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There has been some very exciting things happening here at Bayton. Miss Platt decided to have a go at digging- just like time team! We couldn't believe what she found, there were so many historical artifacts and photographs of our school and it's history. She set us on our own missions as historians to find out about; Bayton's history, significant people from the past, Britain's monarchy and significant events from our own lives and our family members. We finished of history themed day by creating our own class time capsules for pupils at Bayton to find here in the future.

At Bayton CE Primary, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as historians.



The intent of our History curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child, so that they know more, remember more and understand more.

As a result they will:

-Increase and develop their historical skills, concepts, knowledge and attitudes.

-Increase their understanding of the present in the context of the past.

-Develop and use their skills inquiry, analysis, evaluation, and argument.

-Develop their interest in the past, arousing their curiosity and motivation to learn.

-Develop a sense of identity through learning about the past.



The History National Curriculum and EYFS is planned for and covered in full within the EYFS, KS1 and KS2 school curriculum. Whilst the EYFS and National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary. The promotion of a language rich History curriculum is essential to the successful acquisition of knowledge and understanding in history.  The promotion and use of an accurate and rich historical vocabulary throughout school is planned in history. Children have access to key knowledge, language and meanings to understand History and to use these skills across the curriculum by always having their skills bubbles displayed and referred to. History Working Walls throughout school focus on key aspects of History and exemplify the terminology used throughout the teaching of History, BV and SMSC, which enables pupils to make links across the wider curriculum. On occasions children may well be asked to research historical aspects of their learning independently. This allows the children to have ownership over their curriculum and lead their own learning in history. English, Maths and ICT skills are taught during discrete lessons but are revisited in history so children can apply and embed the skills they have learnt in a purposeful context. We plan visits, visitors and involvement in the community to provide first hand experiences to develop and support learning and make it memorable. We recognise that to have impact the planned cultural capital must be clearly linked to the statutory historical knowledge to be acquired and provide the opportunity for children to better understand the knowledge or apply what they already know.



Children will know more, remember more and understand more about History.

Children will understand and use the key skills of Chronological Understanding, Knowledge and Understanding of events in the past, Historical interpretation, Historical enquiry and organisation and communication. The large majority of children will achieve age related expectations in History. As historians children will learn lessons from history to influence the decisions they make in their lives in the future. Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children review the agreed successes at the end of every session and are actively encouraged to identify and record their new historical learning on their historian learning map. This enables children to see their individual progression within their historian learning journey. Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world to become curious and know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Heritage projects provide further relevant and contextual learning, engaging members of the community in children’s learning and providing positive role models from the community for children to learn from. 



Our Historical progression of skills is assessed every term and is tracked by our subject Leader Miss Platt. This assessment informs planning and differentiation within lessons.

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