At St. Sebastian’s history is taught to stimulate and motivate children to ask questions and develop a passion and enthusiasm for history and its impact on modern day society. We enable the children to appreciate the process of change and the impact of historical events on the world we live in today. Teaching of history should inspire the pupils to develop a curiosity about power and social change and to develop their knowledge of different times and places (chronology). In turn, this gives children the opportunity to show respect for their own history and understand the events that shape society today. We do this through a range of concrete experiences such as visiting historical sites, visitors to school and use of artefacts and source evidence. This enables us to support the learning and vocabulary development of all the children with emphasis on pupil premium, EAL and SEND children. 

By the end of EYFS, children should: 

  • express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.   
  • talk about the lives of the people around them and their roles in society. 
  • know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class. 
  • understand the past through settings, characters and events encountered in books read in class and storytelling. 


By the end of KS1, children should:  

  • develop an awareness of the past, using common words and phrases relating to the passing of time.  
  • know where the people and events they study fit within a chronological framework  
  • identify similarities and differences between ways of life in different periods.  
  • use a wide vocabulary of everyday historical terms. 
  • ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.  
  • understand some of the ways in which we find out about the past and identify different ways in which it is represented. 

By the end of KS2 children should: 

  • 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.  
  • note connections, contrasts and trends over time and develop the appropriate use of historical terms.  
  • regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.  
  • construct informed responses that involve thoughtful selection and organisation of relevant historical information.  
  • understand how our knowledge of the past is constructed from a range of sources. 


History at St. Sebastian’s RC is taught using the ‘Approach to Teaching History’ document.  At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and ensures that lessons are relevant and take account of children’s different starting points. At St. Sebastian’s our initial assessment aims to stimulate and motivate children to ask questions and develop a sense of wonderment of history and to understand how the process of change has influenced the society in which we now live. We do this through a range of concrete experiences, such as visits to historical sites, history trips, visitors to school and the regular use of historical equipment such as artefacts, maps other source evidence. This enables us to support the learning and vocabulary development of all the children, with emphasis on pupil premium, EAL and SEND children. This gives children a deeper understanding of how social systems and social groups have experienced a process of change over time. They can appreciate the richness of the diverse society they live in and by investigating topical issues and current concerns, the children are able to make links and become tolerant to those of other ethnic and cultural backgrounds. By developing their understanding of connections and trends, and learning about significant events and people, the children can make sense of the processes and actions that have brought about this change. At St Sebastian’s, it is important to promote safeguarding through history by making all adults and children aware of inequalities and injustice in the world. St Sebastian’s makes sure all children and staff are up to date with the latest information and news, about history in the world. 

SMSC Links:  

Spiritual: Encouraging children to recognise the history of our society and where they live can help children to appreciate the sacrifices and challenges that previous generations faced and how their actions brought about social change – for example slavery, poverty, the poor laws, war and nursing. Learning about these special impacts show the children that the actions of many or of a single person can bring about significant change for the wider good.   

Moral: By helping pupils to reflect on moral issues, we encourage the children to comment on moral questions and dilemmas. We encourage the children to develop the ability to empathise with the decisions which ordinary people made at the time, based on their historical situation and highlight the impact of historical inequalities, discrimination, poverty and health. This awareness can help pupils make responsible choices in the future. 

Social: Social education in History encourages the children to think about what past societies have contributed to our society today.  Giving children opportunities to study and understand the long arc of the process of change, and understanding chronology, means that they can appreciate how societies have been shaped over time. The children engage in informed discussions and we encourage their own social development through working together, communicating clearly and problem solving.  

Cultural: By researching culture and power over time, the children have a better awareness of the role of democracy, law, social class and the impact these have had on our social structure. This has helped the children to develop more tolerance and understanding towards people of diverse communities.  Through cultural awareness, the children develop a better understanding of our multicultural society and study the links between local, British, European and world history. 


Outcomes in books evidence a broad and balanced history curriculum and demonstrate children’s acquisition of identified key knowledge.  

As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of our society and its place within the wider historical context. Regular school trips provide further relevant and contextual learning. 

Through our skills-based curriculum, the children are motivated to ask questions about the world in which they live and through trips, activities and visitors to school, they gain historical knowledge.  Through chronological work, they learn how different social issues are linked to each other and by investigating artefacts and source evidence, the children are encouraged to independently investigate and appreciate the process of change.   

Assessment is developing through the use of the Chris Quigley assessment document and milestones to assess learning in all pupil groups e.g. SEND, EAL, PP. This will give teachers the ability to focus on key skills and knowledge to close the gaps in their classes, therefore, pupils have had focused learning in history. Pupil voice will develop children’s understanding of history and the wider world. 

During the year, children take part in visits to historical sites, museum trips, visitors to school and use resources, such as artefacts, source evidence, old maps and records to support and enhance their learning. Our approach to history supports children from all pupil groups, and especially enables those with SEND to develop and remember their learning, giving them greater historical confidence.  

Leadership and Management 

The subject leader's role is to empower colleagues to teach History to a high standard and support staff in the following ways: 

  • By keeping up to date on current issues; disseminating relevant information and providing training for staff members (either directly or through other professionals). 
  • Having a knowledge of the quality of History provision across the school and using this to provide a coaching and mentoring role. 
  • Identifying and acting on development needs of staff members. 
  • Monitoring expectations, provision and attainment across the school and providing feedback to develop practice further in order to raise standards. 
  • Providing necessary equipment and maintaining it to a high standard. 


Equality statement 

The Governors and staff are committed to providing the full range of opportunities for all pupils, regardless of gender, disability, ethnicity, social, cultural or religious background. All pupils have access to the curriculum, and the right to a learning environment, which dispels ignorance, prejudice or stereotyping. 

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St Sebastian's RC Primary School

Douglas Green (off Norfolk Street), Salford M6 6ET
what3words: /// call.logic.swing
0161 921 1625
[email protected]


Caroline Doyle | Headteacher

Jannine Platt | Deputy Headteacher and SENDCo

Helen Cooper | School Business Manager

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