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Committed to excellent standards of teaching in partnership with a variety of local and national organisations contributing towards system-wide improvement.

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Springfield Primary School



  • Inspire pupils’ curiosity to learn and know more about the past, developing a strong knowledge and understanding of their local history, Britain’s past and that of the wider world.
  • Develop pupils’ knowledge about people and events from a variety of perspectives (including Britain and the wider world) and range of historical ‘golden threads’: Political, Economic, Religious, Social, Scientific and Technological and Cultural and Artistic.
  • Develop pupils’ language, skills and vocabulary needed to express their historical knowledge and understanding.
  • Develop pupils’ understanding of chronology, knowledge of key facts and dates, significant people and places in history.
  • Develop pupils’ knowledge, links and awareness of how events (that happened in the past) have affected and shaped our lives today.


  • The National Curriculum for history is taught to all year groups.
  • A clear progression in knowledge, skills and vocabulary is taught throughout the school to ensure coverage is met; the sequence builds on skills and progression is clear throughout. 
  • Retrieval starters are used to activate previously taught knowledge in order to consolidate prior learning and make synoptic links between topics; it is also used as an assessment strategy.
  • Key vocabulary is shared and discussed at the start of each topic and then revisited in future lessons; it is displayed clearly in the classroom environment. 
  • Teachers assess and adapt learning for all groups of learners, specifically providing support and challenge for pupils with SEND and those who are Disadvantaged.
  • Learning Questions stimulate pupils’ curiosity and independence.
  • Pupils visit local historic sites so they can experience first-hand the scale and texture of real lives in the past.
  • Cross-curricular links are made to wider parts of the curriculum when they naturally fit but this is never forced to ensure deep levels of history knowledge and skills are always prioritised.


  • Pupils are curious and passionate about their learning in history with an ever-growing knowledge, skill and vocabulary set.
  • Pupils have a secure chronological understanding. 
  • Outcomes in history books evidence a broad and balanced history curriculum demonstrating pupils' acquisition of identified key knowledge, vocabulary and a progression in skills.
  • High pupil engagement and enjoyment in history.
  • Pupils understand their local history and can talk confidently about it.