Lakey Lane Primary School

Lakey Lane Primary School



We aim to deliver our curriculum through 3 key drivers which underpin our children’s learning.

Aspiration— we aim to broaden our pupils' knowledge of local, national and world history and help them understand how the past can shape their future.

Citizenship - We strive to ensure that the teaching of history gives our children a sense of identity set within our social, political and economic relationships.

Equality - children will develop an understanding of the complexity of peoples’ lives, the diversity of societies and beliefs whilst celebrating these differences.


Lakey Lane History Intent based on our 6 school values.

Ambition - to inspire children to be inquisitive and highly skilled historians. Through developing a deep understanding of the past, our children will have the ability and knowledge to shape the future not only for themselves but for those around them.

Self belief — to know that what they learn through history can influence their decisions about personal choices, attitudes and values. To recognise that the diversity of human experience can help them understand more about themselves and members of society.

Community — to develop a sense of identity through learning about the past and how history has shaped society and their own lives.

Respect— to understand that people interpret the past differently and use different ways to present their ideas.

Curiosity — to develop children’s interests about the past in Britain and the wider world. History lessons focus on the children working as historians and developing essential historical skills.

Kindness — to acknowledge and appreciate that history is about real people who lived, and real events which happened in the past. It is knowing how peoples’ acts of compassion have influenced the present and how theirs can influence the future.



Our History curriculum is engaging, well thought out and is planned to demonstrate progression.

To ensure that all children fully develop as historians, our curriculum is built around the four main history skills in the national curriculum:

  • Chronological understanding
  • Historical enquiry
  • Historical interpretation
  • Knowledge and understanding of significant events, people and changes

To ensure high standards of teaching and learning in History, at Lakey we implement a curriculum that is progressive throughout Early Years, Key Stage 1 and Key Stage 2. It builds upon prior knowledge and develops the children’s historical knowledge and skills as they move through the school. Teachers have access to knowledge organisers to inform the knowledge, skills and vocabulary the children will require for each project. These are shared with parents at the start of each project and displayed in History books for children to refer to. 

At Lakey Lane Primary School our history curriculum is planned in line with the knowledge and skills outlined in the National Curriculum. In each year group, children will study two projects across the school year. These are referred to as driver projects as links are made between other curriculum subjects.

There are links between the History driver projects and Geography and Art units to make learning more engaging and purposeful. For example, in year 3 the driver project ‘Through the Ages’ is linked with the art project ‘Prehistoric Pots’. Children learn about the Bell Beaker people in history lessons and in art have the opportunity to make clay pots in the style of the Bell Beaker people. 

In Early Years historical learning is woven into continuous provision with a half termly focus following the subject overviews. In Key Stage 1, when History is the driver project, a two hour weekly lesson is taught. In Key Stage 2, when History is the driver project, a weekly lesson of one hour 40 minutes is taught. 
Each classroom has an appropriate selection of key historical vocabulary displayed to reinforce new knowledge being covered. A range of appropriate fiction and non-fiction texts are available in book corners and each class will display a timeline.

Written work is recorded in work books with some photographic evidence to demonstrate when children have taken part in a practical lesson. For example, creating interactive timelines or making Stone Age style weapons.

Prior learning is reviewed and reinforced during ‘ticking over’ sessions at the start of each lesson and at the beginning of each project an introductory knowledge session is used to assess children’s current understanding. The needs of all pupils are carefully considered in the planning stage and lessons adapted accordingly.

For each unit of work there is a corresponding knowledge organiser which children are familiarised with at the start of the teaching, it is referred to throughout the unit and also gets sent home. The knowledge organiser details unit expectations, skills to develop, key historical facts and key vocabulary that will be taught


Children will have the opportunity to engage and participate in activities through the use of visitors, experiences and educational trips. Currently year 1 visited the Black Country museum as part of their ‘Childhood’ project. Year 3 have taken part in a Stone Age workshop as part of their ‘Through the Ages’ project. They formed an interactive prehistoric timeline, created cave art and built dens.  As part of the ‘Invasion’ project in year 4, Professor McGinty delivered a workshop to the children where they were able to examine, touch and experience objects normally out of reach. Professor McGinty also visits year 6 as part of their ‘Britain at War’ project.


