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Queen's Park Primary School

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We do not believe that the study of history is simply the rote memorisation of facts. We believe that studying history helps us to develop some pretty important 21st century skills such as evaluating sources, drawing conclusions based upon facts and writing/speaking clearly and cogently. However, more importantly, we believe that history provides identity and helps us to improve our decision making and judgment. It helps teach us how to learn from the mistakes of others and helps us understand change and societal development. Put simply history provides us with a context from which to understand ourselves and others and in a world of multiculturalism that is more important than ever. When teachers choose which historical events to learn about with the children we take into account the children’s backgrounds and cultural identity so that we can help the children understand themselves and their place in our society.


  Autumn Spring Trips
Year   1




Events beyond living memory that are significant nationally or globally (e.g. the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries) Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life e.g. toys or holidays now and in the 1900’s (Possible link with visit to the seaside) Links made with the school books to show how life in school was different /  Notting Hill Carnival  
Year   2 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 (e.g. Mary Seacole (Jamaican Nurse) and Edith Cavell WW1) Significant historical events, people and places in their own locality.  
Year   3 Pupils should be taught about:
Changes in Britain from the Stone Age to the Iron Age
This could include:
  • late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae
  • Bronze Age religion, technology and travel, e.g. Stonehenge
  • Iron Age hill forts: tribal kingdoms, farming, art and culture
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
This could include:
  • Viking raids and invasion
  • Resistance by Alfred the Great and Athelstan, first king of England
  • Further Viking invasions and Danegeld
  • Anglo-Saxon laws and justice
  • Edward the Confessor and his death in 1066


Westminster Abbey

Sutton Hoo

Year   4 Britain’s settlement by Anglo-Saxons and Scots
This could include:
  • Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
  • Scots invasions from Ireland to north Britain (now Scotland)
  • Anglo-Saxon invasions, settlements and kingdoms: place names and village life
  • Anglo-Saxon art and culture
  • Christian conversion – Canterbury, Iona and Lindisfarne
The Roman Empire and its impact on Britain
This could include:
  • Julius Caesar’s attempted invasion in 55-54 BC
  • The Roman Empire by AD 42 and the power of its army
  • Successful invasion by Claudius and conquest, including Hadrian’s Wall
  • British resistance, e.g. Boudica
“Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity
Roman Baths
Year   5 A non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300. A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
For example:
  • The changing power of monarchs using case studies such as John, Anne and Victoria  
  • Changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
  • The legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
  • A significant turning point in British history, e.g. the first railways or the Battle of Britain
British Museum
Year   6 The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China A local history study
For example:
  • A depth study linked to one of the British areas of study listed above
  • A study over time tracing how several aspects national history are reflected in the locality (this can go beyond 1066)
  • A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
British Museum