The teaching and learning of History is essential to the development of a child’s understanding of the world around them. By giving children the opportunity to explore and research the actions of people and events in the past, they are able to develop their own ideas, beliefs and values.

The teaching of History enriches children’s natural enquiry skills. History allows children to foster a keen appreciation of the world that has gone before them and not only does it broaden children’s horizons about the past, it also enhances and supports their learning in other curriculum areas.

Our Aims
Throughout our History Curriculum at Norwood, all pupils will:

  • Enjoy learning about the past and will develop an understanding of how the past has influenced the present
  • Develop a sense of chronology so they can organise their understanding of the past
  • Have opportunities for investigation and learning using a wide range of sources and information
  • Learn how to distinguish between historical facts and interpretation
  • Have opportunities to develop their skills of enquiry, analysis and investigation
  • Learn about key events in the history of their own country and the world
  • Develop their spiritual, moral, social and cultural development through the study of past societies

Programme of Study for History
History is a foundation subject of the Key Stage 1 and Key Stage 2 National Curriculum, whereby the programme of study is divided into chronological understanding; knowledge and understanding of events, people and changes in the past; historical interpretation; historical enquiry and organisation and communication.

In Key Stage 1 pupils learn about people's lives and lifestyles. They find out about significant men, women and children and events from the recent and more distant past, including those from both Britain and the wider world.
In Key Stage 2 pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in their own area, in Britain and in other parts of the world.
(National Curriculum, 1999)

If you have any queries, or concerns, about the teaching and learning of History at Norwood, please do not hesitate to contact Mrs Murray (History Co-ordinator)

History New Curriculum
Subject Content KS1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should 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 should use a wide vocabulary of everyday historical terms. They should 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 should understand some of the ways in which we find out about the past and identify different ways in which it is represented. 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; 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; significant historical events, people and places in their own locality.



Year One

Year Two


Who are my parents and grandparents?

History of Toys.  Why didn’t our grandparents play with computers or have mobile phones?


Great Fire of London 1666. How do we know so much detail about it? Who was Samuel Pepys? (significant person)



Significant people: Florence Nightingale and Mary Secole (linked to People who help us topic) How has modern medicine and hospitals changed our lives?




Family timeline, comparing aspects of their own family life in different periods. Personal timeline 0-6 years.

Transport and housing in Southport

Significant People: Brunel, Macadam, Wright brothers


History Curriculum
Subject Content KS2
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, including: the Roman Empire and its impact on Britain, Britain’s settlement by Anglo-Saxons and Scots and  the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor.

In addition: 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


Year Three

Year Four

Year Five

Year Six


Stone Age, Bronze Age, Iron Age in Britain and compare with Ancient Egypt

Significant people: Scott, Edmund Hillary, linked to Mountain topic

Vikings and Anglo Saxons and the struggle for the kingdom of England. (significant people)Alfred the Great and Bede

Significant people: Carl Linnaeus, Charles Darwin, (Science link).



Invaders and Settlers – Romans and the impact their invasion had on Britain. (significant person) Claudius


Chronological knowledge past 1066 – World Wars. (significant people) Ann Frank, Hitler, Winston Churchill




Leisure/ entertainment in the 20th Century linked to Victorian/1950’s Southport (local study).

Early Islamic civilization( RE link), including a study of Baghdad- Inventions that changed the world.

Mayan Civilisation

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