Intent
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The study of History should inspire children’s curiosity about the complexities of the past to enable them to consider the present and look to the future. We use an enquiry-based approach for teaching History because we know it makes the learning focused for the children. Big Questions are chosen for each historical topic, to pique children’s interest and learning is structured towards finding answers in creative and memorable ways whilst ensuring National Curriculum coverage is achieved and providing opportunities for extended pieces of writing.
Children are taught to think critically, explore, and assess evidence to empathise with and understand the history of Britain and the wider world. Understanding of key concepts such as empires, invasions and trades are covered with a focus on subject specific vocabulary to enable all learners to develop a mental timeline of important events throughout history, which shaped the world we live in today.
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Concepts are revisited regularly, and links are made to ensure children build upon their prior knowledge. This enables all learners to develop a secure historical knowledge which will grow alongside age-related analytical skills that enable children to fully consider and critique the actions of our predecessors.
Vocabulary
Children will develop the ability to apply subject specific vocabulary in Spanish through consistent modelling by adults, whilst establishing a culture of high expectations for discussions and debates. See below list of examples:
KS1
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yesterday tomorrow the present the past the future day week month long ago old new/recent parent grand parent great grand parent clue memory lifetime calendar Who? What? materials plastic remember |
year decade century ancient modern long ago timeline date order similar different Because Important living memory remembers 1960s toys materials wood plastic metal simple mechanical inventions homes houses grandparents’ time the older generation memories drawing photograph camera detective opinion artefact When…? Where…?
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anachronism chronological order era/period The Gunpowder Plot plotters Parliament secret Catholic Protestant traitor treason diary danger St Paul’s Cathedral explorers Colombus Armstrong travel encounter impact significant brave pioneer Atlantic Ocean America space landing disaster storm rescue danger survive memorial investigate research evidence Why…? historians experts letters newspapers websites detective opinion Artefact castles fort defence invade
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LKS2
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chronological order, era/period B.C.E (Before the Common Era), C.E (The Common Era), B.C (Before Christ), A.D (Anno Domini), millennium, thousands of years,
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Stone Age, Iron Age, Neolithic, Bronze Age, hunter-gatherer, religion, spirits, Stonehenge, hill, forts, sacrifice, Britons, nomad/nomadic |
Romans, invasion, civilisation, Emperor, Caesar, republic, empire, army/soldiers, resistance, conquest, revolt, outpost, colony, conquer, gods/goddesses,
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invention, archaeologist, archaeology, sources, importance, significance, legacy, impact, effects, reason, change, continuity, this suggests…, may be, perhaps, could be, first hand evidence, second hand evidence,
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myths and legends, oral history, museum |
UKS2
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Anachronism, chronological order, era/period B.C.E (Before the Common Era), C.E (The Common Era), B.C (Before Christ), A.D (Anno Domini), millennium, thousands of years, impact, effects, consequences, legacy, significance, cause/s, change, continuity, extent of, extent of change, my conclusion is that historian archaeologist, archaeology, Ancient civilisations, Ancient, Industrial, Revolution, 20th century, World War II, trench, war, recruit, alliance, Blitz, Home Front, morale, defence,
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Democracy, Parliament, vote, suffrage, Houses of Parliament, represent, culture, stereotype, diversity, traditional, view, attitudes, empire, city-state, astrology, astronomy, codex, excavate, cenote,
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variety of sources, different experiences, this source, suggests that, I can infer that, impression, the source omits to mention, the purpose, reliability, propaganda, one sided, biased, motive, mistake, primary, evidence, eye witness, Secondary, evidence, could have been, might have been, this source suggests that, this source doesn’t show that, reliable, could have been, might have been, may be,
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Rolling Programme
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Year A (2025–6) |
Autumn |
Spring |
Summer |
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EYFS |
Who do you think you are? (History) |
How long will it take to get there? (History/Geog/tech) |
How do I stay healthy? (Geog/tech) |
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Years 1 & 2 |
What does it take to become a great explorer?
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Pompei: How do we know so much about where Sappho used to live? |
Why is the history of my locality significant? |
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Years 3 & 4 |
How did the arrival of the Romans change Britain? |
Who were the Anglo-Saxons and how do we know what was important to them? |
What did the Vikings want in Britain? |
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Years 5 & 6 |
Why did the ancient Maya change their way of life? (extend children who are revisiting) |
Why was winning the ‘Battle of Britain’ in 1940 so important? |
Why is the history of Dartmoor significant?
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Year B (2026–7) |
Autumn |
Spring |
Summer |
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EYFS |
Colours and emotions
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Frozen Planet |
Our town/community |
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Years 1 & 2 |
How do our favourite toys and games compare to those of the children of the 1960’s? |
Who is the greatest history maker? |
World War 1: Why was Charles sent to prison? |
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Years 3 & 4 |
How did the lives of Ancient Britons change during the Stone Age? |
Bronze Age Briton: What is the secret of the standing stones? |
How do artefacts help us to understand the lives of people in Iron Age Britain? |
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Years 5 & 6 |
How did a pile of dragon bones help to solve an ancient Chinese mystery? (extend children who are revisiting) |
The story of the Trojan Horse: historical fact, legend or classical myth? |
Why did Britain once rule the largest empire the world has ever seen? |
Impact
In the Early Years Foundation Stage, children begin to develop an understanding of the past through stories, family history and familiar events. They start to talk about similarities and differences and use simple language related to time.
In Key Stage 1, pupils develop an awareness of the past through learning about significant events, people and their own local history. They begin to use simple vocabulary related to the passing of time and understand basic chronology.
In Key Stage 2, pupils build on this knowledge to develop a deeper understanding of British and world history. They place events within a chronological framework and make connections between different periods. Pupils use evidence to ask and answer questions and develop their understanding of key concepts such as cause, change and significance.
Across the school, pupils develop secure historical knowledge and build on prior learning over time. They use subject-specific vocabulary with increasing accuracy and are able to discuss and explain their ideas with growing confidence.
By the end of Key Stage 2, pupils have the knowledge and skills needed to continue studying History at Key Stage 3.