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History

‘How do you know who you are unless you know where you have come from? How can you tell what’s going to happen, unless you know what’s happened before? History isn’t just about the past. It’s about why we are who we are – and about what’s next.’
Tony Robinson, Actor and Television Presenter of Channel 4’s Time Team.

The teaching of history in St Paul’s CofE Primary School will develop our pupils’ sense of identity through learning about the development of Britain, Europe and the World.

At St Paul’s CofE Primary School, we teach history to:

Fire pupils' curiosity about the past in Britain and the wider world
Encourage thinking about how the past influences the present
Help students develop a chronological framework for their knowledge of significant events and people
Foster a sense of identity and an increased understanding of pupils' own position in their own community and the world
Develop a range of skills and abilities - particularly those related to finding out about the past, explaining what happened and what people then and now think about what happened.

History Coverage for Website.docx

Endpoints.pdf

History curriculum intent

EYFS

Understanding the World (People and Communities)

Children talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Understanding the World (The World)

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

KS1

Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the a range of secondary sources. e.g. a computer.
To apply Mathematical skills in History by looking at timelines and by ordering dates from the earliest to latest on simple timelines.
To apply their English Skills in History by using words and phrases such as old, new, earliest, latest, past, present, future, century, new, newest, old oldest, modern, before, after.
To apply their English skills by having opportunities to ask questions about Historical sources, by comparing and contrasting 2 sources from the past and describing memories and changes that have happened in their own lives.
Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.
Children should be given opportunities to communicate their opinions about various sources and be encouraged not only to explain why they think something but also where appropriate to use Historical language.
Children should be given opportunities to problem solve and think critically through being exposed to primary and secondary sources and identifying what it tells us and what is similar and what is different about them.
Children to have opportunities to take part in historical themed drama e.g pretending to be explorers or acting out ‘The Great Fire of London’
Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.
When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.

Lower KS2

Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the range of secondary sources. e.g a computer.
To apply Mathematical skills in History by looking understanding that a timeline can be divided into BC and AD. To use the timeline to sequence several events, artefacts or historical figures including dates.
To apply their English Skills in History by using words and phrases such as ruled, reined, empire, invasion, conquer, kingdoms.
To apply their English skills in History by noting connections, contrasts and trends over time and give reasons for these changes.
To apply their English Skills in History by regularly addressing and sometimes devising historically valid questions about change, cause, similarity, difference, and significance. (Perhaps having an end of unit question to answer)
Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past ,through their History units, who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.
Children should be given opportunities to communicate and organise their ideas about the past using drama (themed days), drama role play and different genres of writing such as letters, recounts, poems, adverts, diaries, posters and guides.
To use critical thinking skills when looking at primary and secondary sources and identifying differences between two versions of the same event and to start to understand why they might be different,
To learn about different civilisations and cultures through their History units e.g the Romans, The Anglo Saxons and The Vikings.
Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.
When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.

Upper Key Stage 2

Children should have an opportunity to visit the library to obtain high quality literature about their History topic. They should also be given opportunities to research their topic using the range of secondary sources. e.g a computer.
To apply their Maths Skills in History by ordering an increasing number of significant events on a timeline, using dates accurately and then to accurately use dates to describe Historical events- e.g In 1066 at the battle of Hastings…
To apply their English Skills in History by using words and phrases such as culture, religious, social, economic, and political when describing the past.
To apply their English skills in History by noting connections, contrasts and trends over time and give reasons for these changes. Furthermore to examine cause and effect of great events and the impact these had on people.
To apply their English Skills in History by selecting relevant sections of information to address historically valid questions and construct detailed informed responses. Furthermore to investigate their own lines of enquiry by posing historically valid questions about change, cause, similarity, difference and significance to answer. (End of unit questions)
Children should learn to be resilient and be able to learn and persevere from their mistakes by learning about inspirational people from the past ,through their History units, who have had to overcome adversity and had to show a can do attitude. They should also be taught about significant shared events such as Remembrance Day.
Children should be given opportunities to communicate and organise their ideas about the past using detailed discussions and debates and a range of different genres of writing such as myths, instructions, accounts, diaries, letters, information/travel guides, posters and news reports.
Children should plan and present a self-directed project or research about the studied period.
To use critical thinking skills to find and analyse a wide range of evidence about the past, understanding the difference between a primary and secondary source and the impact of this on reliability and to begin to evaluate their usefulness.
To learn about different civilisations and cultures through their History units e.g. the Mayans and the Ancient Greeks.
Children should have opportunities to visit museums and or have experts in to see this to help foster a rich cultural capital.
When learning about different time period’s children should be encouraged to reflect on how it is different from our lives today to help them be more appreciative of all that we have.

Year 1

History of Toys

Y1 AUT1_History.pdf

History of Toys

Y1 AUT2_History.pdf

History of Kingston

Y1 S2-History-local area.pdf

Year 2

Castles

Y1 S2-History-castles.pdf

The Fire of London

Y2 Summer1-History-Fire of London.pdf

Year 3

Ancient Egypt

Y2 SP1_Ancient Egypt.pdf

The Stone Age

History - The Stone Age (2).pdf

The Victorians

Y3 SU1_History_The Victorians.pdf

Year 4

Year 5

Invaders and Settlers

Y4 S1-History Invaders and Settlers.pdf

The Tudors

Tudors.pdf

Year 6

Windrush Generation

Y6 Summer1-History-Windrush Generation.pdf

Early Islamic Civilisation

Y6 AUT1_History-The Early Islamic Civilisation.pdf

WW2

Y1 SP1_History WW2 (1).pdf

Primary and Secondary Sources

In history we have the opportunity to investigate secondary and primary sources to learn more about the past.