Pupil learning and progression is identified in the end of project assessments. This enables teachers to put in place any intervention needed to address areas that require attention. Lessons are adapted throughout the teaching sequence based on lesson to lesson assessment for learning.


Breakdown of the Curriculum

In Nursery, children begin to explore the concept of the past by thinking about their own life story and their family history. They are introduced to past tense language such as yesterday and last week and consider key events that are important to them. Through stories, books and pictures they begin to notice the similarities and differences between life now and in the past.  In Reception, children further development the idea of significant events and begin to explore important events in the school's and locality's history as well as their own. In Summer term,  they explore the theme of royalty, develop an awareness of how artefacts and pictures provide us with information about the past and they also look at how everyday life has changed over time including changes to transport, school, clothes and toys. 


In Year 1, children begin the autumn term by studying the project Childhood. This project builds on children’s past experiences, including their family history and events within living memory, and works well as an introductory project. In the summer term, children study the project School Days. This project enables children to learn the history of their school and compare schooling in the Victorian period.

In the autumn term of Year 2, children extend their studies to explore a broader range of periods in the project Movers and Shakers. This project explores the concept of significance and the significant people that have greatly influenced history. Making links to our locality is key which is why this project introduces the children to influential Birmingham figures such as The Cadbury family. In the spring term, children study the project Magnificent Monarchs. This project introduces children to the challenging concepts of power and monarchy in preparation for more complex historical topics in Key Stage 2.

The projects studied in Key Stage 1 provide numerous opportunities for children to explore significant historical events, people and places in their locality.


In Year 3, children begin the autumn term by studying the chronology of British history in the project Through the Ages. This project teaches children about the significance of prehistoric periods and the changes in Britain from the Stone Age to the Iron Age. In the summer term, children continue to develop their knowledge of the chronology of British history in the project Emperors and Empires. This project teaches children about the Roman Empire, its invasion of Britain and Britain’s ensuing Romanisation.

In the autumn term of Year 4, children resume their learning about British history in the project Invasion. This project teaches children about the Roman withdrawal and the invasion and settlement of the Anglo-Saxons and Vikings. This project concludes at 1066, which meets the guidance from the national curriculum for British history. In the spring term of Year 4, children begin their studies of ancient history by studying the overview project Ancient Civilisations. This project enables children to learn about the achievements of the earliest civilisations, including Ancient Egypt.


In the autumn term of Year 5, children continue to build their knowledge of ancient civilisations with an in-depth analysis of ancient China in the project Dynamic Dynasties. This project enables children to study the significance and influence of ancient China and its prowess and advancements in the written word, technology and metalwork. In the summer term, children further study ancient and world history in the project Groundbreaking Greeks. This project enables children to explore life in ancient Greece, including examining the achievements and influence of ancient Greece on the western world.

In the autumn term of Year 6, children study the more complex historical issues of enslavement, colonialism and power in the project Maafa. In this project, children explore a range of African kingdoms, including the Kingdom of Benin, and study Britain’s role in the development, perpetuation and abolition of the slave trade.

In the summer term of Year 6, children complete their historical studies with the project Britain at War. This project enables children to study the role war has played in Britain’s history since 1066, focusing on the First and Second World Wars as crucial turning points in British history.

Throughout the history scheme, there is complete coverage of all national curriculum programmes of study.



Our History curriculum encourages our children to work collaboratively and using investigative skills to gain coherent knowledge and understanding of significant events, people and changes throughout time. Whilst inspiring and enhancing children’s curiosity, it also develops other key skills such as chronological understanding, historical enquiry and historical interpretation

We measure the impact of our curriculum through the following methods:

  • Pupils’ reflections and verbal discussions about their learning; evaluations at the end of each unit to assess their own development as well as pupil interviews with school leaders.
  • Evidence (written and photographic) in books that demonstrates the curriculum has been followed and implemented, along with end of project assessments and tasks to showcase learning.
  • Children’s engagement and enjoyment while carrying out investigative and enquiry-based tasks and participating in educational visits and experiences.