National Curriculum Programme of Study



In St Norbert’s History is planned out progressively to cover the skills and concepts required in the National Curriculum. This aims to develop historical skills and concepts which are transferable to whatever period of history is being studied and will equip children for future learning. These key historical skills and concepts, which are revisited throughout different themes, are: Historical Interpretations; Historical Investigations; Chronological Understanding; Knowledge and Understanding of Events, People and Changes in the Past; Presenting, Organising and Communicating.

The coverage of recent history in KS1 enables children to acquire an understanding of time, events and people in their memory and their parents’ and grandparents’ memories. For KS1, themes allow a full opportunity for children to really grasp the difficult concept of the passing of time.

The intent in lower KS2 is that children can work on a variety of areas of History to develop and apply the skills listed above through a range of ancient, British and more recent History

Upper KS2 continues and builds upon this with a wider selection of ancient history such as ‘Early Mayan Civilisations’ and ‘Stone Age’ through to more modern history such as ‘World War I’ and ‘Leisure and Entertainment’. The repeat of these themes allows for children to truly develop and embed a sense of time and how civilisations were interconnected. Children start to understand how some historical events occurred concurrently in different locations, e.g. Ancient Egypt and the Stone Age.


In order for children to know more and remember more in each area of History studied, there will be a structure to the sessions whereby prior learning is always considered and opportunities for revision of facts and historical understanding are built into the learning. This allows for revision to become part of good practice and ultimately helps build a depth to children’s historical understanding. Through revisiting and consolidating skills, History sessions will enable children to build on prior knowledge alongside introducing new skills and challenge. Revision and introduction of key vocabulary is also built into each session. This vocabulary is then included in Knowledge Organsiers and displays to ensure that children are allowed opportunities to repeat and revise this knowledge.

Here at St Norbert’s we intend to inspire pupils and practitioners to develop a love of history and see how it has shaped the world they live in.


History displays in each class will directly improve the impact of History across the school. At St Norbert’s History displays will be more consistent with historical technical vocabulary displayed enabling it to be spoken and used by all learners. Regularly shared Historical themed days/months and highlights in the School Newsletter will raise the profile and interest in the subject of History throughout the school and it’s wider community. Here at St Norbert’s we want to ensure a love of History by teachers and pupils across school, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. Impact can also be measured through key questioning skills built into sessions, child-led assessment through LBQ (Learning by Questions) and quizzes throughout sessions.

Year group
Advent 1
Advent 2
Lent 1
Lent 2
Pentecost 1
Pentecost 2
Year 1
The Gunpowder Plot
– Understand national and global events beyond their living memory
– Understand the lives of significant individuals in the past who have contributed to national and international achievements – James I and Guy Fawkes
Travel and Transport 
Understand and identify significant historical events, people and places in their own locality. Including a case study of Raymond Mays and Longboats at Flag Fen
-Understand changes that have occurred within their live time, this can be linked to aspects of change in national life. Boats, trains and Cars
Significant Explorers
– Compare aspects of individual’s lives in different time periods. Ibn Battuta, Felicity Aston, Matthew Henson, Neil Armstrong
Year 2
The Great Fire of London
-Understand national and global events beyond their living memory
– Identify the lives of significant individuals from the past who have contributed to national and international achievements – Samuel Pepys
Grace Darling RNLI
Identify the lives of significant individuals from the past who have contributed to national and international achievements Grace Darling History of RNLI
Significant Nurses 
-Compare aspects of these individual’s life in different time periods.  Mary Seacole and/or Florence Nightingale and Edith Cavell – Local link
Year 3
Ancient Egyptians 
-Understand the achievements of the earliest civilizations through an in depth study  of where and when the first civilizations appeared
– Compare aspects of people’s daily lives in the pastwith my own by using historical evidence or the experience of recreating an historical setting.
 Roman Empire 
 – Understand the Roman Empire and the invasion of Julius Caesar
– Understand the successful invasion by Claudius and conquest, including Hadrian’s Wall.
– Understand  Roman Empire and the power of its army and British resistance
-Understand the ‘Romanisation’ of Britain and can identify sites such as Caerwent and the impact of technology, culture and beliefs including Christianity
-Study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
– Study the changing power of monarchs using case studies such as John, Anne and Victoria
Year 4
-Understand the Scots invaded from Ireland to North Britain (now Scotland).
-Understand and identify Anglo-Saxon invasions, settlements and Kingdoms.
-Identify place names and understand what village life was like in the Anglo-Saxon period.
Develop their understanding of Anglo-Saxon Art and culture.
The Vikings and Anglo Saxons 
-Understand the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the confessor.
-Understand Viking raid and invasions, Danegeld and the resistance shown by Alfred the Great and Athelstan.
Understand Anglo- Saxon laws and justice and the events leading to and including the death of Edward the Confessor in 1066.
Crime and Punishment
 Develop an understanding of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 through a study of changes to an aspect of crime and punishment from the Anglo-Saxons to the present 
Year 5
World War II
-Develop an understanding of British History that extends their chronological knowledge beyond 1066, through a study of local forces in World War II
-Understand World War II and its place in British History
-Understand and can identify the Mayan civilization as a society that contrast with British History.
– Use primary and secondary sources selectively to
research events in the past
Stone Age to the Iron Age 
-Understand the Stone Age to the Iron Age through the study of Flag Fen
-Understand Bronze Age technology and travel for example Stonehenge.
-Identify and understand Ion Age hill forts, tribal kingdoms, farming, art and culture
Year 6
 Ancient Greece
Understand and can identify Ancient Greece, what Greek life was like, their achievements and their influence on the Western world
Use primary and secondary source to gatherinformation about the ancient Greek period.
 Leisure and Entertainment 
-Understand British History that extends their chronological knowledge beyond 1066, through a study of Leisure and Entertainment in the 20th Century
-Compare how young people’s lives in different eras to today.
-Describe changes in 20th century technology, cinema, television and holidays and the effects on our lives today.
The Shang Dynasty of Ancient China
-Understand the achievements of the earliest civilisations through an in depth study of The Shang Dynasty of Ancient China.
– Develop a chronologically secure knowledgeand understanding of world history
-Understand how our knowledge about the past isconstructed from a range of sources and that differentversions of past events may exist, giving some evidence for this