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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
  • the Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • 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; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

Developing Oustanding Historical Thinking in Primary Schools - an interesting and informative example of good practice, although published in 2012, it still has some valid and useful ideas.

‘History at Fox is not only taught discretely but also through literacy (writing and guided reading) and numeracy. This allows not only for historical thinking to be taught in context but also for it to be taught across the curriculum. It is woven throughout everything we do. Teachers have excellent subject knowledge and ensure that lessons are stimulating and engaging. There are substantial materials which teachers can use for planning, but they are always keen to create additional ones and add them to the resource bank. As a result, history is vibrant: teachers love to teach it and pupils love to study it.’ Paul Cotter, Headteacher at Fox Primary School, London.