The Duke of Norfolk CofE Primary School

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The Duke of Norfolk CofE Primary School


"A people without knowledge of their past history, origin and culture is like a tree without roots."  Marcus Garvey



The Duke of Norfolk CE Primary


Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


The national curriculum for history aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


  • The history curriculum is intended, in key Stage 1, to enable children to acquire an understanding of time and of events and people in their and their parents’ living memory. It is designed chronologically in reverse. Young children have very little concept of time, so we have devised a curriculum which starts at events in their own personal history and then moves back in decades to their parents’ and grandparents’ histories. In key stage 1, the aim is for pupils to handle artefacts, listen to first-hand evidence and testimony and to watch video clips to gather information together about the past. In Key Stage 2, the intent is to follow topics in chronological order so that they can develop a sense of time and how civilizations were inter-connected. The curriculum builds pupils’ understanding of time, chronology, how people lived. Historical skills and concepts build progressively across the key stage. We will follow part of the national curriculum but will go past the reign of Edward the Confessor to modern Britain.



History Curriculum Cycle 1



Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Local History – impact and changes in places over time

What is my town like?

How has Glossop changed throughout my life & my grandparents’ life?

NC: Significant places in their locality & compare aspects of life in different periods

What impact did the Romans have on Glossop?

NC: The Roman Empire & its effect on Britain

What impact did the Industrial Revolution have on our local area?

NC: A local history study

British History – how has the role of monarchs changed in Britain?

Who are my family and what jobs do they do?

Who is Queen Elizabeth II and what is her job?

NC: lives of significant individuals who have contributed to national achievements

How did the monarchy in Britain change in the time of the Anglo-Saxons?

NC: Britain’s settlement by Anglo-Saxons & Scots

How was Henry VIII able to break with Rome?

NC: the changing power of monarchs & a significant turning point in British history

World History – individuals who made history

Who do I share the world with?

How have Neil Armstrong & Amelia Earhart contributed to national and international exploration?

NC: Lives of significant individuals who have contributed to international achievements

Did Nelson Mandela, Rosa Parks and Paul Stephenson help to make the world a better place?

NC: a study of an aspect or theme in British history


Who were the Suffragettes and what did they achieve?

NC: changes in aspects of social history


History Curriculum Cycle 2



Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

Local History – How lives have changed over time

What is life in Glossop like now?

What was being a child in Glossop like in the past?

NC: changes within living memory to an aspect of life & compare aspects of life in different periods

How did life in Derbyshire change from the Stone Age to the Iron Age?

Changes in Britain from Stone Age to Iron Age

What do we know about the Victorians & the way they lived in Glossop?

NC: A local history study

British History – What are significant turning points in the history of Britain?

What are the big changes that have happened in my family?

What impact did World War II have on life in Britain during and after the war?

NC: events beyond living memory that are significant nationally

How did invaders and settlers shape Britain? NC: The Viking & Anglo-Saxon struggle for the kingdom of Britain

How significant was the English defeat of the Spanish Armada as a turning point in history? NC: the changing power of monarchs & a significant turning point in British history

World History – Who were trailblazers in history?

What makes us special?

Who from my area has achieved extraordinary things?

NC: Significant people in their locality

How have the ancient Egyptians influenced our life today?

NC: The achievements of the earliest civilizations

Who were the Mayans & how did their empire grow so rapidly?

NC: a non-European society that provides contrasts with British history


'From tiny acorns, great forests grow.'