St Francis Church of England Aided Primary School and Nursery

Living our High Five Values as we learn and grow together in our Christian School.

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History Curriculum overview

History overview


The history projects are well sequenced to provide a coherent subject scheme that develops children’s historical knowledge, skills and subject disciplines. Key aspects and concepts, such as chronology, cause and effect, similarity and difference, significance and hierarchy, are revisited throughout all projects and are developed over time. All projects also develop historical skills based on evidence andhistorical enquiry.


The choice of historical periods follows the guidance set out in the national curriculum, with specific details relating to significant events and individuals chosen to present a rich and diverse account of British and world history.


Where there are opportunities for making meaningful connections with other projects, history projects are sequenced accordingly. For example, the project Dynamic Dynasties is taught alongside the art and design project Taotie to give children a better all-round understanding of ancient Chinese arts andculture.All history projects are taught in the autumn and summer terms, with opportunities for schools to revisit historical concepts in some of the spring term geography projects.


Key Stage 1

In Year 1, children begin the autumn term by studying the project Childhood. This project builds on children’s past experiences, including their family history and events within living memory, and works well as an introductory project. In the summer term, children study the project School Days. This project enables children to learn the history of their school and compare schooling in the Victorian period.


In the autumn term of Year 2, children extend their studies to explore a broader range of periods in the project Movers and Shakers. This project explores the concept of significance and the significant people that have greatly influenced history. In the summer term, children study the project Magnificent Monarchs. This project introduces children to the challenging concepts of power and monarchy in preparation for more complex historical topics in Key Stage 2.


The projects studied in Key Stage 1 provide numerous opportunities for children to explore significant historical events, people and places in their locality.


Lower Key Stage 2

In Year 3, children begin the autumn term by studying the chronology of British history in the project Through the Ages. This project teaches children about the significance of prehistoric periods and the changes in Britain from the Stone Age to the Iron Age. In the summer term, children continue to develop theirknowledge of the chronology of British history in the project Emperors and Empires. This project teacheschildren about the Roman Empire, its invasion of Britain and Britain’s ensuing Romanisation.


In the autumn term of Year 4, children resume their learning about British history in the project Invasion. This project teaches children about the Roman withdrawal and the invasion and settlement of the Anglo-Saxons and Vikings. This project concludes at 1066, which meets the guidance from the national curriculum for Britishhistory. In the summer term of Year 4, children begin their studies of ancient history by studying the overviewproject Ancient Civilisations. This project enables children to learn about the achievements of the earliest civilisations, including ancient Sumer, the Indus Valley civilisation and ancient Egypt.




Upper Key Stage 2

In the autumn term of Year 5, children continue to build their knowledge of ancient civilisations with anin-depth analysis of ancient China in the project Dynamic Dynasties. This project enables children to study the significance and influence of ancient China and its prowess and advancements in the writtenword,technology and metalwork. In the summer term, children further study ancient and world history in the project Groundbreaking Greeks. This project enables children to explore life in ancient Greece, including examining the achievements and influence of ancient Greece on the western world.


In the autumn term of Year 6, children study the more complex historical issues of enslavement, colonialism and power in the project Maafa. In this project, children explore a range of African kingdoms, including the Kingdom of Benin, and study Britain’s role in the development, perpetuation and abolition of the slave trade.In the summer term of Year 6, children complete their historical studies with the project Britain at War. This project enables children to study the role war has played in Britain’s history since 1066, focusing on the First and Second World Wars as crucial turning points in British history.


Throughout the history scheme, there is complete coverage of all national curriculum programmes of study. CurriculumPRO allows you to interrogate the sequencing of curriculum aspects and concepts, vocabulary and connectivity of the history scheme with other curriculum subjects.

In history we intend our curriculum to: 


Reflection – give children opportunities to consider the impact that events of the past have on our lives today and reflect upon what might have happened if those events had not happened.  


Exploration – discuss difficult and pivotal moments in history exploring them with open minds, learning lessons from the past.  


Cooperation – work with different people to understand the historical perspective and the rights of people to be here and not be judged on past events in their cultural heritage.  


Independence – enable the children to explore different perspectives on events in history and formulate their own opinions.  


Perseverance – Stick with hard concepts or ideas and recognise when historical figures have also had to show perseverance.  


Engagement – be active and immersive so children have experiences to hool their learning onto.  



Golden Threads 

Spirituality – explore the importance of religion through the different time periods we study.  


Diversity – look at history form different perspectives, especially those represented in our school community.


Ambition – ignite curiosity in the children of how history could provide a fulfilling joyful career choice for them.