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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

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History, Geography, RE


Purpose of Study

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.

The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

History – Key Stage 1 

  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

 History and Geography at Key Stage 2

At Cuddington Community Primary School in Key Stage 2 we are using the Pearson Primary Curriculum in History and Geography.

In adopting this approach, we are confident that we are offering a broad and balanced and engaging curriculum to our pupils. We believe that this curriculum will inspire our pupils to go on and excel in their chosen field, with the widest range of opportunities available to them.

The curriculum has been developed over the past three years by teachers with expertise in curriculum design. It is aimed at developing a global curriculum, with the History Curriculum giving a solid foundation and broad overview of the most important periods, events and themes in British and world history.

The Geography Curriculum is aimed at equipping pupils with crucial geographical skills and knowledge that they can build on in the future. These skills will enable pupils to become active members in society and be apply the relevant skills in their future career.

The curriculum offer is structured to be both broad and balanced, but also rigorous and engaging through two types of resource:

Termly Units -Largely covering the substantive knowledge – “I know that…”. These are largely teacher-led lesson resources, based on materials created at Reach Academy Feltham. Concept Toolkits -Largely covering the disciplinary knowledge of the curriculum – “I know how…”. These are largely teacher development resources, with practical tools to expand subject teaching and expertise.

Below is the current overview for this year for History and Geography: 


Autumn term History

Autumn term Geography

Year 3

Prehistoric Britain

Villages, towns and cities

Year 4

Roman Britain


Year 5

Benin Kingdom

Slums (Europe)

Year 6

Industrial Revolution

Local Fieldwork



Spring term History

Spring term Geography

Year 3

Shang Dynasty

Mountains, volcanoes and Earthquakes

Year 4

Roman Britain


Year 5

Medieval Monarchs


Year 6

Civil Rights




Summer term History

Summer term Geography

Year 3

Ancient Greece

Water, weather and Climate

Year 4


Natural resources in Northern Chile

Year 5

Changing Britain

Energy and sustainability

Year 6

Twentieth Century Conflict




Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. The Reach Out curriculum has been designed to incorporate fundamental geographical knowledge and skills, which allows pupils to build on a firm foundation in future years. This will allow children to grow their knowledge in their future education and enable them to be an active member of society.

The national curriculum for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


Religious Education 

Whole School RE Curriculum Overview

Religious Education in line with Surrey guidelines. Each day there is an assembly. We aim to help children value themselves and appreciate the needs, beliefs and principles of others. It is a parent’s statutory right that they may withdraw their child from Religious Education and Collective Worship. Parents must inform the Principal in writing if they wish to do this.