Our curriculum for history aims to inspire pupils' curiosity to know more about local, regional, national and international history. Pupils develop the chronological, enquiry and interpretation skills needed to understand the history of Britain and the wider world as a coherent narrative, from the earliest times to the present day. Pupils achieve this by asking perceptive questions, thinking critically, weighing evidence, sifting arguments, and developing perspective and judgement. Through learning about significant events and individuals from the past, pupils gain an understanding of 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.

Lessons are taught using a cross-curricular approach, although some skills may be taught discretely should they not link to the cross curricular topics being taught. Cross-curricular themes with a strong historical emphasis include: Holidays; Buildings; Celebrations; Transport; Around the World; Vikings; Chocolate; Circus; Monarchs; Romans; Moving People; Myths and Legends; The Luddites and Ancient Civilisations.

Pupils will be taught:

  • about changes within and beyond living memory which reflect aspects of change in national life, including those that are significant globally or nationally. As they progress into Key Stage Two, pupils will note connections, contrasts and trends over time, thus developing a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • about the lives of significant individuals in the past who have contributed to national and international achievements, such as: Philip Astley, Mary Seacole, Queen Victoria, Percy Shaw, the Wright Brothers, Alfred the Great, William the Conqueror, Henry VIII, Elizabeth I, Boudicca, James Brindley, Humphry Davy, Isambard Kingdom Brunel.
  • about significant historical events, such as: The Gunpowder Plot, The Great Fire of London, the Battle of Hastings, Roman Invasions and the Industrial Revolution.
  • to develop the appropriate use of historical terms relating to the passing of time.
  • to understand ways in which information about the past is represented, using a range of sources when addressing and sometimes devising historically valid questions about change, cause, similarity and difference, and significance.
  • to construct informed responses that involve thoughtful selection and organisation of relevant historical information.


History skills and knowledge progression History curriculum overview