At Pear Tree Primary, we view history as a great deal more than learning facts. We see it as an opportunity to develop skills of enquiry and questioning.


Our aim is to develop historical skills and concepts, which are transferable to whatever period of history is being studied and will equip children for future learning. It is our intention to develop a love of history and see how it has shaped the world we live in. History is taught through our cross curricular topics or occasionally as a stand-alone subject. The past comes to life when children use a variety of sources of information to find clues and evidence and take part in discussions with their peers. Through history, children learn to make comparisons and links between the past and modern times and discover how and why things have changed. They learn about people and events in the past, in Britain and the wider world, and realise that these have influenced our lives today. Children are taught how to investigate and record their findings in interesting and creative ways including writing, art, drama and ICT.


In order for children to know more and remember more in each area of history studied, there is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision of facts and historical understanding are built into lessons. We aim to engage our children in the historical process with practical activities such as fieldwork during Forest School. The Stone Age (Y3) has been brought to life with activities, which include cave art, food tasting, artefact handling and archaeological techniques. Working outdoors has deepened the understanding of history through engaging Forest School experiences. Lighting fires, sitting around them, and using them for cooking, is at the heart of Forest School practice. Having the opportunity to do these activities while discussing ancient people, and watching a demonstration of the history of fire making, develops respect for the survival skills of our prehistoric ancestors. Treasure hunts, for trees and plants, as well as foraging for food, shows the ingenuity and knowledge of ancient people and engenders respect for ancient culture. Best of all, from the pupils’ point of view, is the making of dens – Neolithic shelters or Viking long ships (Y6) Throughout the sessions historical vocabulary is introduced in context, while the use of modern materials e.g. tarps instead of skins to make the shelters are explained.


The impact of using the full range of resources, including display materials, will be seen across the school with an increase in the profile of history. The learning environment across the school will be more consistent with historical technical vocabulary displayed, spoken and used by all learners. We want to ensure that history is loved by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future At the end of each topic teachers will have a reflection on standards achieved against the planned outcomes. If children are keeping up with the curriculum, they are deemed to be making good or better progress. This judgement will be made through a range of activities including tests, deeper questions and teacher observations.


Level Expected at the End of 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.

We have selected the Early Learning Goals that link most closely to the History National Curriculum.

Key Stage 1 National Curriculum Expectations

Key Stage 2 National Curriculum Expectations

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

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


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