At Upperwood Academy, we are committed to providing our children with learning opportunities to engage in History. We believe that children within our school should have access to a rich History Curriculum. Our History curriculum is designed to give children opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, and to be able to communicate historically.

To ensure maximum progression and repeated coverage of knowledge and skills, we build upon areas of knowledge to embed this knowledge into the long term memory. Termly History themes identify the key knowledge and skills of each topic and very careful consideration has been given to ensure progression across other History topics and indeed other subjects throughout each year group across the school.

When devising our curriculum map and aspects of progression for the teaching and learning in History, we identified some key aspects for the teaching of History within our curriculum.

History Coverage Document

History Progression Document

The children are taught History both as a thematic part of their half termly topic work and as discrete teaching of knowledge and skills. 

Chronology has been carefully considered when planning our curriculum, we have decided not to teach history chronologically through school but to build upon learning in other areas of the curriculum to ensure meaningful links are made particularly in Geography. Our whole school timeline allows us to revisit chronology within every history unit of work.

Teachers are provided with additional planning time on top of their PPA, to plan their curriculum. As part of this planning process, teachers need to plan the following:

  • A knowledge organiser which outlines knowledge (including vocabulary) children must master; 
  • A cycle of lessons for each subject, which carefully plans for progression and depth; 
  • A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory; 
  • Trips and visiting experts who will enhance the learning experience; 
  • A means to display and celebrate the pupils’ artwork in their class.

Mixed year group classes have a carefully planned curriculum to ensure learning is not repeated and prior learning can be built upon.

Our History Education Curriculum is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: 

  • A reflection on standards achieved against the planned outcomes recorded on an assessment tool (Eazmag); 
  • A celebration of learning for each unit of work evidenced in a folder;
  • Tracking of gains in each quiz; 
  • Monitoring of workbooks;
  • Pupil discussions about their learning.
  • We organise our curriculum so that in Year 1 we begin developing our understanding of chronology by studying the most recent times first. These areas of history have been carefully considered to ensure that learning in Year 1 is within the last century.
  • We learn about history in our local area in the Autumn term of Year 1. We visit the local Maurice Dobson museum to learn about our local area and significant people within our local area; we also observe artefacts to support learning later in the year on a depth study of homes and pastimes or toys in the past.
  • We also learn about changes within living memory through the context of homes and pastimes. We learn about what life was like for our parents and Grandparents when they were young.
  • We study an overview of the life of Queen Elizabeth II; this prepares us for learning in Year 2. We learn about the capital city of London before learning about Queen Elizabeth 11 in Year 1.


  • In Year 2, we learn about a change beyond living memory which is chronologically the furthest period of time studied away, in 1666. The Great Fire of London brings together previous learning in History and Geography.
  • We learn about the work of Mary Seacole and Florence Nightingale as a depth study in the 1800s. Chronologically this gives pupils an opportunity to be knowledgeable
  • about the order of some significant events in History. 
  • We learn about Monarchy and Marriage looking specifically at the roles Queen Elizabeth II and Edward VIII in the monarchy. This work on monarchy continues in Key
  • Stage Two.
  • Other significant individuals we learn about include Neil Armstrong. We are always learning about the History of our local area, we have visits to Darfield Church and the Cenotaph. Remembrance is a key event in our yearly calendar for all year groups, in Year 2 we learn more detail about Remembrance.
  • In Year 2, some of us begin learning about a new period in history, the Victorians. We learn about Victorian school and home life.
  • Some of our learning in Year 3 focuses chronologically on the next period of time in history away; the Victorian era. We learn about Victorian mining in Darfield. This follows our Geography learning about Yorkshire to give us some extra locational knowledge. 
  • We also learn about another powerful monarch, Queen Victoria and her impact on modern society. We also learn about the roles Queen Elizabeth II and Edward VIII play/ed in the monarchy. This work on monarchy continues in Key Stage Two.
  • In Year 3, we also carry out a depth study on the Great Plague. This builds upon learning on the Great Fire of London, Geography learning on London and our learning on pioneering nurses in Key Stage One. 
  • In Year 4, we carry out depth studies of the Romans, Anglo-Saxons and the Vikings chronologically to support understanding of this significant period in time. Year 4 is where some of the most fascinating history learning takes place! 
  • In Year 4 we learn about the Roman army and invasion, as well as Roman culture. Prior to the learning on the Romans, a Geography topic on Italy takes place to give us some locational knowledge. 
  • We learn about Anglo Saxon culture, as well as their settlement in Britain. 
  • We learn about the Viking struggle and also the culture and beliefs. 
  • In Year 5 when we have completed our learning on the Anglo Saxons and Vikings and we have a good grounding of chronology we study the Mayans and Ancient Greece as areas in History much further back chronologically. 
  • We study the Mayans in Year 5 when we learn about the Americas in Upper Key Stage Two. 
  • We study Ancient Greece in Year 5; this adds history and understanding to our work on British Values, specifically democracy. 
  • Also in Year 5, we carry out an overview study on Crime and Punishment! We specifically look at punishment during Ancient Rome, Medieval times, during the time of the Tudors and Stuarts and also in the modern day. 
  • In Year 6, we study the Stone Age to the Iron Age as the period of time furthest away chronologically. Learning on this takes place after learning about Evolution and inheritance.
  • We also learn about aspects of life in Ancient Egypt as an early civilisation. 
  • At the end of Year 6, we carry out an overview study on Monarchy and Power over some key periods in history. We have selected some significant monarchs we will have learnt about earlier on in our time in school.