"Those who cannot remember the past are condemned to repeat it."

- George Santayana, The Life of Reason, 1905

History Vision- St Mary’s

At St Mary’s Primary School, we are historians! Right from the start children in Nursery and Reception begin to learn that History and Historians study the past- learning about people, places and events.

Our curriculum aims to inspire in pupils a coherent knowledge and understanding of Britain’s past and that of the wider world. It will inspire pupils’ curiosity to know more about the past. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspectives and judgement.  

History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between groups, as well as their own identify and the challenges of their own time.

We ensure that our history curriculum is inclusive. For example, pupils across the school learn about Black History. Some more examples include, Mary Seacole, the Mayan and Benin civilisations. We believe that it encourages better citizenship and empathises the ties that bind us together as individuals, communities and generations.  

Our History 'Knowledge and Skills Map' focuses on the following key concepts:

• Chronology
• Evidence and interpretation
• Cause and consequence
• Change and continuity
• Similarity and difference
• Historical Significance

If you would like more information about our History 'Knowledge and Skills Maps' , please contact our school. 

We believe that history helps our children to understand their place in the world. It helps children to make sense of the present as well as the past, and to appreciate the complexity and diversity of human societies and development.

At St. Mary’s, our  History curriculum meets the statutory requirements outlined in the National Curriculum (2014) and was created based on the principles outlined in the Ofsted Research review series : History. It is organised to reflect the fact that ‘knowledge of the past must be shaped by disciplinary approaches in order to become historical knowledge’.  (Ofsted Research review series; History 2021)