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We are very proud of our History work in school. In recent years our Year Six leavers have said that what they have covered in the subject has been some of their most memorable and favourite learning. A quick look at our 'Learning at Home' walls shows how History is so often the inspiration for independent investigation and exploration at home.



2014-2015 was the first full year of teaching The New Primary Curriculum.  It is our aim to continue to develop, adapt and refine our History Curriculum. The red shows our 2014-2015 coverage.
 History Curriculum Map  KS2 





Changes in Britain from the Stone Age to the Iron Age
This could include:
- late Neolithic hunter-gatherers and
(early farmers, e.g. Skara Brae) 

Bronze Age religion, technology and travel, e.g. Stonehenge
- Iron Age hill forts
:(tribal kingdoms), farming, art and culture

Round houses
Stone Age diet
Iron Age life-style: artefacts, jewellery and weaponry.

Britain’s settlement by Anglo-Saxons and Scots

This could include:
Roman withdrawal from Britain in c. AD 410 and the fall of the

western Roman Empire

Scots invasions from Ireland to
north Britain (now Scotland) – (Resource implications)
Anglo-Saxon invasions,
settlements and kingdoms: place names and village life
Anglo-Saxon art and culture
Christian conversion – Canterbury,
Iona and Lindisfarne.

Viking and Anglo-Saxon

struggle for the Kingdom of

England to the time of Edward

the Confessor

This could include:

- Viking raids and invasion

- resistance by Alfred the Great

and Athelstan, first king of England

- further Viking invasions and


- Anglo-Saxon laws and justice

- Edward the Confessor and his

death in 1066

A study of an aspect or theme in

British history extends

chronological knowledge beyond

1066 For example:

- the changing power of monarchs

using case studies such as John,

Anne & Victoria

- changes in an aspect of social

history, such as crime and

punishment from the Anglo-Saxons

to the present or leisure and

entertainment in the C.20th

- the legacy of Greek or Roman

culture (art, architecture or

literature) on later periods in British

history, including the present day

- a significant turning point in British

history, e.g. the first railways or the

Battle of Britain + D Day + wider context of WW2





Roman Empire and its impact on

Britain This could include:

- Julius Caesar’s attempted invasion

in 55-54 BC

- the Roman Empire by AD 42 and

the power of its army - formation & ranks - Celtic and Roman soldiers.

- (successful invasion by Claudius and conquest, including) Hadrian’s Wall  

- British resistance, e.g. Boudica

- “Romanisation” of Britain: sites and the impact of technology, culture and beliefs,(

including early Christianity.)

Difference between ‘invade & settle’

Roman numerals & language.
Towns, food, villas, mosaics.
Visit to York.

A local history study

This could include:

-A depth study linked to one of the British areas of study

-A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)

-  A study of an aspect of history or a site dating from a period beyond 1066 that is significant to the locality:

Hardwick Hall -

‘More Glass Than Wall’

- The house (compare rich & poor)

- The gardens (food, self- sufficiency, herbs, leisure).

-Bess – as our guide through ‘The Tudors’.

The achievements of the

earliest civilizations – an

overview of where and when the

first civilizations appeared and a

depth study of one of the

following: Ancient Sumer; The

Indus Valley; Ancient Egypt; The

Shang Dynasty of Ancient China

A non-European society - one

study chosen from:

- Early Islamic civilization, c. AD


- Mayan civilization c. AD 900;

- Benin c. AD 900-1300.

Links with Aztecs.

+ Ancient Greece – Cross school topic showing the development of skills Reception to Y6

History Curriculum Map KS1




Early Learning Goal:


People and Communities

Children talk about past and present events in their own lives and in the lives of family members.

They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.


Individual ‘Show & Tell’ sessions talking about important people in their family.

Taking about/ordering the different generations.

A ‘Family Box’ to fill at home.


‘Enjoys joining in with family customs & routines’.




Pupils should:

·         Develop an awareness of the past.

·         Use common words/phrases relating to the passing of time.

·         Fit people/events into a chronological framework.

·         Identify similarities/differences between ways of life and different periods.

·         Use a wide vocabulary of everyday historical terms.

·         Ask & answer questions to show they understand.

·         Understand some of the ways in which we find out about the past.

·         Identify different ways in which the past is represented.

Pupils should be taught about:

·         Changes within living memory

·         Events beyond living memory (with national global significance) or events commemorated through festivals/anniversaries.

·         The lives of significant individuals (where possible use to compare aspects of life in different periods e.g. Florence Nightingale & Edith Cavell)



Them Bones

Florence Nightingale(& the treatment of women)





Snap, Crackle and Pop

Guy Fawkes  

Gun powder Plot


Remembrance Day







Nelson Mandella


Mary Secole


Home & Away

Family History & Family Trees (Katie Morag)



Grace Darling

See year group pages and NEWS for evidence of the great learning in History throughout the school.