Subject leader

Mrs Turner is responsible for History. This means ensuring there is an ambitious curriculum set, supporting teachers to implement it through high-quality lessons and checking that everything is helping children to know more, remember more and do more.

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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 - History key stages 1 to 2

    • 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.

Oakfield's Approach


We are setting out to help our pupils be ...

  • Objective - Through enquiries into Historical themed questions, to form their own opinions and interpretation of the past.

  • Reflective - To discover links and connections to the History they learn and the wider community and locality.

  • Analytical - by becoming increasingly critical and analytical thinkers.


We will do this by ensuring ...

  • Children are taught to form their own opinions through Historical enquiries.

  • Content is taught progressively through 13 ‘threshold concepts’, these are the ‘big ideas’ we want all children to know.

  • A range of resources are used to help children analyse and make connections to the History they learn.


We will have made a difference when ...

  • All pupils are able to form their own opinions - they can make their own interpretations of the past through Historical enquiry.

  • All value and enjoy the curriculum we offer - by sharing their thoughts through discussion and engagement with the curriculum.

  • All pupils are able to be critical and analyse, therefore demonstrating a clear understanding of what it means to be a Historian.

Threshold Concepts

These are our big takeaways called ‘threshold concepts’ - an overview of what we want pupils to know. They are the same for every year group and help us to ensure we build learning on the same ideas, that way we help children to be able to remember more meaningful connections rather than remembering isolated facts.

  1. Everyday life changes across time and can be influenced by invasion, conflict and past civilisations.

  2. Hierarchy is a way of organising people according to how important they are.

  3. Civilisations and their invasion of Great Britain, had an impact on life for the indigenous people.

  4. Historical information can be presented in a range of ways.

  5. Historical terms such as year, decade and century, can be used to describe different periods of time.

  6. A range of historical sources or artefacts, can be used to build a picture of a historical event or period of time.

  7. National and international events can have an impact on a locality.

  8. There are similarities and differences between periods of history.

  9. Significant events affect the lives of many people over a long period of time.

  10. A person who is historically significant, has made big change in their lifetime.

  11. Changes over time can happen rapidly or slowly and are affected by the desire for people to change.

  12. Individual events linked to themes, all show changes in British life over time.

  13. Key changes and events of historical periods can be placed on a timeline.

Progression on a Page ...

Here is an overview of what we expect children to be taught, know and do by the end of each year group.

Year R

  • Children will be taught to talk about the people around them and their roles in society. They will be able to identify some differences between things in the past and now and will be able to understand the past through settings and events they have encountered in books read in class and through storytelling.

Year 1

  • Children will be able to describe an aspect of everyday life within or beyond living memory. They can understand that historical events, people and periods can be represented in stories, pictures, writing or role play. Children will be able to use words and phrases such as here, now, yesterday and last week, to communicate ideas and observations of passing time and will be able to identify similarities and differences between ways of life within or beyond living memory.

Year 2

  • Children will be able to describe the everyday lives of people in a time period and the hierarchy of a past society. They can present historical information in a simple non-chronological report and use historical sources to begin to identify viewpoint. Children can describe, in simple terms, the importance of local events, people and places and explain why past events are significant. They will be able to describe how an aspect of life and changed over time and explain the importance of a significant individuals achievement as well as sequence information in chronological order.

Year 3

  • Children will be able to describe the everyday lives of people from historical periods and how past civilisations or lives of people in Britain, developed during the Stone, Bronze and Iron ages. They can identify the best ways to present historical accounts and information and can make deductions about the reliability of a historical source or artefact. Children can analyse a range of historical information to explain how national and international events impact locality. They will be able to explain similarities and differences between two periods of history and the cause and effect of a significant event.

Year 4

  • Children will be able to create and present a thoughtful selection of relevant information including aspects of British history beyond 1066, in a historical report or in-depth study. They can describe the hierarchy of different roles in ancient civilisations and will be able to explain the cause and consequences of the Roman invasion on Britain. Children can use more complex historical terms and identify bias in primary and secondary sources. They will be able to compare and contrast two civilisations and describe and explain the impact of a past society on a local community.

Year 5

  • Children can explain how everyday life changed for people after invasions and will understand the importance of past or ancient civilisations. They will have explored the validity of a range of historical reports and can articulate and organise important information using topic related vocabulary. Children will be able to find evidence from a range of sources, identify bias and form balanced arguments and will be able to compare and contrast an aspect of history across two or more periods studied. Children can explain why aspects of history or the acts of historical people, make them significant.

Year 6

  • Children can evaluate the human impact of war, oppression, conflict and rebellion on everyday life of a past or ancient society. They can think critically, weigh evidence, sift arguments and present a perspective on an aspect of history and can include abstract terms to express ideas and information. Children can identify different types of bias and can present and examine detailed historical narratives of significant people and events and can produce a clear chronology of world history.

Detailed Progression in History

1e - Threshold Concepts - History.pdf