At Seton, we intend our History curriculum to inspire children’s curiosity about the local heritage of Staithes, towns and cities of the United Kingdom and all of the continents of the world. Our relevant and inspirational History curriculum can ignite a passion for life-long learning and interest about the wider world as it was, is, and how it continues to change. Due to our well-thought out and sequenced curriculum approach, children will gain a coherent knowledge and understanding of the past both in Britain and the wider world. History teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. Children will not only appreciate historical achievements but will also understand the follies of mankind and use this knowledge to debate the impact that civilisations, leaders, and communities have had on the world.

As a result of our History curriculum we want our children to:

  • Understand their place in the world through a study of heritage, national and international people and events.

  • Develop a deep understanding of the impact that leadership can have to improve the world and to promote children’s aspirations to have a positive impact locally and more widely.

  • Become courageous advocates, making reasoned and well-informed judgements about past events, achievements and follies, enabling them to problem solve ways to combat prejudice and social injustice.

  • Positively engage with their heritage and historical perspective and use this to make a positive impact on their friends, families and the local and wider communities.

  • Leave school as well-rounded individuals with a respect and appreciation for their own heritage, religion, beliefs, morals as well as those of others.


Our implementation ensures full coverage of the History National Curriculum Programme of Study. Our curriculum intent drives the rational for our approach. Our curriculum is carefully planned over a two-year cycle and structured for depth and clear progression of skills, knowledge, and concepts. We build in opportunities for children to return to aspects of learning in order to build on prior knowledge and deepen their understanding. Seton supports and expects excellence from our children and this way of teaching and working is built upon giving opportunities for children to develop and demonstrate this excellence.

History is sequenced through long-term planning, progression maps, end points, knowledge organisers, vocabulary maps and post assessments. Knowledge Organisers are used to ensure there is increased detail and depth to medium term planning. Specific knowledge, skills and understanding are developed through the Cornerstones approach: Engage, Develop, Innovate and Express. Enrichment activities such as memorable experiences, trips and visitors are planned for to ensure high levels of engagement and enjoyment within our History provision. These opportunities and exposure to role models from these support Seton’s ethos of excellence.

The history projects are well sequenced to provide a coherent subject scheme that develops children’s historical knowledge, skills and subject disciplines. Key aspects and concepts, such as chronology, cause and effect, similarity and difference, significance and hierarchy, are revisited throughout all projects and are developed over time. All projects also develop historical skills based on evidence and historical enquiry.

The choice of historical periods follows the guidance set out in the national curriculum, with specific details relating to significant events and individuals chosen to present a rich and diverse account of British and world history.

Where there are opportunities for making meaningful connections with other projects, history projects are sequenced accordingly. For example, the project Dynamic Dynasties is taught alongside the art and design project Taotie to give children a better all-round understanding of ancient Chinese arts and culture.

All history projects in Key Stages 1 and 2 are taught in the autumn and summer terms, with opportunities to revisit historical concepts in the spring term geography projects.

History Policy 2023-2024

Cycle A Progression Map 2022-2023

Cycle B Progression Map 2023-2024

Vocabulary Progression Map 2022-2024