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Reydon Primary School

An Trust Academy

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Reydon Primary School

An Trust Academy


History Curriculum Overview 2018/2019









Pirates, Beaches and lighthouses.





Inspirational People


Fire! Fire!




Stones and Bones

Groovy Greeks



Revolting Romans


Anglo Saxons, Scots and Vikings.


Magnificant Mayans

Walk Like an Egyptian



Your Country Needs You!



Victorious Victorians

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:

  1. 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
  2. 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
  3. 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
  4. 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
  5. 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.

Key stage 1


Pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They  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  use a wide vocabulary of everyday historical terms. They 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  understand some of the ways in which we find out about the past and identify different ways in which it is represented.


Pupils are taught about:

  1.  changes within living memory.
  2.  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]
  3. the lives of significant individuals in the past who have contributed to national and international achievements.  [for example, Christopher Columbus and Neil Armstrong, and Florence Nightingale and Edith Cavell
  4. significant historical events, people and places in their own locality.


 Key stage 2


Pupils  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 note connections, contrasts and trends over time and develop the appropriate use of historical terms. They regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They 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.


At Reydon Primary School


Children at Reydon are taught History as part of their termly topic work.  Subjects covered include Castles, Pirates, Beaches and Lighthouses, Inspirational People, The Great Fire of London, The Stone Age. Anglo Saxons, Scots and Vikings, A Local Study of World War II,The Ancient Greeks, The Mayan Civilisation, The Romans, The Ancient Egyptians and The  Victorians.