Great Sampford Primary School

small enough to care, big enough to inspire


At Great Sampford history is seen as an important element of the children’s ‘broad and balanced’ education and is therefore taught from the youngest possible age. History has the ability to fire up pupils' natural curiosity and also allows them to develop criutical thinking skills. Wherever possible it is delivered using artefacts and teaching styles that enable the past to be ‘brought alive’. Our scheme of work is based on the National Curriculum and its associated study units and key elements. It enables them to think about key questions: 

"How do you know who you are unless you know where you've come from? How can you tell what's going to happen, unless you know what's happened before? History isn't just about the past.  It's about why we are who we are - and about what's next" (Tony Robinson).

Our principal aims are to:

  • teach an investigative approach to history, encouraging children to become independent learners.
  • promote a curiosity about the past in Britain and the wider world. 
  • enable children to develop an understanding of how the past influences the present and the legacy it may leave for the future
  • develop a ‘chronological framework’ for the children to work from.
  • promote the practical application of enquiry skills in a variety of situations.
  • ensure children, irrespective of ability and gender, develop a positive attitude to historical investigation and achieve the highest standards possible within their capabilities.
  • utilise practical activities to enable children to generate curiosity, confidence and the fun and excitement of discovery.
  • develop children’s vocabulary by making them aware of appropriate historical  language.
  • promote the idea that history is both relevant and fun.

Additionally we aim to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.