Bedonwell Junior

" Through excellence, together we shall succeed "



At the Bedonwell Federation, we strive to provide a high quality, well-structured and, most importantly, enthralling history education that will help children gain knowledge and understanding of both Britain’s past and that of the wider world. 

We believe that children should be inspired to learn about real people who lived, and real events which happened in the past and to consider how the past has influenced the present. Thus helping to form them into well-rounded people with a breadth of interests and the ability to make sense of the world in which they live. Over time the children will develop a chronological framework for their knowledge of significant events and people.

We see History as an opportunity to develop skills of enquiry, questioning, analysis and problem solving which enables the pupils to become open minded “historical detectives” and explore the past in engaging ways.

Our history curriculum gives children the opportunity to question the mistakes that have come before them, as well as reflecting on the numerous successes, allowing them to develop their sense of curiosity whilst thinking critically and gaining historical perspective.

Crucially, history should be fun and engaging by allowing children to experience elements of the topics they study through practical lessons, history-themed days, school trips and independent research.

We have carefully considered chronology in our planning that builds progressively on pupils’ knowledge and skills from Nursery to Year 6. We use the National Curriculum as a basis for our planning and personalise and extend it to suit our specific context.


The Early Years Foundation Stage (EYFS)

Children of Nursery and Reception age will follow the Early Years Foundation Stage (EYFS).  History forms an integral part of ‘Understanding the World’ within the EYFS. Within the People and Communities strand, 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.

 Key Stage 1

 Pupils should:

  • Develop an awareness of the past, using common words and phrases relating to the passing of time.
  • 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.
  • Use a wide vocabulary of everyday historical terms.
  • Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
  • Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

 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 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, Mary Seacole and Florence Nightingale).
  • 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.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

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

Curriculum overview

Year Group

Autumn Term

Spring Term

Summer Term


Settling in and getting to know each other. Seasons: Autumn

People who help us in our community.

History links made to the ‘I can’ topic chosen by the class.


Getting to know each other-families

Seasons and identifying changes over time. 

Real-life heroes in our community.

History links made to the ‘I can’ topic chosen by the class.

Year 1

Toys past and present

Intrepid explorers


Year 2

Guy Fawkes and the Gunpowder Plot

Florence Nightingale

What were seaside holidays like in the past?

Year 3


Stone Age and Bronze Age to Iron Age

Ancient Civilisations

Ancient Egypt

Year 4



Ancient Greece


Anglo-Saxons and Scots

Year 5



Vikings and Anglo-Saxons



Year 6



WWII (a local study)

Medicine and Disease