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Duke Street Primary School HISTORY POLICY 2016

Duke Street Primary School is developing a skills based curriculum taking support from Chris Quigley ‘Essentials’ and The New National Curriculum 2014.

Classes follow a ‘Creative Hook’ to start the learning of a theme and plan for progression taking into account children’s individual learning styles. This approach enables children to take responsibility for their own learning by suggesting the path we, the teachers’, take when planning our topic based curriculum.


Underpinning all teaching and learning in Geography is capturing the children’s imagination and curiosity to learn. The start of each theme begins with a hook starter to engage the children and give them a purpose for learning and an enthusiasm to find out more.  Visits, links and comparisons with other schools around the world, and theme days are built into each unit and planned for at the start of each theme.  The skills are revisited and embedded over time to enable the children to gain a deeper understanding, to then apply these skills throughout the curriculum.

We inspire and capture the imagination of the children through the progressive skills which are taught through Chris Quigley’s milestones, following the ‘Creative Themes for Learning’.

Key Stage 1 themes: 

Lift the Teacher and other marvellous mechanisms

Post a Pringle and other megastructures

From Field to Fork

Extreme Weather

Amazing Places and Spaces in the UK

Australian Adventure

Cracking Ideas

Great and Ghastly Events

Let’s Remember

Key Stage 2 themes: 

Balloon Blaster and other mechanisms challenges

Shake Things Up and other structures challenges

Art Bot and other electronics challenges

Make a Banana Keyboard and other control challenges

Land of the Free


Land of Hope and Glory

Earthquakes, Zones and Volcanoes


Rich and Poor


The Arts

Transport and Trade


Achievements and Legacies


We use these ‘Creative themes for Learning’ to enable children to develop:

  • An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
  • The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
  • The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.
  • The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
  • A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.
  • A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
  • A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.

Our Key Indicator objectives for History in KS1 will look at:

  • The lives of significant individuals in Britain’s past who have contributed to our nation’s achievements – scientists such as Isaac Newton or Michael Faraday, reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as William Harvey or Florence Nightingale, or creative geniuses such as Isambard Kingdom Brunel or Christina Rossetti.
  • Key events in the past that are significant nationally and globally, particularly those that coincide with festivals or other events that are commemorated throughout the year.
  • Significant historical events, people and places in their own locality.
  • Investigate and interpret the past
  • Build an overview of world history
  • Understand chronology
  • Communicate historically


Our Key Indicator objectives for History in KS2 are:

  • Changes in Britain from the Stone Age to the Iron Age.
  • The Roman Empire and its Impact on Britain.
  • Britain’s settlement by Anglo Saxons and Scots.
  • The Viking and Anglo Saxon struggle for the Kingdom of England.
  • A local history study.
  • A study of a theme in British history.
  • Early Civilizations achievements and an in-depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty.
  • Ancient Greece.
  • A non- European society that contrasts with British history chosen from:
  • Early Islamic Civilization
  • Mayan Civilization
  • Benin.
  • Investigate and interpret the past
  • Build an overview of world history
  • Understand chronology
  • Communicate historically