Reception

Remembrance Day is a special day when we think about people who helped make our world a better place.

We wear poppies to show we remember the people who have helped us. Reception children made their own Remembrance Day poppies in remembrance of the troops who had to leave their nation to fight for it and ensure the safety of their families.

Year 1 Local History Walking Tour – Exploring Kingston

As part of their History learning, the children in Year 1 took part in a local walking tour of Kingston to deepen their understanding of the area in which they live and go to school. This enriching experience supported the national curriculum focus on developing children’s awareness of their local environment and its historical significance.

This hands-on learning experience helped bring local history to life and gave the children a greater appreciation for the community they are part of, building on their sense of place and identity within the broader context of British history.

Year 1 Exploring the History of Toys

As part of their History learning, Year 1 pupils explore the topic of toys from the past and present. This unit helps children develop an understanding of how everyday life has changed over time, a key aim of the National Curriculum for History at Key Stage 1. Through handling and comparing old and new toys, pupils begin to build chronological awareness and recognise differences between their own lives and those of people in the past.

Year 1 Mary Seacole and Florence Nightingale Workshop

Year 1 pupils took part in a wonderful workshop exploring the lives of two significant historical figures, Mary Seacole and Florence Nightingale. During the workshop, they listened to traditional Jamaican stories that Mary Seacole is believed to have shared with the soldiers she cared for.

The children also had the opportunity to create their own herbal remedies, inspired by the natural medicines Mary used in her work. To conclude the workshop, they learned a song and dance that was performed in Mary’s honour at a celebration held in London by the soldiers she had helped.

Year 2 Learning About 1066

Year 2s have explored the important historical event of the year 1066 in a fun and engaging way. They learnt that 1066 was a special year in English history because it was when William the Conqueror became King of England after the Battle of Hastings.

Year 2 Windsor Castle Trip

As part of their History topic on Kings and Queens, Year 2 pupils enjoyed an educational visit to Windsor Castle. The trip offered a unique opportunity to explore one of the UK's most iconic royal residences, enriching their understanding of monarchy, tradition, and British heritage. Pupils were engaged and enthusiastic throughout the day, bringing their classroom learning vividly to life.

Year 3 Butser Farm

On Thursday, October 10th, Year 3s visited Butser Ancient Farm in Waterlooville, Hampshire. It was an excellent educational opportunity for the students to tour an Iron Age site and participate in activities that helped them understand this period of Stone Age history. Workshop activities included artefact handling, chalk carving, archeological excavation, and a Stone Age tour.

Y3 Egyptian workshop

Immersive Experience of Ancient Egypt - Year 3 embarked on a fascinating journey back in time to experience life as an Ancient Egyptian. This hands-on Ancient Egyptian workshop provided us with a unique opportunity to explore the rich culture, religion, and daily life of one of the world’s most fascinating civilisations.

Year 3 Explore Ancient Egypt at the British Museum

As part of their History topic on Ancient Egypt, Year 3 pupils visited the British Museum to explore real artefacts and discoveries from this fascinating civilisation. This enriching experience supports the National Curriculum’s aim for pupils to study the achievements of the earliest civilisations and develop a secure understanding of world history.

By observing original artefacts - such as statues, jewellery, and mummies - pupils were able to deepen their historical knowledge and ask meaningful questions about life in Ancient Egypt. Seeing these items first-hand helped bring their classroom learning to life, encouraging curiosity and historical enquiry skills.

Year 4 Hooke Court

Year 4 enjoyed an exciting residential trip to Hooke Court, Dorset, where they took part in a range of Roman-themed activities including den building, crafting onagers, mosaic making, Roman games, dressing as soldiers, cooking, and jewellery making. The children fully engaged and created fantastic work while learning about Roman life.

Year 4 Designing Roman Aqueducts

As part of a cross-curricular project combining History and Design & Technology, Year 4 pupils designed and constructed their own Roman-style aqueducts. Linked to their History unit on the Romans, this activity deepens understanding of Roman engineering and its impact on modern society, aligning with the UK History curriculum’s aim to help pupils understand how past innovations have shaped the world.

Year 5 Visit Hampton Court Palace

Year 5 pupils visited Hampton Court Palace as part of their History learning on the Tudor period. This visit supports the National Curriculum’s aim for pupils to study an aspect of British history that extends their chronological knowledge beyond 1066. Exploring the home of Henry VIII allowed pupils to deepen their understanding of Tudor life, monarchy, and significant historical events.

Year 5 Greek Day Workshop: Battle of the Persian Wars

As part of our immersive Greek Day, children took part in a dynamic workshop that brought history to life through role-play and active learning. One of the standout sessions was the Battle of the Persian Wars, where pupils explored one of the most significant military conflicts of Ancient Greece.

Year 6 V&A visit - The Victoria & Albert Museum

In Year 6, they learned all about the Early Islamic Civilisation. In October 2024, the Year 6s went on an amazing trip to the Victoria and Albert Museum in London to provide real-life context to their learning and view artefacts in person.

They were able to examine clothing, religious objects, and artefacts from the Islamic Middle East. After viewing all of the artefacts and artwork in the galleries, they used their sketchbooks to record what they had seen.

Year 6 WW2 - Evacuee Workshop

To deepen their understanding of World War Two, Year 6 participated in a drama workshop led by Theatre Exchange. Through engaging role-play, they explored what life was like for evacuees during the war.

To help bring the experience to life, everyone dressed in ‘evacuee-style’ clothing, creating an authentic atmosphere that truly enhanced the workshop and made history feel real.

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