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History Curriculum

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'We are Historians'


"Learn from yesterday, live for today, hope for tomorrow."

Albert Einstein

Why should we learn about History?

From stone tablets to smartphones, from chariots to self-driving cars, history has provided us with a sea of ideas. These ideas provide useful insights to understand our ancestors. They give us a peek into how their lives were enjoyed and the problems they faced. Analysing these ideas helps us understand where we’ve been and make predictions about where we’re going. History stimulates children’s interest and understanding about people and events in the past. Our pupils develop a sense of chronology, identity, heritage and cultural understanding through the different topics taught. We think critically about values such as law, democracy and equality and how events in the past have influenced life today.

How will it help children in later life?


History has a major impact on our lives today. We are who we are because of people in history and historical events. We can begin connecting history to our modern lives to help humanity build a more positive future. As well as knowledge of key events and people, history focuses on developing key skills of enquiry, interpretation, perspective and problem-solving. Children will develop a strong sense of historical identity within West Derby, Liverpool, North West England, United Kingdom and the rest of the World. 

What can children expect in history at BPJS?


We offer a creative, engaging curriculum where our children feel excited and filled with a sense of awe and wonder.  We aim to make our history curriculum memorable through exciting trips and special events.  Children will be engaged in lively discussions, re-enactments, dressing up, visits to places of local interest and lots of ‘Horrible Histories’.

Check out the photo gallery to see some of our exciting learning.

What can parents expect?

We need your support to make learning memorable. See the list below for some of the things you can do to help:  

  • Make costumes - for our special enrichment days children may want to wear a costume to enhance their experience. Please get your needle and thread out or have a rummage through your wardrobes because homemade costumes are often the best.
  • Display our work - children will be bringing home artefacts that they have made in class. Make a special place on your mantelpiece!
  • Listen and be interested - children will be excited to tell you about the wonderful trips and learning experiences they have had, so be prepared for their stories and memories.
  • Take part – you may need to take an hour off work to watch your child’s class assembly where you will learn amazing facts from their historical topics.
  • Tell us – do you have a particular interest in history or have you experienced something that we could hear about? Do you have a job that involves history? Let us know!

How we teach

Voyagers (Rising Stars) is the basis of our history curriculum and this is built upon a bespoke long-term plan to teach exciting lessons. We aim to create a passion for history which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.

We plan for the development and progression of skills to ensure our children are making progress.  Please see the long term curriculum overview and examples of what we teach within year group curriculum maps here.


Differentiation is key to delivering an effective and inclusive curriculum.   All pupils' starting points are considered and activities and work is matched to ensure pupils reach their full potential, whilst supporting the child's learning.  Adult support, a range of activities, equipment and resources can enable children of all abilities to access learning.    

National Curriculum links

Our pupils will 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 will note connections, contrasts and trends over time and develop the appropriate use of historical terms. They will regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will 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, our 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.

Our pupils will be taught about:

  • changes in Britain from the Stone Age to the Iron Age
  • the Roman Empire and its impact on Britain
  • Britain’s settlement by Anglo-Saxons and Scots
  • the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
  • a local history study
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
  • 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
  • Ancient Greece – a study of Greek life and achievements and their influence on the western world
  • 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