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History at Norfolk Community Primary School

Norfolk Community Primary School Curriculum Drivers

Sequencing of Content


The Norfolk Community Primary School Overview ensures that pre-requisite knowledge is considered and linked to new learning.


A range of eras are taught across phases, giving opportunity to refine understanding of chronology.


KS2 study British History chronologically to develop understanding of the changes across the periods.


Local history is heavily considered.

Big ideas


  • Chronology
  • Continuity and change
  • Cause and consequence
  • Evidence and source analysis
  • Making comparisons and connections
  • Frame historically-valid questions
  • Make links across periods of history

Inspired – historical figures such as Neil Armstrong, Florence Nightingale and Anne Frank show children what is possible if they passionately believe in a cause and their own ability.

Articulate-  studying historical speeches and sharing understanding through presentations supports children in understanding how powerful messages have been communicated over time.

Ambitious – the depth of knowledge is challenging, for example studying the changes to settlements and land use, belief systems and the impact advances have made to life in Britain.

Curious – units of learning allow children to explore history beyond their culture, for example the study of ancient societies, and how religious beliefs underpin many historical events broaden the children’s understanding of the wider world.

Deepening Concepts


Substantive historical concepts are deepened, such as:


International relations: KS1 Explorers, LKS2 Romans, UKS2 Vikings, UKS2 WW2


Structure of society: KS1 The Great Fire of London, LKS2 Ancient Egypt, LKS2 Romans, UKS2 Anglo-Saxons

Retrieval Practice


Children take part in regular mini-quizzes and retrieval activities to strengthen their memory.


Knowledge organisers and concept maps are used to regularly revisit concepts and make connections.


Remembering information and knowledge is celebrated and is part of the Norfolk Community Primary School culture.

Excited – children have opportunities to throw themselves into History! Opportunities such as visiting Sheffield Museums, Florence Nightingale visiting Y2, as well as local history studies throughout the curriculum enthuse and interest the children.

Knowledgeable – historical knowledge is shared with the children and prioritised in the teaching process. Knowing about how Britain evolved from the Stone Age through to 1066 provides children with enough knowledge to form a deeper understanding of substantive concepts like society and rights.

Empathetic – children study emotive topics such as the holocaust in age-appropriate and sensitive ways, with opportunity to reflect on their own lives and how the world has developed and learnt from the past.

Reflective – children have opportunities to compare conditions from the past with how they live their lives now to understand which developments have happened and the impact they have had.

Whole School History Coverage



Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Changes within living memory

Florence Nightingale

The Stone Age

The Romans


The Vikings


The Great Fire of London

Ancient Greece

Ancient Egypt

Ancient Mayans

World War Two

We have a Curriculum Leader who will deliver training on curriculum design across the school.

History and Geography form an important part of our curriculum. We follow the National curriculum and embrace a broad-spectrum of stimulating topics. As a school we aim to inspire curiosity and fascination about Britain and the wider world and wholly develop each child's geographical and historical skills, understanding and knowledge choosing a wide range of primary and secondary sources. Consequently, our lessons are well planned, highly engaging and challenge all abilities where children are encouraged to engage in meaningful discussions using appropriate vocabulary. Other curriculum areas are incorporated into learning to ensure high levels of motivation and interest from the children.

We teach a knowledge engaged curriculum that is ambitious and designed to give all learners the skills needed to succeed in life. We teach through Topics (through Literacy where links can be made) as opposed to themes. If a subject does not link it is taught as a standalone.

Across KS2, History topics are organised into a linear sequence building on children’s prior knowledge. All year groups focus on an ancient civilisation as well as British history from the Stone Age through to 1066 (the exception is Year 6 who study World War 2) recognising how important historical events shaped the world. All year groups have 2 half terms where history is the main subject area for their focus.

Enquiry questions


Our History curriculum is underpinned by enquiry questions: deep questions that the children will develop their understanding of throughout the unit of work. These questions are regularly revisited so that the children can develop their responses and understanding.


Year 1

Changes within living memory

What can I tell you about me and my family?

How are the toys I play with different to those from 50 years ago?



How do astronauts live in space?

What is different about space travel then and now?


Year 2

Florence Nightingale

Why do we remember Florence Nightingale?

What are the achievements key people have been remembered for?


The Great Fire of London

Who was to blame for the Great Fire of London?

Who helped in the Great Fire of London?


Year 3

The Stone Age, Bronze Age and Iron Age

What was ‘new’ about the New Stone Age (and how do we know)?

What was better, the Bronze Age or the Iron Age?


Ancient Greece

How can we find out about the civilisation of the Ancient Greeks?

Can we thank Ancient Greece for anything in our lives today?


Year 4

The Romans

How did the Romans invade Britain and how successful were they?

How did the Romans influence the culture of the people already living in Britain?


Ancient Egypt

Should the Ancient Egyptians have been proud of their pyramids?

Was the Nile the sources of Ancient Egypt’s success?


Year 5

Anglo Saxons

Was life better in Anglo Saxon Britain or Roman Britain?

What changes did Anglo Saxons bring to British society?


The Mayans

Savages or civilised? What were the Mayans really like?

How did the Mayan Empire end?


Year 6

The Vikings

The Vikings – ruthless killers or peaceful settlers?

Who were the Vikings and why did they invade Britain?


World War 2

What were the causes of World War Two?

How did World War Two affect different people within society?

History Overview


Key Stages 1 and 2

Purpose of study

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. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.



The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.


Subject content

Key stage 1

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.

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

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.

Pupils should be taught about:

  • changes in Britain from the Stone Age to the Iron Age.
  • the Roman Empire and its impact on Britain.
  • 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.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.
  • 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.
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world.
  • 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.