We want our children to have no limits to what their ambitions are and grow up wanting to be archivists, museum curators, archaeologists or research analysts. Our aim is that, through the teaching of history, we stimulate all children’s interest and understanding about the life of people who lived in the past. Pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that can reflect on the past and make meaningful links to the present day. We aim to make use of local links so that children have an understand of the local history. 



The history curriculum is taught through blocked weeks, across the year. This allows children to study in depth across a short period and develop a greater mastery of the techniques and knowledge involved. It also allows for easier moderation and evaluation of skills development throughout the school. The curriculum develops knowledge through metacognition as it revisits skills and learning to ensure that children retain knowledge.

The curriculum is planned so that it follows the National Curriculum guidance combined with CUSP planning, so as to ensure progression in skills and knowledge throughout the school. Each unit works sequentially, building on prior knowledge and allowing children to understand the chronology involved. Vocabulary is taught explicitly in order to allow children an opportunity to use this language in the lessons. We recap vocabulary and knowledge gained in each lesson to ensure retention and understanding. History is supplemented by exciting and engaging educational visits and developing links with the rich local history of Stowmarket.



  • At Chilton, pupil voice shows that pupils are confident and able to talk about what they have learnt in history using subject specific vocabulary.
  •  Pupils enjoy history and are able to recall their learning over time. Pupil's work demonstrates that history is taught at an age appropriate standard across each year group.
  • Assessments are recorded and monitored after each unit and analysed.
  • Evidence of work is of a good standard and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence.