"I enjoyed learning about how the Vikings raided different countries for valuable goods and land." - Muhammad (Year 5). "Over the years, I have enjoyed learning about significant events from the past and how they have changed things over time." - Eidrees (Year 6). "I find history interesting because I can learn about the important events from the past and how they still matter today." - Zahraa (Year 3).
History
In EYFS, children begin developing their historical knowledge through high-quality continuous provision and planned focus activities. Learning is underpinned by the Development Matters statements and the Early Learning Goals for EYFS.
Our History curriculum is underpinned by Twinkl History Seekers, alongside Twinkl PlanIt resources, ensuring coverage of the History National Curriculum for KS1 and KS2. The curriculum develops both substantive knowledge (historical events, people, chronology and key concepts) and disciplinary knowledge (historical enquiry, interpreting sources and understanding change and continuity). This ensures clear progression in historical knowledge and skills throughout the school.
What makes a successful Historian?
At Warwick Road Primary School, we are Historians. We…
- have a chronological narrative, from the earliest times to the present day and we understand how people’s lives have shaped this nation
- understand how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of history: ancient civilisations; the impact of empires; characteristic features of past non-European societies; achievements of mankind.
- understand and use language such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance and use them to make connections, draw contrasts, analyse trends and frame historically-valid questions.
- historically enquire and understand how evidence is used rigorously to form historical inferences and discuss why there are contrasting interpretations of the past.
- relate our historical learning to different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
How we learn at Warwick Road
Our history progression document describes the development of our children’s knowledge, understanding and skills over time with common threads that children develop in their journey through school.
History lessons throughout the school follows a similar structure where children recall, revisit and build upon knowledge and then, reflect, draw links and debate. Wherever possible, activities will be investigative in nature, allowing pupils to form their own questions and conclusions based on the knowledge that they have been exposed to. Pupils will work in groups, pairs and individually to consolidate new concepts through high quality talk.
They will have the opportunities to investigate a wide range of sources and use them to make interpretations about the past. These sources include:
- Written sources e.g. books, archive records, maps, newspapers, letters, diaries, inventories.
- Visual sources such as photographs, artefacts, posters, paintings, videos, computer based materials, the internet, buildings and sites.
- Oral sources e.g. interviews, pod-casts etc.
There will be opportunities for historical re-constructions in the form of music, art, dance and drama.
Pupils will be encouraged to communicate and record their findings orally, visually and in a wide range of writing genres. Opportunities will be given to present work to different audiences. In order to aid this communication, pupils will be introduced to specific historical language.
History Long Term Plan
This document outlines the history units of work that will be taught across the year, in each year group.
Enhanced Curriculum Experiences
School Trips
Throughout the year, various out-of-school experiences are planned to support learning taking place in the classroom, most year groups have experiences linked to their history units of work. For example, in 2025-26, pupils visited Leeds City Museum, The Royal Armouries, Herd Farm, The Natural History Museum, The Houses of Parliament, Murton Park and Edan Camp. On these trips, pupils attend specific workshops or have teacher-led experiences for maximum learning.
Assemblies
Various assemblies presented by classes, teachers and other professionals, keep history alive outside the classroom. Some of the assemblies that take place throughout the year are:
- Class assemblies covering the units being studied
- History leader assemblies commemorating significant historical events
- ‘History Bee’ assemblies where pupils compete by answering historical questions
- External professionals presenting assemblies specific to their discipline.
Black History Month Introduction Assembly
As part of our Black History Month assembly, pupils explored this year’s theme, ‘Honouring Our Communities’, learnt about influential Black British figures and the Windrush generation, and reflected on how people from different backgrounds have helped shape our local communities.
Windrush Tapestry Assembly
We were delighted to welcome Edwin Baker from Windrush On Tour, who introduced pupils to the Windrush Tapestry, sharing the journeys, experiences and contributions of the Windrush generation and highlighting the important stories of people who helped shape our local Kirklees community.
Parent support
BBC Bitesize is a good place to become familiar with or revise a history topic. There is a range of videos, images, games and text that are easily accessible to children.
Subject policy
Leadership
Subject Leader: Mrs. Tariq (Year 5 Teacher) is our Lead Historian, who you can speak to if you would like to find out more about how we teach our History Curriculum at Warwick Road Primary School.
History Link Governor: Mrs Bhamjee
