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''The more you know about the past, the better prepared you are for the future''

-Theodore Roosevelt

Our school British Values Statement can be found in our Key Policies section of the website.


Through the study of History, pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. History helps pupils to understand the complexity of people’s lives and the process of change. 

We aim for our learners to:  

  • gain an excellent knowledge and understanding of people and events from a range of historical periods and of historical concepts and processes;
  • know and understand the history of Britain and how it has been influenced by the wider world;
  • gain a strong knowledge about their Northamptonshire History, particularly in our local area;
  • develop a sense of their own identity within our social, political, cultural and economic background;
  • develop the ability to think critically about history and communicate their ideas in styles appropriate to a range of audiences; 
  • consistently support, evaluate and challenge their own and others’ views using appropriate and accurate historical evidence;
  • develop the ability to think critically, reflect, debate, discuss, question and evaluate the past;
  • make effective links between history and other subjects, developing their schemas and making learning increasingly relevant and connected (taking in new information, connecting it to other things we know, believe, or have experienced.

  • History is taught using the threshold concepts, which build progressively to deepen knowledge, understanding and build schemas
  • These lessons are personalised and relevant to the needs of the learners. 
  • Teachers are able to seek advice and guidance from Year Group and Subject Leaders.
  • History should be taught throughout the school year, spaced with Geography. This is because we believe this is the best way to retrieve knowledge, space learning and support the change in the long term memory.
  • History should be mapped in accordance with the National Curriculum requirements, to ensure sufficient breadth of study. 

Threshold Concepts: 

Investigate and interpret the past

This concept involves understanding that our understanding of the past comes from an interpretation of the available evidence.

Build an overview of world history

This concept involves an appreciation of the characteristic features of the past and an understanding that life is different for different sections of society.

Understand chronology

This concept involves an understanding of how to chart the passing of time and how some aspects of history studied were happening at similar times in different places.

Communicate historically

This concept involves using historical vocabulary and techniques to convey information about the past. 

At Bridgewater Primary School, the impact for the learners in History will be that pupil voice evidences confident learners who are able to talk about what they have learnt in history using subject specific vocabulary. They are able to investigate and interpret the past, understand chronology and build an overview of local, British and world history. The curriculum is spaced and ambitious and builds on the threshold concepts, the ‘big ideas’ that shape the learners’ thinking over time. Each concept is taught within a breadth of different contexts, so that it gains meaning and helps to build schemas of knowledge. They are able to think critically about the subject and recall their learning over time.

Pupil voice also demonstrates that pupils are enthusiastic about history and understand how it helps them make sense of the past and the impact it has on future events.  Pupils' work demonstrates that history is taught at an age appropriate standard across each year group, with opportunities planned in for pupils showing a swift understanding or working at greater depth. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links. 

Assessment Methods to Reach Summative End-of-Year Judgement

To assess History, we:

Use the information provided through Retrieval practice activities.

Have Mini quizzes to check understanding within the lessons.

Record our contributions in a floor book or virtual floor book on Seesaw to share learning conversations.

Collect Pupil Voice (e.g., add post-its or speech bubbles.)

Take photos or make /copies of strong examples of pupil work across the range of children and upload to teams to support judgements.



Equal Opportunities 

As an inclusive school, we believe that diversity needs to be embraced, celebrated and highlighted, both within the curriculum and through the culture of the school. As a result, children and stakeholders are represented fairly and accurately, with a focus on equity. Learners will have the opportunity to have access to a deep, enriching curriculum, which supports community cohesion and enables all pupils to develop and understand themselves as interconnected, global citizens. All children, regardless of gender, culture or disability are given the opportunity to study the curriculum. We acknowledge and plan for the specific needs of all learners. 

In History, this will be achieved by ensuring a wide variety of individuals, eras and societies are covered with the curriculum content such as looking at ‘then and now’ in EYFS through to the impact that ancient civilisations such as the Egyptians, Romans and Mayans have had on shaping our current society.   

Historical events have influenced the world we inhabit today. Pupils explore a variety of past events and individuals thus helping them to understand their own and other’s identity and historical background.  For example, understanding the historical context of their local area such as the historical background of Abington Park.   

At Bridgewater Primary we encourage pupils to develop an open mindedness when considering the actions and decisions of people from the past, helping to develop their ability to analyse the consequences, validity and possible bias of the voices and actions of others.  This in turn contributes towards them becoming informed citizens that can contribute positively to local and global society.