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History Intent, Implementation and Impact

History TBC


History Intent

Our history curriculum will enable children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We promote a love of history and believe we can all enable all children to become historians. Children will become critical thinkers and confident orators as they are given the opportunity to ask perceptive questions, investigate sources and justify their opinions with their peers and so broaden their knowledge of key events in History. 

Our curriculum enables children to become mastery learners by building on key concepts year on year so that each child develops a secure chronological timeline which makes knowledge easier to learn. We aim to help children understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups. 

Children gain a sense of their own identity within a social, political, cultural and economic background. We provide a progressive and sequential curriculum across the school which allows children the opportunity to develop their skills of enquiry, investigation and analysis, thus becoming active learners. 

Making Connections - Diversity and Global Migration


Throughout history, our ongoing, golden thread that interweaves through this curriculum area and links concepts, learning, knowledge and discussion is DIVERSITY and MIGRATION. The United Kingdom has been an island that has attracted migration for centuries representing both ancient and modern history. Migration has influenced Britain’s economy, politics, culture and relationship with the wider world. As a result of migration, our society is wonderfully diverse.  Diversity not only represents our school but also our country as a whole. We endeavour to find out about, understand and celebrate the difference and the contributions that migrants have made to our country  and its history.

Links with Reading

With reading at the heart of our curriculum, opportunities are explored and exploited to integrate reading through the teaching and learning of history. Class texts have been considered and chosen to support and broaden the topical knowledge covered in History where appropriate. ‘Goodnight Mr Tom’ by Michelle Magorian and ‘Rose Blanche’ by Christophe Gallaz both enrich the year 6 topic of World War II. Prior to this, year 5 study ‘Street Child’ and in years 3, 4 and 5, ‘Viking Boy’, ‘Anglo Saxon Boy’ and ‘Stone Age Boy’ by Tony Bradman support the study of the dark ages. In addition, in year 3, ‘Ug Boy’ by Raymond Briggs is shared to support the study of the stone age. Opportunities to explore and read a range of genres, whilst supporting  the disciplinary knowledge of historical technical vocabulary informs both bespoke reading lessons and is interwoven throughout the history curriculum.

Links with Geography


Topics such as The Ancient Egyptians and Ancient Greeks provide children the opportunities to acknowledge the geographical position of these nations in the wider world. Children will use atlases, globes and maps to note the locations of the above together whilst conducting research about their lifestyles to assist with making links with the country’s culture and diversity. Likewise, topics such as the Vikings, enable the children to plot the route of migration from start to finish on a map. This links with map skills and enhances the children’s knowledge of the positioning of countries and continents throughout the world and a deeper appreciation of global migration.


History – LONG TERM PLAN 2022-2023 - Units linked to Rising Stars Scheme of Work






Autumn 1

Stone Age – Iron Age

Which age was more impressive?

Key concepts

1 Significant changes over time

2 Significant developments over time

3 Exploring similarities and differences 

Writing opportunities: Comparing similarities and differences


How much did the Ancient Egyptians achieve?

Key concepts

1 Connections and trends over time

2 The significance of this early civilisation

3 Significant achievements

Writing opportunities: linked to key question- what did the Ancient Egyptians achieve?


Ancient Maya

Why should we remember the Maya?

Key concepts

1 Cultural differences

2 Analysing source materials

3 Opinion and debate

Writing opportunity: linked to key question - should the Mayan’s be remembered as significant?

Ancient Greeks

What did the Greeks do for us?

Key concepts

1 The contributions of the Ancient Greeks

2 Democracy

3 Cause and effect

Writing opportunities: The impact of the Ancient Greeks

Autumn 2

Spring 1

Roman Britain

What happened when the Romans came to Britain?

Key concepts

1 Enquiry - why did the Romans come to Britain

2 The Contributions come to Britain

3 Using sources to find out

Writing opportunity: What did the Romans do for us? text


How has evidence helped us learn about the Anglo-Saxons?

Key concepts

1 Chronology - a sense of time

2 Analysing evidence linked to excavation

3 Migration of the Anglo-Saxons

Writing opportunity: What have we learnt about the Anglo Saxons?


Would the Vikings do anything for money?

Key concepts

1 Identifying push and pull factors linked to migration

2 Interpretation of a range of sources and accounts

Writing opportunity: Construct an argument  -Was Alexander really great?

World War II

What was the significance of World War II?

Key concepts

1 Significance of our local area

2 Interpretation of propaganda

3 Chronological understanding of the events of WW2 and the impact worldwide

Writing opportunity: report on the Battle of Britain


Spring 2

Summer 1

Local History

Why should we preserve our locality?

Key concepts

1 How has the local area changed over time?

2 The importance of preservation

3 The significance of change

Writing opportunity: why is our local area important?

Crime & Punishment

How has crime and punishment changed over time?

Key concepts

1 Comparisons over time

2 Making connections and trends over time

3 Analysing source materials

Writing opportunity: The role of punishment in schools (Victorian and present day)

The Suffragettes

How have attitudes changed?

Key concepts

1 The development of equality and attitudes to women

2 The chronology of women’s rights

3 British Values

Writing opportunities: Were the suffragettes justified in the actions they took?

Journeys (Windrush)

What makes people go on a journey?

Key concepts

1 Race relations in the UK

2 The positive contribution or the Windrush generation

Writing opportunities: Recognition of the contributions and overcoming adversity

Summer 2

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