At Village Primary School we are passionate that all children have a good understanding of national, international and local history. Through the strong teaching of History, we want to raise our children to be critical thinkers, generate reasoned arguments, develop chronological understanding and weigh evidence and its suitability. With the aim to give them the resources and skills ready for later life. Through the teaching of Philosophy for Children (P4C), Global Goals and UNICEF Rights of the Child, children are given opportunities to share their ideas but make reasoned opinions based on factual evidence, linked to historical evidence and fact.

The passion of History is evident throughout our school grounds and the children are aware of the importance of our local heritage. We raise our children to be proud of where they live. We provide our children with opportunities to visit local landmarks to develop their knowledge further whilst providing positive links within the community. This is then celebrated yearly through a Heritage Week where all classes complete a week-long project on their chosen landmark. This gives them hands-on learning and widens their experiences of the world around them.

Our History curriculum provides lessons that provide awe and wonder which allow children to explore, dream and discover the world that is around them, both in the past, present and future. Throughout all lessons History is evident through cross-curricular links and is taught throughout all core subjects.


History – Curriculum Map


–          Remembers and talks about events that are significant to them

–          Recognise and describe special times


–          Give opportunities to record findings

–          Provide ways of preserving memories of special events



–          Use memory to remember past events.

–          Recall special memories or events.

–          Record through drawing or writing.


  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 1

Toys through time

Article 31

Homes over time

Global Goal 3

Article 8


Henry Pease and Saltburn

Global Goal 13

Article 31

End Points

·          To know that the iPad was invented in 2010

·          Explore how toys have changed over time

·          To sort old and new toys.





·          To describe how homes have changed over time and to describe the function of a room (e.g. pantry to store food, toilet outside etc.)

·          Describe how household appliances have changed over time (e.g. mangle, bath tub etc.)

·          To know the evolution of home laundry and place this on a timeline.

·          To know Henry Pease founded Saltburn

·          To describe how seaside attractions have changed over time e.g. arcades, Punch and Judy etc.

·          To compare a day at the seaside then and now e.g. swimming costumes, food, cameras, sport etc.

Year 2

Fire of London

Global Goal 11

Article 24

Florence Nightingale

Global Goal 3 & 6

Article 24

Captain Cook

Global Goal 3

Article 24 & 27

End Points

·          To know that The Great fire of London began in a baker’s on Pudding Lane in September 1666.

·          To know the fire spread quickly due to wooden houses being built close together.

·          Use resources to learn about significant events.

·          To know that Florence Nightingale made improvements to health care.

·          To know the dates of the Crimean War 1853 – 1856.

·          Devise historically valid questions.


·          To know the date that Captain Cook is credited with discovering Australia (22nd August 1770).

·          To explore life at sea as a sailor on the Endeavour.

·          Understand how information is gained from a range of sources.



–          Identify similarities and differences between ways of life in different periods.

–          Understand key events.

–          Use stories and sources.

Year 3

The Stone Age to Iron Age

Global Goal 8, 9 & 11

Article 9


Global Goal 8, 9 & 11

Article 19

The Vikings

Global Goal 8, 9 & 11


Article 9 & 19

End Points

·          To understand how civilisations developed from The Stone Age to The Iron Age.

·          To know what Stone Henge is and why it is significant.

·          To use artefacts to tell us more about the Stone Age.

·          To name some important Roman inventions including aqueducts, sewers, Roman baths, roads etc.

·          To describe the successful invasion, by Claudius, and conquest including Hadrian’s Wall.

·          To understand the lasting impact of technology, culture and beliefs on Britain e.g. street names, calendar, numerals etc.

·          To describe Viking raids and invasions

·          To understand the resistance of Viking invasions by Alfred the Great.

·          To know who Edward the Confessor was and to know why his death in 1066 was significant.



Year 4

Ancient Egyptians

Global Goal 8, 9 & 11

Article 19


Global Goal 8, 9 & 11

Article 19

WW2 – The Home Front

Global Goal 9

Article 9 & 27

End Points

·          To place the Egyptian Period on a timeline and place well known Pharaohs in order of leadership

·          To compare and contrast the Egyptians with the 21st century and discuss the hierarchy of society.

·          To know the impact the Egyptians has had on modern society and can name some Egyptian inventions.

·          To learn about The Anglo Saxon invasions, settlements and kingdoms.

·          Discuss Anglo Saxon art and culture, using this knowledge to gain an understanding of life at these times.

·          To place key invasions on a timeline and know where they took place.

·          To know who the key leaders were during WW2 including Churchill

·          To know when and why World War 2 began (1939 – 1945)

·          To explore a range of sources and understand how WW2 impacted on British life (rations, evacuees, Anderson shelter etc.)



Year 5

The Victorians

Global Goal 4, 5, 9, 9 & 11

Article 36

Teesside – Bridge Builders

Global Goal 9


Ancient Greece

Global Goal 8, 9 & 11

Article 19

End Points

·          To place the Victorian Era on a timeline

·          To compare and contrast the Victorian Era with the 21st century

·          To know the impact the Victorian Era has had locally and globally (rights, education, railways, industrialisation, employment law, gender equality etc.)

·          To know the significance of steel making and industry on Teesside

·          To use a range of sources to research the history of my local area

·          To name local and international bridges that originated from Teesside e.g. Sydney Harbour Bridge, The Transporter Bridge, Infinity Bridge, Auckland Harbour Bridge etc.

·          To understand the legacy of Greek culture e.g. art, Gods, architecture, Olympic Games, inventions, medicine, philosophy and literature

·          To understand how evidence is gathered from a range of sources and discuss the validity of sources

·          To describe daily Greek life.

Year 6

WW1 – The Front Line

Global Goal 9

Article 9 & 27

Charles Darwin

Global Goal 13, 14 & 15

Article 29

Mayans/ Ancient Civilisations

Global Goal 8, 9 & 11

Article 19 & 29

End Points

·          To know that World War One began in 1914 and ended on 11.11.1918

·          To describe the conditions that British soldiers lived in on the front line

·          To devise questions which explore local and world-wide history.

·          To know that Charles Darwin was a scientist who established the theory of evolution

·          To know that Charles Darwin’s theories were not immediately accepted by everyone and why

·          To understand how evidence is gained from a range of sources and discuss the validity of sources

·          To know when The Mayan civilisation began 2600BC

·          To know the legacy of The Mayans (e.g. Mathematicians, astronomers, calendars etc.)

·          To compare and contrast life in modern and ancient Mexico

Skills KS2

–          Secure knowledge and understanding of British, local and World History.

–          Contrast and explore trends over time.

–          Devise historically valid questions.

Understand how information is gained from a range of sources.