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Horizon Academy Trust is an exempt charity regulated by the Secretary of State for Education.

company number 08411590

registered office is C/O Biggin Hill Primary School, Biggin Avenue, Bransholme, Hull, United Kingdom HU7 4RL.

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Biggin Hill Primary


Our history curriculum is enquiry based, fully inclusive and meets the needs of all learners, starting from building strong foundations in our EYFS, supporting and challenging them on their journey to being secondary ready, and ultimately ensuring that they are equipped with the cultural capital, skills and knowledge they need to succeed in the future.

Meet our History Coordinator

History National Curriculum Aims

In line with the History Programmes of Study KS1 and KS2 the school aims to ensure that all pupils:

  • To know and understand the history of these islands and how Britain has influenced and been influenced by the wider world

  • To know and understand significant aspects of the history of the wider world.

  • To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.

  • To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance.

  • To 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.

  • To gain historical perspective by placing their growing knowledge into different contexts.

For more information regarding the National Curriculum for History, please click here

History Implementation

At Horizon Academy Trust, history is embedded in our knowledge rich approach to learning. In EYFS, children learn about their immediate family and similarities and differences between different families, basic chronology is explored in their life and others. Characters in stories are explored including figures from the past.  In KS1 and KS2, history is taught through units once each term. Teachers plan sequences of lessons across the unit that will build on and develop the children’s knowledge and skills.

In Key Stage 1, our curriculum is mapped to enable children to develop an awareness of the past, using common words and phrases relating to the passing of time. They will start to know where the people and events they study, fit within a chronological framework, and identify similarities and differences between ways of life in different periods. As they progress through the key stage, they will demonstrate a growing confidence and accuracy when using historical vocabulary, such as monarchy, explorer and artefact.

In Key Stage 2, children will continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. This chronology, or sequence of events, will be referred to throughout KS2 so that children become secure in their understanding of important historical events and eras. Initially, the curriculum in KS2 is designed to begin with developing a strong chronology of British history, before learning about significant World history units such as the Ancient Egyptians. This allows children to begin to identify trends over time and develop the appropriate use of historical terms such as ancient and civilisation. The explicit mapping and rigorous teaching of vocabulary ensures that children can gain and deploy a historically grounded understanding of abstract terms such as ‘empire’ or ‘parliament’.

Carefully selected skills are chosen to best match each unit of knowledge and progress year on year. Opportunities to practise and embed skills are planned for so that they are revisited and refined over time. The knowledge and skills that children will develop throughout each history topic are mapped across each year group and across the school to ensure progression. We also maximise the opportunities that our home city of Hull has to offer in terms of its rich history and vast array of museums and cultural sites. Therefore, children’s learning in history is enriched by visits to carefully selected museums, where workshops and visit materials deepen their understanding and knowledge.

We provide a knowledge organiser for each unit for teachers, which aims to distil the essential knowledge required for teaching a unit. Teachers use these documents to develop effective teaching sequences ensuring that each lesson builds on each child’s previous knowledge and skills.

One of our year 6 children produced a video about Hull's Fishing Industry as part of their History topic work.



Rationale for sequencing in History

Our curriculum units are paced following a chronological sequence to ensure that pupils build on their knowledge and understanding and can draw connections to gain secure historical perspective. 

The history curriculum at Horizon is sequenced so that children develop knowledge and skills across four main concepts: Chronology and time, Legacy and relevance, Evidence and sources , and People and events. Units of learning have been chosen to build sequentially increasing  knowledge of historical events and sense of how events have led to where we are now. For example, learning in KS1 begins with securing a strong understanding of recent history, including changes in their immediate families lifetime, and then beyond this studying history through the lives of significant events and people. In KS1 children also study a unit on Kings and Queens as a pre-requisite of knowledge for the study of British, European and World History in KS2. 

Abstract terms and concepts are paced strategically to ensure consolidation and progression, such as ‘parliament and Rule of Law’ which has its foundations in Early Years by exploring right and wrong through texts; in Year 2 through ‘Kings and Queens;’ Year 4 looking at the Tudor parliament; Year 5 in the Ancient Greeks and Year 6 in the abolition of slavery. 

In KS2 learning builds prior knowledge through the study of British history in a chronological order, for example children need to have knowledge of the Roman Empire and it’s impact on Britain prior to learning about Anglo-Saxon settlement. Once children have a strong grounding in British history children learn about European and World civilisations, learning about events and legacy in similar chronological timeframes. Learning within KS2 culminates in further developing children’s knowledge of the historic significance of their own locality in both British and World events. This helps to foster pride and purpose in all of our pupils; preparing them for the world in which they will live.

 Magical Museums Membership

Our Magical museums membership give our pupils cultural learning opportunities right on their doorstep

Immersive, museum-based experiences and in-class curation and creation engages and inspires students to develop their historical understanding and love of learning about history.

Through the use of our membership, our students are able to use a variety of online and physical resources to enhance their historical learning experience. As well as this, special projects are often a feature for Magical Museum members giving children the chance to access even more historical experiences! 

More information can be found at:  


History Long Term Plan

History Curriculum Journey

History Progression of Knowledge and Skills 

History Vocabulary Progression