What History looks like at St. Luke's

Whole School History Coverage

Spirituality in History

How we Help Lights Shine in History

What History looks like in EYFS

Our Intention

Through our topic based curriculum, our pupils will gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Core questions will inspire our pupils’ curiosity to want to know more about the past whilst the learning journey within the topic will equip them to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Through our emphasis on social justice our pupils will understand the complexity of people’s lives, the process of change, the diversity of societies and the relationships between different groups. By drawing on local, national and international contexts our pupils will understand their own identity and the challenges of their time.



We deliver the aims and programmes of study within the National Curriculum through cross curricular topics linked to People, within Places acting within significant events. These topics are designed to build on the children’s understanding year on year, through a range of contexts, seeking to consolidate and extend the knowledge and skill sets which the children can then use to support their future independent learning. The use of the historical association Historical Association – the UK national charity for history enhances the teaching and learning of our topics and where new learning/ knowledge may be currently beyond the children’s sphere of experience, we will seek to provide living experiences, either by inviting visitors into school or taking the children beyond the school gates. The children’s learning and understanding of concepts are further supported through the use of a visual timeline and the application of Thinking Maps (Kestrel International) and Thinking Hats (de Bono). Using these tools our pupils have a shared means of communication and sense of inclusion whilst demonstrating their understanding of chronological knowledge and historical skills and process. This is also intended to support the development of new language and vocabulary.


Visual Timeline Examples

Thinking Maps

Thinking Hats 

The Impact

Our children are critical and analytical in their thinking, making informed and balanced judgements based on their knowledge of the past. They are aware of how historical events have shaped the world today, including History at a local and personal level. They are able to articulate what they have learned and can describe significant periods, events and people from the past for a range of purposes and audiences.