Skip to content ↓
In this section...


Childhood is a time of great natural inquisitiveness, a time where children begin to develop a sense of how and why the world is as it is.

Humanities perform an integral role when empowering our children to become active, engaged and informed Global Citizens. At Carlton Primary School we capture their ever increasing interest, questioning and enquiry to immerse them in the knowledge of our world in the present, past and future.

Through History, our children will develop the foundation of chronology, which is embedded in learning about significant people and events that have shaped our locality and world. Our teaching ensures our children reflect, compare and think critically to understand the past. With their increasing oracy skills our children develop a sense of perspective and judgement, which scaffolds their reasoning skills when considering causes and consequences.



Following the National Curriculum, alongside Hywell Roberts' Imagineering, the children are captured and immersed in the subject of History through a Topic. Ensuring the progression of skills is scaffolded with Knowledge organisers, vocabulary lists, Historian visitors and trips, our children are taken on a journey of identity. 


Autumn One
Autumn Two
Spring One
Spring Two
Summer One
Summer Two
Early Years
This is me
This is me and who I live with.
Curious Creatures
Who and what are special to me.
Year One and Two
Kings, Queens and Castles.
All Aboard
The history of the railways.
Creeping and crawling.
The life and impact of a significant individual.
Year Three and Four
Vicious Vikings
Mysterious Mayans
Home Away from Home
The history of Toys.
On the front line
Year Five and Six
Digging up the Past
The Stone Age.
 The Groovy Greeks
Feeling hot, hot, hot
Local History study.
Whole School History.
*Black History
*Remembrance Day.
*8th January. 80th anniversary of rationing introduced *LGBT History Month
*International Women’s Day
*Local and community History months May
*June 793-First Viking attack at Lindisfame.
*Refugee Week 27th June


By understanding the past lives of significant people and events locally and globally and how this impacts their lives now children are taken on a journey of discovery of themselves and others. Through the learning opportunities children are able to express and articulate the human condition by making links and comparing civilizations through time. 

EYFS  To be able to talk about some past and present events in their lives and the lives of people around them.
Key Stage One
  • Ask questions about the past.
  • Know some of the ways that we can find out about the past. Answer questions about the past using given sources.
  • Describe an artefact
  • Use pictures and role play to tell stories from the past. Compare life during a time in the past and life today. Use a wide vocabulary of everyday historical terms Place events and objects in chronological order.
  • Discuss some significant historical events, people and places in own locality
  • Discuss significant events and people in Britain within and beyond their living memory
  • Discuss significant events and people from the wider world, within and beyond their living memory
Lower Key Stage Two
  • Create historically valid questions about similarities and differences. Aware that the same time in history may be represented in different ways. Choose appropriate sources to answer questions
  • Examine and compare artefacts.
  • Give simple reasons as to why key events happened in history. Identify and describe changes between specific periods of history. Use dates and vocabulary relating to the passing of time
  • Know that the past can be divided into different periods of time.
  • Discuss the impact of significant historical events, people and places in their own locality Discuss historical changes in Britain; what caused them and the impact on life in Britain.
  • Explain the achievements of ancient civilizations and their impact on the world in the past and today Create historically valid questions about cause and significance.
Upper Key Stage Two
  • Suggest reasons for conflicting historical accounts.
  • Analyse sources of information for accuracy, usefulness and relevance Examine artefacts and explain what they show us about that time in history.
  • Make links between events and changes; giving reasons for them and explaining the result. Identify and describe changes within and between different period in history.
  • Use and understand abstract terms such as empire, civilisation, parliament and peasantry. Place events, people and changes into correct periods of time and in chronological order. Discuss the impact of significant historical events, people and places in their own locality Discuss the impact and causes of historical changes in Britain.
  • Examine periods in world history and influences on British society at the time.
Identify significant events, make connections, draw contrasts, and analyse trends Use historical terms and concepts in increasingly sophisticated ways.
Deep and chronologically secure knowledge and understanding of British, local and world history Pursue historically valid enquiries including some they have framed themselves.
Discern how and why contrasting accounts of the past exist
Understand how historical sources are used rigorously to make historical claims Create accounts of aspects of local history
Create accounts of aspects of British history Create accounts of aspects of World history