The overarching aim of this history curriculum is to inspire pupils’ curiosity and interest in the past and help them develop a coherent knowledge and understanding of Britain’s past and that of the wider world. It aims to enable pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Children will be able to make connections between different time periods, groups of people as well as think critically about life today compared to the past.
Children will experience a stimulating and suitable curriculum, looking at how historians understand the past as well as learning the ‘what’. By the end of their time at East Dene, they will be able to evaluate, think critically and engage with sources, interpretations, chronology and wider historical knowledge.
Overview
Enquiry 1
Enquiry 2
Enquiry 3
Year 1
How have toys changed over time? (Change and Continuity)This enquiry introduces pupils to the concept of the past through toys, an aspect of history that is familiar and meaningful to young children. By exploring toys from different periods, pupils develop an understanding that life was different for children in the past. They use photographs, artefacts and museum collections to investigate how toys have changed and remained the same over time. The enquiry develops children’s understanding of chronology, change and continuity, and sources and evidence as they compare toys across generations. Through examining the experiences of children in the past, pupils begin to build an understanding of historical change and develop curiosity about the lives of others.1. What are our favourite toys today?(Similarity and Difference) • Identify toys that children play with today. 2. How do we know some toys are from the past?(Sources and Evidence) • Use clues from photographs and artefacts to identify toys from the past. 3. What can toys at Clifton Park Museum tell us about the past?(Sources and Evidence) • Use museum artefacts to learn about children’s lives in the past. 4. What were our grandparents’ toys like?(Change and Continuity) • Compare toys from the past with toys children play with today. 5. How have toys changed over time?(Change and Continuity) • Explain how toys have changed and stayed the same over time. Showcase Option 1: Toy Museum • Pupils create a class museum displaying toys from different time periods and explain how toys have changed over time. Showcase Option 2: Then and Now Exhibition • Pupils create a poster, booklet or presentation comparing toys from the past with toys today.
What do we know about space and air travel and the people who explored them? (Significance)This enquiry introduces pupils to significant individuals and events associated with the history of flight and space exploration. Children learn how technological developments have enabled people to travel further and achieve remarkable discoveries. Through the study of Amelia Earhart and Helen Sharman, pupils develop an understanding of significance and begin to consider why some people are remembered in history. Using photographs, videos, stories and other historical sources, children investigate how historians learn about important events. The enquiry encourages pupils to explore human achievement, recognise the impact of individuals, and understand how innovations have shaped the world we live in today.1. How have aeroplanes changed since the first flight?(Change and Continuity) • Describe how aeroplanes have changed over time. 2. Why was Amelia Earhart significant?(Significance) • Explain why Amelia Earhart is remembered today. 3. How do we know about the Moon Landing?(Sources and Evidence) • Use historical evidence to learn about the Moon Landing. 4. Why was Helen Sharman significant?(Significance) • Explain why Helen Sharman is remembered today. 5. Which explorer had the greatest impact?(Significance) • Use evidence to explain why an explorer was significant. Showcase Option 1: Space and Flight Museum • Pupils create exhibits celebrating significant explorers and developments in air and space travel. Showcase Option 2: Hall of Fame Presentation • Pupils use evidence to answer the question: Which explorer had the greatest impact?
Why are castles and queens remembered today? (Significance)This enquiry introduces pupils to castles, monarchs and important people from Britain’s past. Through investigating castles, including Conisbrough Castle, children explore how buildings can act as historical evidence and provide clues about life long ago. Pupils learn about the roles of people who lived in castles and examine why some queens continue to be remembered today. The enquiry develops children’s understanding of significance and sources and evidence through the use of artefacts, portraits, photographs and local history. By exploring both people and places, pupils begin to understand why some aspects of the past continue to shape our understanding of history and heritage.1. What do we know about castles?(Sources and Evidence) • Identify the key features and purposes of castles. 2. Who lived in castles?(Similarity and Difference) • Describe the lives and roles of people who lived in castles. 3. What secrets does Conisbrough Castle hold?(Sources and Evidence) • Use a local historical site to learn about the past. 4. Which queens are most remembered in history?(Significance) • Explain why some queens are remembered today. 5. How do we know about castles and queens?(Sources and Evidence) • Explore different types of historical evidence. Showcase Option 1: Castles and Queens Exhibition • Pupils create an exhibition explaining what castles tell us about the past and why some queens are remembered today. Showcase Option 2: History Detectives Presentation • Pupils use evidence to answer the question: Why are castles and queens remembered today?
