Woodside’s History Curriculum

“History helps us understand where we come from—and where we are going.” – Unknown (Primary‑appropriate)

At Woodside, our History curriculum inspires curiosity, critical thinking and a deep understanding of how the past has shaped the world we live in today. Through rich enquiry questions, meaningful case studies and carefully sequenced knowledge, we enable children to become analytical, reflective young historians.

A Curriculum Rooted in Knowledge, Skills and Community

Our curriculum balances historical knowledge with disciplinary skills, ensuring equal ambition for all pupils. Learning is designed around knowing more and remembering more over time, with strong links to our locality, community, and the wider world.

Children revisit chronological understanding, enquiry, significance, cause and consequence, continuity and change, and similarities and differences throughout their time at Woodside. These concepts develop in complexity from EYFS to Year 6, allowing children to think like historians with increasing confidence.

Enquiry‑Led Learning With Purpose

Every unit is driven by a thought‑provoking historical enquiry question, enabling children to explore cause, effect, significance, chronology and impact. Examples include:

How has Maypole Lane changed over time? (Y1)
What was the Great Fire of London and how did it change London? (Y1)
Why were the Greeks significant to the western world? (Y3)
Why was 1066 a significant year for Britain? (Y4)
How did Britain change between 1400–1600? (Y5)
How did the civil rights movement bring about change? (Y6)

Each enquiry is supported by lesson‑level key questions to guide assessment, deepen understanding and support children in forming evidence‑based responses.

A Carefully Sequenced Curriculum from EYFS to Year 6

EYFS Foundations

Children begin by understanding past and present within their own lives—family history, celebrations, traditions and changes over time. They explore early historical concepts such as difference, memory, sequencing and comparing life “then and now.”

Key Stage 1

Pupils build early historical skills through high‑interest units such as:

Local change over time (Maypole Lane)
National events and individuals (Great Fire of London, Charles II)
Significant people (Walter Tull, Grace O’Malley)
Comparing changes across eras (1960s)

Skills deepen across chronology, enquiry, significance, continuity and change, and cause and consequence.

Key Stage 2

Children explore a broad and diverse range of British and world history studies including:

Stone Age to Iron Age
Ancient Greece
Roman Britain and the Saxon/Norman periods
Tudor England and the Elizabethan age
Ancient Egypt and other ancient civilisations
Benin
World War II and the Civil Rights Movement

Historical thinking becomes more analytical—using BC/AD, constructing timelines, identifying primary/secondary sources, evaluating interpretations, comparing civilisations and analysing turning points in history.

Knowledge and Skills That Build Over Time

Across all year groups, pupils develop mastery in:

Chronological understanding (from sequencing personal events to placing global events on detailed timelines)
Historical enquiry (asking and answering questions, analysing sources, evaluating evidence)
Significance (understanding why some people and events matter more than others)
Cause and consequence (why things happened and what changed as a result)
Similarity and difference (comparing societies, cultures, and turning points)
Continuity and change (recognising how life evolved across eras)

This progression ensures children leave Woodside as thoughtful, analytical and reflective young historians.

A Curriculum That Values Diversity, Locality and Global Perspective

Our units reflect a diverse, inclusive view of history that celebrates:

local stories (Maypole Lane, Tamworth Castle, Skara Brae)
national history (1066, Great Fire of London, Tudor England)
global stories (Benin, Ancient Greece, Amazon civilisations, civil rights)

Pupils encounter a rich mix of cultures, civilisations and viewpoints—helping them become globally aware citizens who appreciate difference and respect heritage.

What Makes Woodside’s History Curriculum Special?

A strong balance of knowledge and disciplinary thinking
Enquiry‑driven learning that encourages curiosity and deeper questioning
Clear progression in skills from EYFS to Year 6
A curriculum rooted in local history but connected to the wider world
Diverse representation of figures, cultures and perspectives
High‑quality use of sources, artefacts and evidence
Opportunities for children to present, debate and communicate their understanding in creative ways

At Woodside, we don’t just teach history—
we empower children to understand people, time and change, shaping thoughtful, reflective citizens of the future.

National Curriculum – History key stages 1 to 2 (amazonaws.com)