History Curriculum Leader: Miss G Worrall

For more information about how History is delivered at Hindsford, please e-mail Miss Worrall via the enquiries e-mail enquiries@admin.hindsford.wigan.sch.uk.


The intent of the History Curriculum is to provide the children with the necessary knowledge to be able to place British eras on a timeline and events during these eras in chronological order. (NC Link: Chronological Understanding, K&U of Events and People)

It is also the intent of the History Curriculum to develop the childrens’ understanding with regard to the influence that significant people and events have had on life today, including that of the wider world. (NC Link: K&U of Events and People)

In addition, it is the schools aim to provide the children with different primary and secondary sources so that they can learn how to use them successfully to enhance their learning. The History Curriculum will also teach the children how to effectively carry out research and ask relevant questions to find out more information about the past. (NC Link: Historical Interpretation and Historical Enquiry)


Early Years:

In Early Years, History is taught by the children being encouraged to talk about significant events that have happened to them in the past i.e. Last night… Last week… Last year…

The children are also encouraged to explore the lives of people who are familiar to them and ask questions to find out more information. If this person is a parent or grandparent, this questioning may include reference to what school or life was like for them in the past.

During the year, the Early Years Long-Term Plan also has some History specific themes such as Long, Long Ago, which is scheduled for Summer 1.

The most relevant statements for History in Early Years is in the following area:

  • Understanding the World

 3 & 4 Year Olds
Understanding the World
Begin to make sense of their own life-story and family’s history.
Understanding the World
Comment on images of familiar situations in the past.
Compare and contrast characters from stories, including figures from the past.
Understanding the World
Past and Present
Talk about the lives of people around them and their roles in society.
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
Understand the past through settings, characters and events encountered in books read in class and storytelling.

Years 1 to 6:

From Year 1 to Year 6, History is taught in a 6-8-week block of lessons, which on average lasts an hour each. The timing of these lessons however are flexible depending on the content being covered and the skills being developed.

To ensure the full coverage of the National Curriculum the school has carefully selected the Units of Work for each year group and mapped this on a timeline.

Below is a copy of the History Long-Term Plan:

For each unit, the children’s knowledge will be developed by them using their historical skills to obtain the information that they need. Each week, they will increase this knowledge so that by the end of the unit the children can both talk about what they have learnt and articulate the skills that they used to obtain this information. An example of how a typical unit would be organised is as follows:

Session Focus 1 – Chronological Understanding:

The majority of Units of Work will begin with:

Looking at a timeline and discussing where the significant event, person or period of time is positioned on this timeline.

For Years 1 & 2, the timeline will be an AD timeline.

For Year 3, the timeline will be the same AD timeline used in KS1 for the Autumn Term when the children study the Kings and Queens Unit of Work and then will be a BC timeline when the children engage in the Stone, Bronze & Iron Age and Ancient Egypt Units of Work.

In Year 4, the children will use combination of both timelines throughout the year. Year 5 will just use the BC timeline and Year 6 will just use the AD timeline.

As the BC and AD timelines join together to make a complete BC/AD timeline the children can combine these together at any time in their learning to view the complete timeline from the 3,000BC to 2022AD.

Once the children have looked at the timeline and placed the significant event, person or period of time onto this, they will then:

Answer questions in relation to the timeline.

Complete an activity linked to timeline.

Below is a copy of the timelines the children will use during their learning throughout the school:

Session Focus 2 – Historical Interpretation:

During this lesson the children will look at different primary and secondary sources to begin to learn more about the period of time, event or person that they are learning about.

Session Focus 3 – Knowledge and Understanding of Events / People & Changes:

During this lesson, the children will be either given more information about the period of time, event or person or carry out research to find out more information about. The activity during this lesson may take the form of a Question & Answer activity, Knowledge Mind Map or the producing of a Fact File.

Session Focus 4 – Historical Enquiry:

During this lesson, the children will think of different questions to ask somebody from the past or a Historian about the past and then take part in a hot seating role play session or invite a visitor into school to ask their questions to.

Session Focus 5 – Organisation & Communication:

This session will act as an assessment of the work carried out during the unit as the children will be asked to prepare a presentation to present their learning to their peers. The children will then take part in a quiz at the end of the unit to test their understanding.

For each of these focused lessons, there is a Progression in Skills document which outlines the expectation of learning in each year group as the child progresses through the school.

Below is a copy of the progression in skills, knowledge & vocabulary in History:

Below is a copy of the History National Curriculum:

Below is a copy of the History Medium-Term Plans:


The intended impact of the History Curriculum is that the majority of children in each year group are working at or above the expected level for their age.

In addition, it is the intended impact that the children:

·       are inspired by the History Curriculum and want to learn more.

·       show the progression in their skills and knowledge.

·       can discuss their learning and remember what they have learnt.

·       can talk about their first-hand experiences of visiting historical places and working with visitors.

The above impact will be assessed in a number of different ways throughout each year:

  • At the end of each unit, the teacher will carry out assessments linked to the Medium-Term Plan objectives. A best fit

    level will then be given at the end of the as an overall level of learning. This levelling will be graded as set out in the

    school’s Assessment Policy – Below (Not Accessing the Curriculum), Working Towards, Expected or Exceeding.

  • The pace of learning will be viewed via the History Books and linked to the Medium-Term Plan objectives.

  • Learning Walks will be carried out to assess the quality of teaching and learning being delivered.

  • Pupil voice sessions will assess how much knowledge the children are retaining overtime and able to recall when asked.

    These sessions will focus on asking the children questions about the learning that is documented in their History Book.

  • During Curriculum Governor Days, the children will also be asked about their learning in reference to the work in their History Books linked to the Medium-Term Plans.

  • Photographic evidence highlighting areas covered and shown on Hindsford Blogs

Useful Websites:

Click on the website below to carry out research on different History topics.

History Gallery:

Response to Covid-19

During the 2021 national lockdown (January 2021 – March 2021), we taught History lessons remotely. As the school opted to record or live teach all History lessons, the long-term plan continued as intended if all the children were in school. Therefore, the children did not miss any of the sequenced lessons although teachers did make some adaptations to the activity set so that it could be carried out at home easily.

The children carried out their timeline work when they returned to school in March 2020 as these are kept in the front of their work books.