Year 2
How and why did London change because of the Great Fire? (Cause and Consequence)This enquiry introduces pupils to a significant event beyond living memory that shaped the city of London. Children investigate the causes of the Great Fire of London, explore what happened during the event and examine its impact on people’s lives. Through the use of diaries, illustrations, maps and other historical sources, pupils develop their understanding of cause and consequence and sources and evidence. They consider why the fire spread so quickly and how London changed as a result. The enquiry helps children understand that significant events can lead to important changes that affect the future of communities and society.1. How did the Great Fire start?(Cause and Consequence) • Identify the cause of the Great Fire of London. [2. What happened during the Great Fire?(Chronology) • Sequence the key events of the Great Fire. 3. Why did the fire spread so quickly?(Cause and Consequence) • Explain the factors that caused the fire to spread. 4. How do we know about the Great Fire?(Sources and Evidence) • Use historical sources to learn about the event. 5. How did London change after the fire?(Cause and Consequence) • Explain how the Great Fire changed London. Showcase Option 1: Great Fire Museum • Pupils create an exhibition explaining the causes, events and consequences of the Great Fire of London. Showcase Option 2: Historical News Report • Pupils create a newspaper report explaining what happened and why London changed afterwards.
Why were Florence Nightingale and Mary Seacole significant? (Significance)This enquiry introduces pupils to two significant individuals whose actions improved healthcare and nursing. Children investigate the lives and achievements of Florence Nightingale and Mary Seacole, exploring the challenges they faced and the impact they had during and after the Crimean War. Through the use of photographs, artefacts, accounts and other historical sources, pupils develop their understanding of significance and sources and evidence. They compare the contributions of both individuals and consider why they continue to be remembered today. The enquiry helps children understand how individuals can bring about important change and influence the lives of others.1. Who were Florence Nightingale and Mary Seacole?(Chronology) • Describe the lives and achievements of Florence Nightingale and Mary Seacole. 2. How did Florence Nightingale improve hospitals?(Significance) • Explain how Florence Nightingale improved patient care and nursing. 3. What were the key events in Mary Seacole’s life?(Chronology) • Identify significant events in Mary Seacole’s life and career. 4. How were Florence Nightingale and Mary Seacole similar and different?(Similarity and Difference) • Compare the experiences, achievements and contributions of both women. 5. Who had the greatest impact on healthcare?(Significance) • Use evidence to evaluate the significance of each individual. Showcase Option 1: Nursing Heroes Museum • Pupils create a museum exhibit celebrating the achievements of Florence Nightingale and Mary Seacole. Showcase Option 2: Historical Debate • Pupils use evidence to answer the question: Who had the greatest impact?
How are different people remembered in history? (Significance)This enquiry introduces pupils to individuals who challenged injustice and played an important role in bringing about social change. Through studying Paul Stephenson, Rosa Parks and Emily Davison, children explore why some people are remembered and how their actions influenced society. Pupils develop their understanding of significance, similarity and difference, and sources and evidence by examining historical accounts, photographs and other evidence. They compare the achievements of different individuals and consider why some people become famous while others are less well known. The enquiry encourages children to reflect on fairness, equality and the lasting impact people can have on the world around them.1. Who was Paul Stephenson and why was he significant?(Significance) • Explain why Paul Stephenson is remembered in history. 2. Who was Rosa Parks and why was she significant?(Significance) • Explain why Rosa Parks is remembered in history. 3. How were Rosa Parks and Paul Stephenson similar?(Similarity and Difference) • Compare the actions and achievements of Rosa Parks and Paul Stephenson. 4. Who was Emily Davison and what did she fight for?(Significance) • Explain why Emily Davison is remembered today. 5. Why are some people remembered more than others?(Historical Interpretation) • Explore why some individuals are more widely remembered in history than others. Showcase Option 1: People Who Changed History Gallery • Pupils create a gallery celebrating individuals who helped bring about change. Showcase Option 2: History Hall of Fame • Pupils use historical evidence to decide which individual should be most remembered.
