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‘We are not makers of history. We are made by history’ (Martin Luther King Jr). Our History North Star is to inspire children to understand this quote; that they are a product of their history – locally, nationally, and globally – and instil a curiosity about the past. Our teaching will motivate children to ask critical questions to discover who they are, why the world is the way it is and understand how this continually impacts on their daily life and the world they live in. Our teaching will build on pupil’s prior knowledge from Key Stage One and provide them with opportunities to explore the past through a range of sources and evidence. Through high-quality teaching children will have an extensive base of Historical knowledge and vocabulary. Our History curriculum will equip pupils with a greater understanding of chronology of major periods of time in British History, from the earliest times to the present day. They will know how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world, comparing British History to significant aspects of the history of the wider world and ancient civilisations. Children will understand historical concepts such as continuity and change, cause and consequence and use them to make connections, draw contrasts, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Finally, as children progress through our History curriculum they will understand the different 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.


At Ashfield, History is taught as a discreet subject and lessons are planned with a clear progression across each year group. Key skills and knowledge have been broken down and allocated across different year groups to ensure full coverage of the National Curriculum. Our History curriculum builds on what children have learnt at our local infant feeder school. It has been carefully planned to ensure that children have a sound knowledge of history beginning with pre-history and life in the Stone Age and culminating with learning about the conflicts of World War One and World War Two. Year 3, Year 4 and Year 5 will have three units of work while Year 6 will have two units of work.

There is a clear progression of learning in each year group. Children in Year 3 will begin by learning more about the Stone Age as well as researching the history of Ashfield Junior School. In Year 4, the children’s historical journey continues when they learn about the Iron Age and the Celts, the rise and fall of the Roman Empire and the Anglo-Saxons and the Vikings. In Year 5, the children focus on the ancient civilisations of the Greek and the Egyptians. Finally, in Year 6 the children study the conflicts of World War One and World War Two.

Our History lessons will include:

  • A progression of history knowledge
  • A clear sequence of learning for each unit
  • Specific historical vocabulary for units of work and year group
  • Develop historical skills
  • Provide opportunities to reflect and build on prior learning
  • Make links with other subjects in the curriculum
  • Differentiated activities or support (e.g., word maps, iPad and technology etc) for children with SEND


  • Children talk passionately about their learning in History and talk enthusiastically sharing their knowledge and understanding
  • Children demonstrate new knowledge and skills
  • Children use and apply a range of historical language and vocabulary
  • Children understand a variety of locations, landmarks and key geographical features
  • Children explain the chronology of History and identify significant events
  • Children use their historical knowledge to understand the past has impacted our lives
  • Children ask historical questions and use a range of sources to find out the answers

Our children will be successful and engaged in lessons because:

  • Teachers use assessment for learning to inform planning to address misconceptions and gaps in learning
  • Teachers build on a progression of skills and knowledge from the previous year
  • Teachers make links and connections with prior learning in History and in other curriculum subjects
  • Teachers scaffold activities, model historical vocabulary and follow a sequence of learning so that all children can make progress