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Aims of History at St Stephen's

History at St Stephen’s allows our children to explore the past while also better equipping them for their future, allowing them to explore career paths, so they can begin to believe they could be a part of them.   

 We celebrate our local heroes by researching our class names and understanding their importance to the city of Bradford. Through a stimulating curriculum, children explore our historical inventors, authors, politicians, scientists, and artists and recognise that these people were like them. These real-life role models from history allow our children’s dreams and ambitions to grow through their inspiring stories. 

 We explore different time periods and the key figures from each through engaging lessons that allow our inquisitive children to explore the past of our country and the world. Children can see the importance of these events and how they have shaped the world we live in today. 

 Obtaining historical knowledge is just as important as the historical skills that allow thorough investigation into each topic. Through questioning, children will compare, contrast, and discuss change over time, understand the significance of certain people and events, and question why things have happened and the consequences of these events.  

 The skills our children obtain are not only applicable to history but become life skills as this helps build up resilience when searching for an answer in a text, reflective practice when thinking about why events have happened and questioning skills to better prepare them for their futures. 

Curriculum map


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


All About Me

Traditional Tales

Weather wonders!



Going Places


All About Me

Where we live



The UK

Around the World

Year 1

Local history

Fredrick Delius

David Hockney

Remembrance Mini topic

Significant people:

Tom Moore

Significant people:

Rosa Parks



Year 2

Local history

Samuel Lister

William Forster

Remembrance Mini topic


Significant people:

Queen Victoria

Significant people:

Neil Armstrong



Year 3

Local history

Bronte sisters

Haworth (locality)

Remembrance Mini topic


Stone Age to

Iron Age



Australia and Captain Cook

Year 4

Local history

Margret McMillian

John B Priestley

Remembrance Mini topic






Year 5

Local history

William Jowett

Sir Titus Salt

Remembrance Mini topic


Ancient Egypt

Ancient Greece



Year 6

Local history

Edward Appleton

Edmund Cartwright

Remembrance Mini topic






History National Curriculum coverage at St Stephen's

Key Stage 1


Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.


In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.


Pupils should be taught about:


National Curriculum

What and when it is taught at St Stephen’s

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

Year 1: Autumn 2: WW1 Mini Topic

Year 1: Spring 1 – Sir Tom Moore

Year 1: Spring 2 – Rosa Parks

Year 2: Autumn 2: WW1 Mini Topic

Year 2: Spring 2 – Neil Armstrong

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

Year 2: Spring 2 – Neil Armstrong

the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

Year 1: Spring 1 – Sir Tom Moore

Year 1: Spring 2 - Rosa Parks

Year 2: Spring 1 – Queen Victoria

Year 2: Spring 2 – Neil Armstrong

significant historical events, people and places in their own locality.

Year 1: Autumn 1 - Fredrick Delius & David Hockney

Year 2: Autumn 1 - Samuel Lister & William Forster


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:


National Curriculum

What and when it is taught at St Stephen’s

Changes in Britain from the Stone Age to the Iron Age

Examples (non-statutory) This could include:


  • late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
  • Bronze Age religion, technology and travel, for example, Stonehenge
  • Iron Age hill forts: tribal kingdoms, farming, art and culture



Year 3: Spring 1 - Stone Age

The Roman Empire and its impact on Britain


Examples (non-statutory) This could include:

  • Julius Caesar’s attempted invasion in 55-54 BC
  • the Roman Empire by AD 42 and the power of its army
  • successful invasion by Claudius and conquest, including Hadrian’s Wall
  • British resistance, for example, Boudica
  • ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity


Year 3: Spring 2 - Romans

Britain’s settlement by Anglo-Saxons and Scots


Examples (non-statutory) This could include:

  • Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
  • Scots invasions from Ireland to north Britain (now Scotland)
  • Anglo-Saxon invasions, settlements and kingdoms: place names and village life
  • Anglo-Saxon art and culture
  • Christian conversion – Canterbury, Iona and Lindisfarne


Year 4: Spring 1 - Anglo-Saxons

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor


Examples (non-statutory) This could include:

  • Viking raids and invasion
  • resistance by Alfred the Great and Athelstan, first king of England
  • further Viking invasions and Danegeld
  • Anglo-Saxon laws and justice
  • Edward the Confessor and his death in 1066


Year 4: Spring 2 - Vikings

A local history study


Examples (non-statutory)

  • a depth study linked to one of the British areas of study listed above
  • a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
  • a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality

Year 3: Autumn 1 – Bronte and Haworth

Year 3: Autumn 2 – WW1 Mini Topic

Year 4: Autumn 1 – Macmillan and Priestley

Year 4: Autumn 2 – WW1 Mini Topic

Year 5: Autumn 1 – Salt and Jowett

Year 5: Autumn 2 – WW1 Mini Topic

Year 6: Autumn 1 – Appleton and Cartwright

Year 6: Autumn 2 – WW1 Mini Topic



A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066


Examples (non-statutory)

  • the changing power of monarchs using case studies such as John, Anne and Victoria
  • changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
  • the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
  • a significant turning point in British history, for example, the first railways or the Battle of Britain


Year 6: Spring 2 - WW2

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

Year 5: Spring 1 – Ancient Egypt

Ancient Greece – a study of Greek life and achievements and their influence on the western world


Year 5: Spring 2 - Ancient Greece

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.

Year 6: Spring 1 - Mayan


History vocabulary development

How History promotes British values

The DfE defines British values using the following: 

  • Democracy - when people have equal rights and freedom to choose how they are treated. 

  • Individual Liberty - when people have the freedom to choose their faith, belief, their likes, and their dislikes. 

  • Rule of Law - all people are ruled by the same law to keep them safe and happy. 

  • Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith - a fair and permissive attitude to those whose faith and belief may differ from their own. 

What this looks like in History? 

  • Democracy - whilst exploring different periods in time, teachers will be aware of the difference within today’s society and raise class discussions where appropriate. This allows children to:

Compare the difference between then and now 

Explore how people from the past may have felt 

  • Rule of Law – once a new time period has been taught, the law of that time will be discussed as a class, and questioning from the teacher will embed the understanding of that time. This will allow children to: 

Compare the law that we have in Britain 

Understand any differences between the different periods in time 

Question the feelings of those from the past 

Half termly curriculum booklet articles

Each half-term, pupils and home are provided with a booklet outlining what pupils are learning, how home can help, useful websites and the vocabulary we will be using. To see the history examples of these, click on the year group below.

Nursery Reception Year 1 Year 2
Year 3 Year 4 Year 5 Year 6

Useful websites