons and Vikings in Year 3. Through this, children should leave Dulverton with the ability to:


1) Understand characteristic ideas, beliefs, attitudes and diversity.

2) Understand similarity and difference, continuity and change.

3) Understand significance.

4) Identify and describe reasons for, and results of, events, situations and changes.

5) Discern how and why contrasting arguments and interpretations of the past have been constructed.

6) Make connections, draw contrasts and analyse trends.

7) Understand how evidence is used to make historical claims.

8) Create their own structured accounts, including written narratives and analyses.


Our impact is celebrated by children leaving the school not just with a knowledge of facts and figures, but with an inquisitive and questioning mind that understands History as a process of ever-changing enquiry that can be related and linked to their own past, present and future. 

The quality of learning in History is evaluated through lesson observations, pupil voice and work scrutiny alongside continual review and evaluation of the curriculum and associated planning. These inform future areas for improvements and the impact of new initiatives. 

The effectiveness of the curriculum in meeting our intent is monitored by the History subject leader.