At Bardsey Primary we shape our History curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.  Our History curriculum is designed so that children gain this knowledge and skills as they progress through the school. In addition to this, we recognise the role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen and understand change and societal development.

EYFS Curriculum

People and Communities

30-50 Months

  • To show interest in the lives of people who are familiar to them.

  • To remember and talk about significant events in their own experiences.

  • To recognise and describe special times or events for family or friends.

  • To show interest in different occupations and ways of life.

  • To know some of the things that make them unique, and to talk about some of the similarities and differences in relation to friends or family.


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

  • To know about similarities and differences between themselves and others, and among families, communities and traditions.


The World

30-50 Months

  • To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.

  • To talk about some of the things they have observed, such as plants, animals, natural and found objects.

  • To talk about why things happen and how things work.

  • To develop an understanding of growth, decay and changes over time.

40-60 Months

  • To look closely at similarities, differences, patterns and change.


  • To know about similarities and differences in relation to places, objects, materials and living things. To talk about the features of their own immediate environment and how environments might vary from one another.

Key Stage 1 National Curriculum

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.


Pupils should be taught about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

  • events beyond living memory that are significant nationally or globally[for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

  • significant historical events, people and places in their own locality.

Key Stage 2 National Curriculum

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes

devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Pupils should be taught about:

  • changes in Britain from the Stone Age to the Iron Age 

  • the Roman Empire and its impact on Britain Examples (non-statutory) 

  • Britain’s settlement by Anglo-Saxons and Scots 

  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

  • a local history study


Our History curriculum intends to:

  • develop a coherent knowledge and understanding of Britain’s past and the wider world

  • encompass British values

  • develop and inspire curiosity within our pupils, so they act and think like historians

  • empower our pupils to understand the history of Britain and how it has influenced and been influenced by the wider world

  • develop an understanding about significant aspects of history of the world (including Ancient Civilisations)

  • equip pupils with the skills to answer perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgment

  • ensure children enjoy and love learning about history with the use of fieldwork and educational visits in addition to their work in the classroom





In ensuring high standards of teaching and learning in History, we implement a curriculum that is progressive throughout the whole school. History is a driving subject in numerous half-termly topics across year groups, focusing on skills and knowledge stated in the National Curriculum.

Key Vocabulary

Children have access to key knowledge, language and meanings to understand History and to use this vocabulary across the curriculum.


Our History curriculum has been re-designed by the teachers to ensure there is a sequential progression of skills and knowledge built into sequences of lessons.

Practical Work

At Bardsey, we recognise the importance for children to gain ‘real life’ experiences through ‘hands on’ practical work. We ensure this through the use of our school environment and using the local community and local area to look at real life examples. For example, looking at the local area to see how the landscape has changed in its uses. We use artefacts and places of interest to compare and contrast life now to the past and also look at similarities and differences in environments and communities by in-depth comparisons. We have also developed a ‘Journey Through Time’ on-site curriculum to enhance the learning experience for our children.

Curriculum Enhancements

Children and the community get the opportunity to participate in various focused curriculum days that enrich their learning and celebrate historical events from the past e.g. VE Day, Stone Age Day, Viking Day.

Independent Learning

In History, children are encouraged to develop their own enquiry skills so that they are inspired to research for themselves.

High Quality Resources

Children will have access to high quality access to artefacts to give the WOW factor to their learning and act as an effective learning stimulus.


Staff meeting time is used effectively to ensure progression and make adjustments to teaching to enhance pupil engagement.





The impact and measure of our History curriculum is that pupils are:

  • equipped with historical enquiry skills, knowledge and concepts

  • able to develop perspective and judgments about historical events which enables them to be reflective learners

  • excited by historical enquiry and inspired to develop an enthusiasm to go and find out more for themselves

  • encouraged to be lifelong learners about History

  • ignited with an interest for studying events of the past as they move into KS3 which will positively shape their futures

For the full document including the progression map click here

Knowledge Organisers