Enquiry 1
Enquiry 2
Year 3
Why is Ancient Egypt remembered so well? (Significance)This enquiry introduces pupils to one of the world’s earliest and most influential civilisations. Pupils develop their understanding of chronology, significance, sources and evidence, and historical interpretation by investigating how historians know about Ancient Egypt and why it continues to capture people’s interest today. Through the study of artefacts, monuments, written records and archaeological discoveries, children explore the achievements, beliefs and daily lives of Ancient Egyptians. The enquiry encourages pupils to ask historical questions, evaluate evidence and consider why some civilisations leave a lasting legacy while others are less well remembered.1. When did the first civilisations begin?(Chronology) • Place Ancient Egypt within a timeline of early civilisations. 2. How do the first civilisations compare?(Similarity and Difference) • Identify similarities and differences between early civilisations. 3. Where does Ancient Egypt fit into history?(Chronology) • Understand where Ancient Egypt sits within a wider historical timeline. 4. How can we discover what Egypt was like over 5,000 years ago?(Sources and Evidence) • Explore how artefacts and records help historians learn about the past. 5. Why is Tutankhamun remembered?(Significance) • Explain why Tutankhamun remains a significant historical figure. 6. What does evidence tell us about daily life in Ancient Egypt?(Sources and Evidence) • Use evidence to investigate everyday life in Ancient Egypt. 7. Who built the pyramids and why are historians still debating this?(Historical Interpretation) • Recognise that different interpretations of history can exist. Showcase Option 1: Ancient Egypt Museum • Pupils create a museum exhibition explaining why Ancient Egypt is still remembered today. Showcase Option 2: Historians’ Conference • Pupils use evidence to answer the question: Why is Ancient Egypt remembered so well?
What changes took place between the Stone Age and Iron Age Britain? (Change and Continuity)This enquiry introduces pupils to prehistoric Britain and explores how people’s lives changed over thousands of years from the Stone Age to the Iron Age. Pupils investigate developments in farming, technology, settlements and society, using archaeological evidence to understand how historians learn about a period without written records. Through the concepts of chronology, change and continuity, and sources and evidence, children examine how everyday life evolved and consider which developments had the greatest impact. The enquiry helps pupils understand that change often happens gradually and that developments in one period can influence future generations.1. Where do the Stone, Bronze and Iron Ages fit into history?(Chronology) • Place the Stone, Bronze and Iron Ages on a historical timeline. 2. Were Stone Age people simply hunters and gatherers?(Historical Interpretation) • Use evidence to challenge common assumptions about Stone Age life. 3. How did farming change daily life?(Change and Continuity) • Explain how farming changed the way people lived. 4. What can we learn about prehistoric life from Skara Brae?(Sources and Evidence) • Use archaeological evidence to investigate prehistoric life. 5. Why was Stonehenge built?(Historical Interpretation) • Explore different theories about the purpose of Stonehenge. 6. How did bronze and iron change life in Britain?(Cause and Consequence) • Explain how new materials transformed daily life and society. 7. Which development brought the greatest change?(Change and Continuity) • Evaluate which development had the greatest impact on prehistoric Britain. Showcase Option 1: Prehistoric Britain Museum • Pupils create exhibits showing how life changed from the Stone Age to the Iron Age. Showcase Option 2: Time Traveller’s Guide to Prehistoric Britain • Pupils create a guide explaining the most important changes across prehistoric Britain.
