Skip to content ↓


Welcome to our History page

On this page you will find:

  • Our intent statement (what we intend to do, the extent to which our curriculum sets out the knowledge and skills that pupils will gain.)
  • Our Implementation statement (how we teach it) and our curriculum map are attached at the bottom of this page, and they include what we teach and when in the school year, how it links to the curriculum and what key historical concepts are being taught.
  • What impact our curriculum has on pupils in the school.
  • Pupil voice 
  • Progression in history for KS1 and KS2
  • Photos of our learning

We are a school which understands the importance of teaching history, and we encourage the children to develop a passion for learning about the past. We nurture young historians and provide them with the opportunity to question evidence and offer their own opinions. Feedback from pupil interviews show Langrish pupils enjoy learning about the past and are enthusiastic to share what they have learnt.


History Intent statement

It is essential that Langrish pupils understand why we teach history and why it is important. This is made very clear in our planning and discussions with the children about how history has changed the world and what we have learnt from it.

We study the past to better understand our life today.

History is taught in a sensitive way, so children can understand that views have changed over time. Children are encouraged to consider key historical events and periods from the perspective of participants from a range of cultures, backgrounds and social classes. The curriculum is well thought through to enable children to know, remember, do and understand more. Enquiry based learning is extremely important and all of our units of work are driven by enquiry. 

History begins in EYFS with the Past and present ELG. Investigating history in EYFS lays the foundations for historical learning in Year 1. We are preparing them to develop into young historians. In EYFS, history is explored through stories, images and artefacts. It is important that the children have a temporal awareness and understand ‘the past’. The children begin with familiar situations (family, community) and move onto the unfamiliar (wider world). We want EYFS history to be knowledge rich (carefully selected nuggets of knowledge that we want them to learn), concept building (e.g. sense of change, awareness of significance) and language heavy (tier one, two and three; with an emphasis on building subject vocabulary that develops basic but accurate disciplinary knowledge).

We begin our unit of work with a clear focus on continuing to develop the children’s chronological awareness. It is important that the pupils use accurately spaced timelines effectively and this can be seen in classrooms. We emphasise interval distances between events, e.g. The Stone Age lasted a lot longer than Roman Times in Britain. We also ensure the children understand the vocabulary associated with each unit and are able to use this in their learning. Vocabulary is revisited and then built on throughout the Key Stages. Each unit has a key question that drives the enquiry however this can be taken in many different directions, encompassing diversity within the topics and the lives of those who may not typically be considered.

Chronology: A toilet roll time-line to demonstrate how long ago the Stone Age was.

We encourage our pupils to have an interest and curiosity about history.  The children have opportunities to ask valid historical questions and pursue their own lines of enquiry. There is a creative balance between teacher-directed learning and independent learning. Research activities are matched by high levels of cognitive challenge. The children learn historical skills throughout, e.g. the ability to question the validity of historical sources and discuss their thoughts openly. Home Learning projects create the opportunity for children to research areas they are most interested in. They are then shared with the class to further develop knowledge and skills.

SEND, inclusion & adaptation:

We make history accessible for all. We do this by:

  • Making sure our lessons include a mixture of auditory, visual and kinaesthetic experiences
  • Ensuring the children have plenty of hands-on experience
  • Giving opportunities for the children to work in pairs or groups
  • Giving adult support where needed
  • Using a range of different sources, (not just written ones)
  • Scaffolding and modelling
  • Revisiting, reviewing and retrieving prior knowledge
  • Utilising different methods of technology to record findings, such as laptops, visualisers and Easi-speak microphones


Curriculum planning and organisation:

Provision in history has been carefully designed to ensure both continuity with prior learning and progression from EYFS to Year 6 in:

Substantive knowledge - what our pupil will know by the end of the unit of work;

Disciplinary knowledge - the subject skills and techniques our pupils will master and apply in order to understand the significance of what they know;

Conceptual understanding - increasing awareness and application of second order and substantive subject concepts;

The acquisition of subject specialist vocabulary and technical terms: in order to communicate their understanding effectively.  

This continuity, sequencing and progression in History provision is detailed in the documentation below. 

Through this careful planning and organisation our pupils' knowledge and understanding of History develops because:

  • The curriculum becomes progressively more complex developing from discrete facts and bodies of information to generalised knowledge about more abstract ideas.
  • The mastery application of historical techniques and skills occurs in more precise and complex concepts.
  • The focus of what pupils learn becomes gradually more focused to ensure that they not only know more but can do more as young historians.



At Langrish Primary School we pride ourselves on providing a rich, diverse and varied history curriculum. History concepts are revisited throughout the school, with chronology at the forefront. Timelines are extremely important and as the children move through the school, they understand how events and periods overlap in Britain but also worldwide. They make links between what is happening in Britain and in the world at the same time as the event / person / era they are learning about. Questioning is also very important, and we model questions to endure the children have the right vocabulary. We encourage children to become detectives, ask questions and discuss the validity of sources. 

Throughout a child's history journey at Langrish Primary School they will experience a range of school trips, visitors and history days. These enrich the curriculum and 'make history come alive'. At Langrish Primary School the children in Year 1 have a virtual fieldtrip about toys and games and how they have changed. Year 2 visit the Sea City Museum in Southampton as part of their Titanic unit. Year 3 visit HMS Dockyard to see the Mary Rose to support their unit. Year 4 go to Winchester Cathedral to learn more about the Anglo-Saxons and Year 6 go to the Haslemere Museum to enhance their Egyptian unit. These visits support children's understanding of significant aspects of history and the wider world.

Visitors are used as powerful hooks for learning or consolidation. A visit from 'Samuel Pepys' in year 1 provides children with the opportunity of using questioning. We make good use of history boxes from the Novium Musuem in Chichester. 

Through pupil interviews, the children comment on the enjoyment and learning experience these visits and visitors provide. Roman Day allows the children to do a range of cross curricular learning. Pupils have the chance to act in role as Roman soldiers and discuss which army formations are the most successful. This full immersion helps make the history memorable and really engages the children.

Children in Langrish Primary School have a love of history and show good attitudes to their learning. They progress well throughout each key stage and have a good breadth of knowledge and skills when they leave. The units are well planned and carefully thought through. They provide the children with a broad and balanced coverage. 

By the time the children leave, they are able to sequence events chronologically within the period studied and in a wider context of events learnt. Pupils reach informed conclusions and make reasoned judgements using increasingly specialised vocabulary as they select and evaluate, critique and justify their use of relevant sources to help them understand aspects of wider world history, make links between time periods and appreciate that the past can be interpreted in different ways.


Pupil Voice:

Following on from pupil interviews, a History Club has been started and has already been very busy. The children were very keen to learn more about historians and how they learn about the past. They also had lots of suggestions about people, events and periods they would like to study in the club. 

The children were also questioned as to what else they would like to learn about in lessons. Many children said they would like to learn about the Tudors so a new unit about the Mary Rose will be introduced this year in Year 3. This is significant to our locality, so we are very excited about it. 

Year 3 archaeology day at Sir Harold Hillier Gardens

Year 4 visit to Winchester Cathedral

Year 6 Egyptian Day at Haslemere Museum

Year 3 Roman Day in school



Our Awards

  • Arts Mark Gold
  • Music Mark
  • RRSA Silver
  • Platinum Sports Mark