History

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Curriculum Design

at St Wilfrid’s CE Primary School


A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Our History Curriculum has been planned carefully and with care for our children, to allow them to go on their own historical journey. This way, we can select which topics are suitable for each key stage. The topics we follow are not studied in chronological order (for example children learn about the Tudors in Lower Key Stage 2 but about Anglo Saxon England in UKS2) but we ensure that topics always start with a timeline activity to place it in the context of world History and in relation to their own personal timeline.

In EYFS History is taught through the context of family. Children talk about the lives of the people around them and their roles in society. They learn similarities and di erences between things in the past and now, drawing on their experiences and what has been read in class.

The curriculum is design so that themes such as empire, colonisation, human rights, rich and poor reoccur as children progress through the key stages so that their substantive knowledge of History increases by the end of their time with us as they are able to make links between one period of history and another. Alongside the knowledge that we cover with out overview, teachers also use a historical skills overview to ensure children are fiven the opportunity to work as historians by comparing, asking and answering key questions and discussing the validity and usefulness of sources.

At the start of each topic, children in Key Stage 1 and 2 are provided with a knowledge organiser. This gives children the opportunity to familiarise themselves with the key vocabulary and themes related to their topic. The most important knowledge (the ‘sticky’ knowledge) is also outlined in these documents and can be referred to throughout the unit.


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