Year 4
How did people’s experiences differ during the coal mining era in Yorkshire? (Similarity and Difference)This enquiry introduces pupils to the importance of coal mining in Yorkshire and its impact on local communities. Pupils explore how coal mining shaped the lives of different people, including miners, women and children, and investigate how experiences varied depending on age, gender and occupation. Through photographs, oral histories, artefacts and written sources, children develop their understanding of similarity and difference, sources and evidence, and significance. The enquiry encourages pupils to examine the challenges and opportunities associated with coal mining and consider how the industry influenced communities in Yorkshire for generations.1. Why was coal mining significant to Yorkshire?(Significance) • Explain why coal mining was important to Yorkshire’s communities and economy. 2. Where and when did coal mining happen?(Chronology) • Place the coal mining era within a historical timeline and locate key mining areas in Yorkshire. 3. What was daily life like for a coal miner?(Sources and Evidence) • Use historical evidence to investigate the daily lives of miners. 4. How did coal mining affect different people?(Similarity and Difference) • Compare the experiences of miners, women and children during the coal mining era. 5. What dangers did miners face?(Sources and Evidence) • Explore the risks and challenges associated with working in coal mines. 6. What led to the decline of coal mining?(Cause and Consequence) • Explain the reasons behind the decline of the coal mining industry. 7. How has Yorkshire changed since the closure of the coal mines?(Change and Continuity) • Investigate the impact of mine closures on Yorkshire communities. Showcase Option 1: Yorkshire Mining Museum • Pupils create a museum exhibition exploring the lives and experiences of people during the coal mining era. Showcase Option 2: Voices from the Pit • Pupils create a presentation using historical evidence to explain how coal mining shaped Yorkshire communities.
What lasting impact did the Romans have on Britain? (Cause and Consequence)This enquiry introduces pupils to the Roman Empire and its influence on Britain. Children investigate why the Romans invaded Britain, how they established control and the ways in which Roman rule affected people’s lives. Through the study of historical sources, archaeological evidence and different interpretations, pupils develop their understanding of cause and consequence, chronology and sources and evidence. They compare Roman and Celtic life and consider which aspects of Roman civilisation have had the greatest lasting impact. The enquiry helps pupils understand how invasions can lead to significant cultural, political and technological change.1. Where do the Romans fit into history?(Chronology) • Place the Roman Empire and Roman Britain within a historical timeline. 2. How and why did the Roman Empire grow?(Cause and Consequence) • Explain how the Roman Empire expanded and became powerful. 3. Why did the Romans invade Britain?(Cause and Consequence) • Explore the reasons for the Roman invasion of Britain. 4. Why did Boudica rebel against the Romans?(Cause and Consequence) • Explain the causes of Boudica’s rebellion. 5. How did the Romans control Britain?(Sources and Evidence) • Investigate how the Romans governed and defended Britain. 6. How were Roman and Celtic lives different?(Similarity and Difference) • Compare everyday life in Roman and Celtic communities. 7. What impact do the Romans still have on our lives today?(Cause and Consequence) • Identify lasting Roman influences on Britain. Showcase Option 1: Roman Britain Museum • Pupils create exhibits explaining how Roman rule changed Britain. Showcase Option 2: Was the Roman Invasion Good for Britain? • Pupils use historical evidence to evaluate the impact of Roman rule.
