History at woodsetts primary
At Woodsetts Primary, history is not just about dates and facts – it is about stories, voices and choices that have shaped the world we live in. Our history curriculum encourages children to be curious, empathetic and thoughtful, helping them to understand how the past influences the present and future.
We believe that history is best learned through enquiry and discovery. Pupils are challenged to ask questions, investigate sources, and reflect on different perspectives. By immersing children in the lives and decisions of people from the past, we develop both their knowledge and their ability to think critically about change, continuity and significance.
We aim to ensure that every child:
- Builds a secure chronological understanding of British, local and world history.
- Develops the disciplinary skills of a historian: enquiry, interpretation, chronology, cause & consequence, significance and legacy.
- Understands that history is contested, with multiple perspectives and interpretations.
- Connects emotionally with the past through empathy, drama, role-play and Hywel Roberts’ “botheredness” approach.
- Appreciates that history is not distant – it is woven into the community around them.
At Woodsetts Primary, our history curriculum is shaped by four big concepts that spiral through every year group. These provide a golden thread across topics, helping children to connect their learning and think like historians.
Legacy
Legacy is what is handed down from the past to the present. It can be an idea, an invention, a tradition, or a physical object.
- Children learn that different periods of history have left behind different types of legacies — from democracy to literature, from buildings to everyday words.
- They explore how these legacies still shape our lives today, and how history continues to influence the future.
Society and Community
Society is about how people lived, worked and interacted in the past.
- Children explore the complexity of people’s lives, including traditions, customs, culture and beliefs.
- They learn how different societies were organised, how they changed over time, and the ways in which they contributed to the world we know today.
- By studying a range of communities, pupils also develop an appreciation of diversity and human connections across time.
Leadership and Power
Leadership is about how individuals and groups influence others.
- Children discover leaders from across history — from kings and queens to tribal chiefs, explorers and reformers.
- They learn about the decisions leaders made, the power they held, and the legacies they left behind.
- Pupils also reflect on what makes a good leader, linking history to their own roles in school and community.
Conflict and Disaster
Conflict is a struggle between people, groups or nations, and disasters are events that disrupt lives and societies.
- Children investigate the causes and consequences of wars, invasions, protests and disputes throughout history.
- They learn how conflict can be physical or based on competing ideas and values.
- Pupils explore how conflicts and disasters — such as the Great Fire of London or World War II — brought about change and continue to shape the world we live in today.
Each unit is built around a big enquiry question designed to spark curiosity and promote historical thinking. Children investigate through drama, handling artefacts, exploring primary sources and debating ideas.
Examples include:
- Year 2 – London in Flames and Shadows: exploring the Plague and Great Fire through Samuel Pepys’ diary and maps.
- Year 4 – Victorian Britain: experiencing a recreated classroom and reflecting on child labour and social reforms.
- Year 6 – World War II: analysing propaganda, Churchill’s speeches and local testimonies of the Sheffield Blitz.
Local history is woven throughout the curriculum:
- Year 1: Creswell Crags – exploring Stone Age homes.
- Year 4: Industrial heritage and reform in South Yorkshire.
- Year 5: Migration stories, including Windrush and Sheffield’s post-war communities.
- Year 6: Sheffield as a key target in the Blitz.
In the Early Years Foundation Stage, history is introduced through the Understanding the World (UtW) curriculum. Children begin to make sense of the world around them by exploring time, change and memory in ways that are meaningful and accessible.
Direct Teaching
- In Understanding the World lessons, children learn about the concept of past and present through stories, pictures and discussions.
- They explore their own lives and families, talking about how they have changed since they were babies and comparing their experiences with those of others.
- Key festivals and celebrations (e.g. Diwali, Christmas, Chinese New Year, Eid) are taught and compared, giving children early insights into cultural history and traditions.
- Children are introduced to historical vocabulary such as yesterday, today, old, new, past, present, long ago and begin to use these words in their own talk.
Continuous Provision
- History learning is embedded across the classroom environment through carefully planned provision areas.
- In the role-play area, children act out events, dress up in costumes, and use props linked to past and present scenarios (e.g. “homes long ago” or “shops then and now”).
- The small world area includes historical playsets (e.g. castles, old houses, transport) that allow children to explore different periods and ways of life.
- Construction areas encourage children to compare old and new buildings, using photos and models.
- Displays and timelines in the classroom support children’s understanding of sequence and change over time.
Experiences and Storytelling
- Teachers use high-quality picture books, traditional tales and simple non-fiction texts to introduce children to the lives of people from the past.
- Visits and local walks (such as exploring the school’s local area) bring history to life and allow children to talk about what has changed and what has stayed the same.
- Children are encouraged to share their own experiences, linking their personal histories with the wider world.
By the end of EYFS, children have begun to develop the skills of a historian: they can talk about change, sequence events, use simple historical language, and show curiosity about the past. These foundations prepare them for the more structured history curriculum in Key Stage 1.
- Every unit includes a knowledge organiser with key vocabulary, introducing key terms and sticky knowledge.
- Vocabulary is revisited regularly through retrieval routines such as “Goldfish, Dog, Elephant” and low-stakes quizzes.
- Core and hinterland knowledge are combined to give children both essential facts and rich contextual understanding.
- Classrooms display enquiry questions, timelines and sticky knowledge prompts to support recall.
We assess history through:
- Ongoing retrieval practice and low-stakes quizzes.
- End-of-unit outcomes such as debates, diary entries, speeches or timelines.
- Book looks and pupil voice to evidence enquiry and progression.
- Moderation using knowledge organisers and staff meetings to ensure consistency.
- Phase end points (KS1, LKS2, UKS2) which track progression in both knowledge and disciplinary skills.
Our history curriculum links closely to our PSHE pillars:
- Relationships: children work collaboratively, debate respectfully and empathise with people of the past.
- Living in the Wider World: pupils learn about democracy, law, diversity, tolerance and migration.
- Dreams, Aspirations and Beliefs: awe and wonder at past societies and leaders, and how choices shape the future.
By studying history, pupils see how British Values have developed over time:
- Democracy – e.g. Roman governance, suffragettes, Churchill.
- Rule of Law – e.g. Anglo-Saxon codes, Victorian factory reforms, wartime rules.
- Individual Liberty – e.g. campaigns for rights, education for all.
- Mutual Respect & Tolerance – e.g. migration stories, Windrush, Maya civilisation.
Following a recent pupil voice activity with some of our children, here are a few quotes about history:
- “I liked acting out Samuel Pepys hiding his diary during the Great Fire. It made me feel like I was really there.” – Year 2
- “When we learned about the Blitz, my nan came in to talk about her family. It made me understand it more.” – Year 6
- “I enjoy debating because we don’t all agree – we have to explain our ideas.” – Year 5
- “History helps us understand why the world is the way it is now.” – Year 4
BBC Bitesize History– Videos, games and resources for primary pupils.
Historic England – Education– Learning resources about local and national heritage.
National Archives – Education– Access to primary sources and activities.
