.....Kindness.....Dignity.....Endurance.....Welcome to our school. Things are a bit different right now, but we are so pleased to see you!.....Kindness.....Dignity.....Endurance.....


History Curriculum Map

Through the teaching of history at Amesbury C of E Primary School, we aim to deliver a curriculum which will maximise the outcomes for every child so that they know more, remember more and understand more. 

As a result of this they will:
Increase and develop their historical skills, concepts, knowledge and attitudes.
Develop and use their skills in enquiry, analysis, evaluation, and argument.
Develop their interest in the past, arousing their curiosity and motivation to learn.

Our vision is that the teaching of history gives pupils an understanding of the past through investigating sources such as: pictures, stories, writing and artefacts. Children are encouraged to ask and answer questions about the past and consider how the past has impacted the world we live in today. 

Throughout the study of history topics in Key Stages 1 and 2, we hope children will develop a sense of historical chronology where they are continuously linking their prior learning and new learning. We aim to give our children a history curriculum which enables them to become confident, creative and independent learners. We seek to broaden children's real-life experiences both inside and outside of the classroom through educational visits, visitors, experimentation, exploration and discovery. We believe that within history lessons, our children acquire a range of knowledge and skills, which they can then apply to other subjects and in a variety of situations.

History Curriculum Overview

Year Group

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 1

What makes Salisbury Cathedral so famous?

Significant historical places in their own locality

How has travel changed from when my grandparents were young?

Changes within living memory

How does the Queen affect how we live?

Significant historical events and changes in living memory

Year 2

Who was responsible for the gunpowder plot?

Events that are beyond living memory that are significant nationally or globally 


What was life like when our Grandparents were little?

Changes within living memory

Which explorer was more important Columbus or Armstrong?

The lives of significant individuals in Britain's past who have contributed to our nation's achievements 

Year 3

When and why did hunter-gatherers become farmers?

Changes in Britain from the Stone Age to the Iron Age (Local History Link)

What influenced changes to settlements during the Bronze and Iron Ages?

Changes in Britain from the Stone Age to the Iron Age (Local History Link)

Where were the influences of Ancient Greece the greatest: sport, education or religion? 

Ancient Greece

Year 4

Did the Romans really make Britain better?

The Roman Empire and its impact on Britain

Bury, Ham and Ton - where did the Saxon's settle in Britain?

Britiain's settlement by Anglo-Saxon's and Scots

Who was the better monarch, Alfred the Great or Edward the Confessor?

The Viking and Anglo-Saxon struggle for the Kingdom of England

Did the Mayas only give us chocolate?

Non-European society that contrasts with British History: Mayas

Are the achievements of Ancient Egypt still apparent today?

Achievements of the earliest civilisations: Ancient Egypt

Are there any comparisons between the Magna Carta in 1215 and the Civil War in 1642?

Study of an aspect beyond 1066: the changing power of monarchs King John - Charles I

Year 6

Would Britain have survived the war without the RAF?

Study of an aspect beyond 1066: a significant turning point in British History 

Is the invention of the internet the only reason we play computer games today?

Study of an aspect beyond: Leisure and Entertainment int the 20th century

Which of the early Islamic achievements has most effect on our lives today?

A non-European society that provides contrasts with British History

History Skills Progression


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Chronological understanding

  • To sequence my life
  • To sequence my family
  • To match objects and pictures to the past and present
  • To use the words: old, older and new
  • To know events in my past
  • To sequence my life in more detail
  • To distinctly match objects to people of different ages
  • To know my local history of Amesbury and Salisbury
  • I can use a non-fiction history book
  • I can use a reference book
  • I can research using ICT
  • I can check facts from a reference book
  • I can sequence events from different periods
  • I can share my ideas about the history I am learning
  • I can accurately place historical events on a time line
  • I can talk about historical events using dates
  • I can sequence historical artefacts
  • I can use secondary sources
  • I can research the local history
  • I can place and talk about historical events on a time line
  • I can use correct historical language to talk about events
  • I can research and answer historical questions
  • I can research about the local area using primary and secondary sources
  • I know and can sequence key events of time studied
  • I can make comparisons
  • I can sequence 10 events on a timeline
  • I can use relevant dates and terms
  • I can place the current study on a timeline in relation to other studies

Historical Enquiry

  • To begin to understand the world around them
  • To identify who is in my family (family tree)
  • To talk and ask questions about the world
  • To use sources to answer questions
  • To identify similarities and differences
  • To use pictures and objects to find out information about the past
  • To ask and answer questions
  • To order and recall main events from the past
  • To empathise with historical events
  • To collate information from different sources
  • To suggest sources to help answer questions from a selection
  • To identify the reliability of a source (fact/opinion)
  • To understand the differences between primary and secondary sources
  • To use a wide range of sources to answer questions and gather information
  • To suggest sources to help answer questions
  • To give reasons why we have different accounts of history
  • To question or justify the reliability of a source
  • To understand there is not a single answer to a historical question and understand why
  • To choose a reliable source independently to answer a questions
  • To identify bias and propaganda used to persuade people

  • To evaluate the usefulness and accuracy of sources
  • To form their own opinions on historical events and sources
  • To select the most appropriate source material from a selection of primary and secondary sources for a particular task

Historical Interpretation

  • To recognise something that has happened and something that is happening
  • To see differences between old and new
  • To begin to identify different ways to represent the past (e.g. photos, artefacts, stories, adults talking about the past)
  • Compare pictures or photos of people or events in the past
  • To compare 2 versions of the past and talk about differences (books, stories, eye-witness accounts, pictures, photos, artefacts, historic buildings, visits)
  • Distinguish between different sources – compare different versions of the same story
  • Explore the idea that there are different accounts of history and give a simple explanation of why we have more than one

  • Begin to evaluate the usefulness of different sources
  • Use historical knowledge to explain why
  • Know that people in the past represent events or ideas in a way that persuades others
  • Give reasons why there may be different accounts
  • Evaluate evidence from the past to choose the most reliable forms
  • Understand that some evidence from the past is propaganda, opinion or misinformation and this affects interpretation
  • Give clear reasons why there may be different accounts of history linking this to factual understanding of the past
  • To confidently use research to gather evidence
  • To link sources and work out how conclusions were arrived at

Range and depth of historical knowledge

  • To recognise similarities and difference from when we were babies
  • To recognise the difference between past and present in my own life
  • To retell my own past
  • To begin to look at artefacts from the past
  • To understand the lives of historically significant individuals
  • To begin to explain what artefacts tell us about the past
  • To understand how things have developed over a period of time
  • To use artefacts from archaeology (broken/damaged, replicas and incomplete)
  • To have an understanding of settlements
  • To know what is the same and different in my locality (Amesbury)
  • To understand the demographics of a historic period (men, women, children, rich an door)
  • To analyse how different people think
  • To compare different cultures and beliefs
  • To link all historical knowledge

Suggested Websites

BBC Bitesize: https://bbc.co.uk/bitesize/subjects/z7svr82

BBC History: https://bbc.co.uk/history/forkids/

Historical Association website links for specific topics: https://history.org.uk/primary/resource/3620/primary-topic-websites