Year 5
How did Britain change after the Romans left? (Change and Continuity)This enquiry introduces pupils to the period following the end of Roman rule in Britain and explores how society changed during the Anglo-Saxon and Viking eras. Pupils investigate migration, settlement, religion, government and invasion, examining how different groups shaped Britain over time. Through the use of archaeological evidence, written accounts and historical interpretations, children develop their understanding of chronology, change and continuity, sources and evidence, and historical interpretation. The enquiry encourages pupils to consider how Britain evolved after the Romans left and evaluate the extent to which the Anglo-Saxons and Vikings transformed life in Britain.1. What happened after the Romans left Britain?(Chronology) • Explain what happened in Britain following the end of Roman rule. 2. How do we know about the Anglo-Saxons?(Sources and Evidence) • Use a range of sources to investigate Anglo-Saxon life. 3. How was Anglo-Saxon England ruled?(Significance) • Explain how Anglo-Saxon kingdoms were organised and governed. 4. How did Christianity change Anglo-Saxon England?(Change and Continuity) • Explore how Christianity influenced Anglo-Saxon life and society. 5. Who were the Vikings and why did they come to Britain?(Cause and Consequence) • Explain the reasons for Viking raids and settlement in Britain. 6. What was the Danelaw and how different was life under Viking rule?(Similarity and Difference) • Compare life in Anglo-Saxon and Viking-controlled areas. 7. Why don’t all historians agree that Alfred was “Great”? (Historical Interpretation) • Explore different interpretations of Alfred’s significance. Showcase Option 1: Anglo-Saxon and Viking Museum • Pupils create an exhibition explaining how Britain changed after the Romans left. Showcase Option 2: Historians’ Debate • Pupils use evidence to answer the question: How did Britain change after the Romans left?
How did the Norman Conquest transform England? (Cause and Consequence)This enquiry introduces pupils to one of the most significant turning points in British history. Pupils investigate the events leading to the Battle of Hastings, how William the Conqueror secured power and the lasting impact of Norman rule on England. Through the study of sources such as the Bayeux Tapestry, castles and historical accounts, children develop their understanding of cause and consequence, sources and evidence, chronology and similarity and difference. The enquiry encourages pupils to evaluate the consequences of the Norman Conquest and consider how deeply it changed English society, government and culture.1. Why did the Battle of Hastings happen?(Cause and Consequence) • Explain the events that led to the Battle of Hastings in 1066. 2. What happened at the Battle of Hastings?(Chronology) • Sequence and explain the key events of the battle. 3. How do historians know what happened in 1066?(Sources and Evidence) • Investigate historical sources that provide evidence about 1066. 4. How did the Normans keep control of England?(Cause and Consequence) • Explain the methods used by the Normans to maintain power. 5. What do castles tell us about Norman power?(Sources and Evidence) • Use castles as evidence of Norman control and authority. 6. How was life different for Anglo-Saxons and Normans?(Similarity and Difference) • Compare the experiences of Anglo-Saxons and Normans after the conquest. 7. What lasting changes did the Normans make to England?(Cause and Consequence) • Identify the long-term impact of Norman rule on England. Showcase Option 1: Norman England Museum • Pupils create an exhibition explaining how the Norman Conquest changed England. Showcase Option 2: Was 1066 the Most Important Year in English History? • Pupils use historical evidence to evaluate the impact of the Norman Conquest.
Year 6
Why do some civilisations leave a lasting legacy? (Significance)This enquiry introduces pupils to two influential civilisations, Ancient Greece and the Early Islamic Civilisation, and explores why some societies continue to shape the world long after they have ended. Pupils investigate achievements in government, education, science, mathematics, philosophy and culture, considering how these developments continue to influence life today. Through the study of historical sources, artefacts and different interpretations, children develop their understanding of significance, similarity and difference, chronology and sources and evidence. The enquiry encourages pupils to evaluate which achievements have had the greatest impact and why some civilisations leave a lasting legacy.1. Where and when was Ancient Greece?(Chronology) • Place Ancient Greece within a wider historical timeline. 2. How was Ancient Athens different from Britain today?(Similarity and Difference) • Compare life in Ancient Athens with modern Britain. 3. How were Sparta and Athens similar and different?(Similarity and Difference) • Compare the societies of Sparta and Athens. 4. Where and when was the Early Islamic Civilisation?(Chronology) • Place the Early Islamic Civilisation within a historical timeline. 5. What was so special about Baghdad?(Significance) • Explain why Baghdad became an important centre of learning and innovation. 6. How did Islamic scholars influence the wider world?(Significance) • Investigate the achievements and contributions of Islamic scholars. 7. Which achievements from Ancient Greece and the Early Islamic Civilisation still affect us today?(Significance) • Evaluate the lasting impact of both civilisations on the modern world. Showcase Option 1: Legacy of Civilisations Museum • Pupils create a museum exhibition explaining the achievements and lasting influence of Ancient Greece and the Early Islamic Civilisation. Showcase Option 2: Civilisations Through Time Conference • Pupils use historical evidence to answer the question: Why do some civilisations leave a lasting legacy?
