At Kingsmead Primary School our high-quality history education helps children to understand 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. Children have opportunities to develop a sense of curiosity about the past, reflecting on how and why people interpret the past in different ways. Children develop their critical thinking skills and are able to communicate their thoughts and opinions, supporting their opinions using a range of historical sources. Children develop a chronologically secure knowledge and understanding of British, local and world history.

Units of work are planned to ensure full coverage of the history National Curriculum. Within KS1, children learn about changes within living memory and events beyond living memory that are significant locally, nationally and globally. They study significant individuals from the past. 

Within KS2, children develop an understanding of the chronology of local, national and world history. Units of work are planned termly, with approximately 6 lessons of history taught each term. Lessons include a recap of prior learning to help to secure key subject and chronological knowledge. Timelines are used to enable children to develop their understanding of chronology both within and between the periods studied.

Children with additional needs are enabled to access the history curriculum through the use of adapted resources, inducing timelines and word mats, and guided learning. Children and parents use knowledge organisers to understand the learning that informs them how each unit’s learning builds on prior knowledge, the key learning, questions and vocabulary. The teachers and children use these to reflect and think, discuss and question, and assess attainments and progression.

Learning is enhanced through visits, such as The Weaver Hall Museum and the World Museum, Liverpool.

“The term we have been focussing on WW2 as our History topic. I have really been intrigued by all of the conflict that has happened during the past. It is really exciting to learn about the different roles of the soldiers and evacuees in Great Britain. The thing I was most surprised about was how many planes there were in the RAF! Overall, the Autumn term has been packed with surprises, facts and learning opportunities.” (KS2)

The National Curriculum for history aims to ensure that all children:

● Know about changes within living memory. Where appropriate, these should be used to reveal aspects of national life.

● Learn about events beyond living memory that are significant locally, nationally or globally (eg The Great Fire of London.)

● Learn about the lives of significant individuals in the past who have contributed to local, national and international achievements.

● Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

● Develop an understanding of abstract terms such as ‘invasion and conflict’, ‘exploration’, ‘settlement and social history’, ‘empire’ and ‘democracy and civilisation’.

● Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance.

● Understand methods of historical enquiry.

In EYFS, History is explored under the umbrella of ‘Understanding the World’. Children focus on significant events in their own experience and the lives of those close to them. They also learn about history through stories and objects. The learning is kept at a level which is attainable so children can articulate differences and similarities between now and in the past.

In KS1, children broaden their knowledge to find out events beyond living memory that are significant nationally and globally. They learn about significant individuals in the past who have contributed to national and international achievements and significant historical events, people and places in their own locality.

In Lower Key Stage 2, children begin to learn the history of these islands as a coherent, chronological narrative from the Stone Age to the Roman Empire, and broaden their local and national historical knowledge. They also explore ancient civilisations, and develop their understanding of cause and consequence, similarities and differences, and significance. Children learn that the past can be represented or interpreted in different ways or from different viewpoints.

In Upper Key Stage 2, children continue to learn the history of these islands as a chronological narrative, learning about the Anglo-Saxon and Scots’ settlement of Britain, and the Viking and Anglo- Saxon struggle for the Kingdom of England to 1066. Children also study Ancient Greece, the Mayan civilisation and conflict: an aspect of British history beyond 1066. Children understand there may be more than one cause of an event and suggest the most important cause or result. They begin to think critically, interpret evidence and understand viewpoints. Children also begin to understand why there are contrasting arguments and interpretations of the past, and are able to ask historically valid  questions.

Our Beautiful Work

“History is when you learn about the past. We learnt about The Great Fire of London. I enjoyed learning about Samuel Pepys.” (KS1)


If you were to walk into a history lesson at Kingsmead you would see:

● Children reflecting and thinking critically about the past, asking questions to support and develop their historical understanding further.

● Opportunities for children to discuss their opinions with their peers, using evidence to support them.

● Children may be learning from a variety of sources: books, pictures, paintings, websites, objects.

● Children may be using timelines, knowledge organisers and word mats to support their learning.

“History is learning about the past. We made a timeline of The Great Fire of London. I enjoyed going to Chester Zoo and finding out about George Mottershead.” (KS1)