National Curriculum for England 2014:


A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


– Our Vision –

Through a positive caring environment, we provide the opportunity for every child to reach their full potential. 


At Holbeach Primary Academy, we are committed to providing all children with learning opportunities to engage in history. This policy sets out a framework within which teaching and non-teaching staff can work, and gives guidance on planning, teaching and assessment. It has been developed through a process of consultation with school staff. 


History is about real people who lived, and real events which happened in the past. History is concerned with sequence, time and chronology and is the study of evidence about the past; it gives us a sense of identity, set within our social, political, cultural and economic relationships. History fires the children’s curiosity about the past in Britain and the wider world and plays an essential part in preparing us for living and working in the contemporary world.

Through a rich and varied curriculum, children are given opportunity to consider how the past influences the present, what past societies were like, how these societies organised their politics (Greek & Mayan civilisations), and what beliefs and cultures influenced people’s actions. As they do this, children develop a chronological framework for their knowledge of significant events and people. What they learn can influence their decisions about personal choices, attitudes and values. 


In history, children find evidence, discuss it and reach their own conclusions. To do this they need to be able to research, engage with e various primary and secondary sources of evidence, and argue for their point of view – skills that are essential in later life.


Our humanities learning is embedded in a topic based curriculum, with some areas taught separately when this is not possible. 

AC October 2018