How have crime and punishment changed throughout British history? (Change and Continuity)This enquiry introduces pupils to the development of crime and punishment from the Anglo-Saxon period to the present day. Pupils investigate how crimes, punishments and attitudes towards justice have changed over time while considering what has remained the same. Through the use of historical sources, case studies and visits such as the Tower of London, children develop their understanding of chronology, change and continuity, sources and evidence, and historical interpretation. The enquiry encourages pupils to explore how society’s ideas about fairness and justice have evolved and evaluate whether the justice system has become fairer over time.1. What crimes were punished in Anglo-Saxon England?(Chronology) • Investigate crime and punishment in Anglo-Saxon society. 2. How were crime and punishment different in Medieval England?(Change and Continuity) • Explain how approaches to crime and punishment changed after the Norman Conquest. 3. Why was the Tower of London important in British history?(Significance) • Explain the historical significance of the Tower of London. 4. What can the Tower of London tell us about crime and punishment?(Sources and Evidence) • Use evidence from the Tower of London to investigate crime and punishment in the past. 5. How did crime and punishment change during the Tudor and Stuart periods?(Change and Continuity) • Explore developments in crime and punishment during the Tudor and Stuart eras. 6. How did Victorian attitudes change punishment?(Cause and Consequence) • Explain how changing attitudes influenced punishment during the Victorian era. 7. Is the justice system fairer today than it was in the past?(Historical Interpretation) • Use historical evidence to evaluate how far the justice system has changed over time. Showcase Option 1: Crime and Punishment Through Time Museum • Pupils create an exhibition exploring how crime and punishment have changed throughout British history. Showcase Option 2: Justice on Trial • Pupils use historical evidence to answer the question: Is the justice system fairer today than it was in the past?
Cultural Capital
Through the history curriculum, pupils develop an understanding of how the past has shaped the world, Britain and their local community today. They encounter significant individuals including Florence Nightingale, Mary Seacole, Rosa Parks, Paul Stephenson and Helen Sharman, alongside influential civilisations such as Ancient Egypt, Ancient Greece and the Early Islamic Civilisation. Pupils explore local heritage through the study of Conisbrough Castle, Clifton Park Museum and Yorkshire’s coal mining history, helping them understand the stories that have shaped their community. Through investigating evidence, debating interpretations and visiting historical sites, pupils develop curiosity, critical thinking and an appreciation of the diverse people, events and achievements that have influenced Britain and the wider world.
Through our history curriculum, pupils will:
Develop an understanding of their local heritage through studies of Conisbrough Castle, Clifton Park Museum and Yorkshire’s coal mining communities.
Explore the lives and achievements of significant individuals who challenged injustice, improved society and expanded human knowledge.
Build a secure chronological understanding from prehistoric Britain through to the modern day.
Learn how major events such as the Great Fire of London, Roman invasion and Norman Conquest shaped Britain.
Study a diverse range of civilisations including Ancient Egypt, Ancient Greece and the Early Islamic Civilisation.
Develop an appreciation of democracy, equality and social justice through the study of figures such as Rosa Parks, Paul Stephenson and Emily Davison.
Engage with historical sites, artefacts, museums and sources to understand how historians learn about the past.
Recognise how the achievements, beliefs and actions of people throughout history continue to influence life today.
