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St Francis Church of England Aided Junior School

"Let your light shine bright"

Our latest Ofsted report has been punblished please follow the link in Key Informtion / Ofsted and Performance Click on NEWS above (NEWSLETTERS below on phones) for the latest updates from school including what we have been learning, achievements, routines and dates for your diary. Thank you for your continued support, Mrs. Lakey and your St Francis' family.


Key Staff

Coordinator: Miss Cooper

Governor: Mr Bowes


St Francis' History Curriculum

The study of history can bring pupils into a rich dialogue with the past and with the traditions of historical enquiry. The past and changing accounts of the past have shaped the identities of diverse people, groups and nations. Through history, pupils come to understand their place in the world, and in the long story of human development. The study of history challenges pupils to make sense of the striking similarities and vast differences in human experiences across time and place. 


School history also shows pupils how accounts of the past arise and are constructed. Pupils learn how evidence for a claim can be constituted and the conditions under which valid claims can be made. They learn how historians and others construct accounts about the past, building on and challenging or refining the work of others. Pupils learn how argument and debate can be underpinned by shared principles of enquiry, and how this can drive and test new knowledge and insight about shared pasts. (Research Review Series: History, July 2021) 

St Francis' History Curriculum Vision

Through History, pupils develop an understanding of the complexity of people’s lives across the world over time. Through P4C training pupils are able to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Following this, pupils evaluate the similarities and differences in the historical eras, commenting on the impact of past events on present day practices and beliefs.  


The National Curriculum states 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 St Francis’ history curriculum is taught primarily with chronology being the focus. Children learn that through studying history, they gain a deeper more meaningful understanding of the current world and identify how the world has changed as a result and can begin to develop questions as to how the past will continue to shape the future and their role in this.


Through historical enquiry within questions, artefact studies, analysing primary and secondary historical sources and educational visits, children have developed an inquisitive mindset and are able to explore key concepts such as cause, effect, impact, consequence, change and significance, with each year group developing a deeper understanding as they cover more historical concepts.


By the end of KS2, children will learn about Stone Age and Iron Age at the end of their St Francis’ learning journey, so that they can identify the different concepts and big ideas such as civilisation, power, monarchy throughout time and identify elements of key time periods and suggest reasons for the concepts.



St Francis' History Curriculum

Year Group 




  • Ancient Egypt 

  • Roman Empire and impact on Britain 

  • Ancient Greece 

  • Anglo Saxons  

  • Vikings 

  • Non-European Society: Benin (West Africa)

  • The Middle Ages 

  • Explorers 

  • The Industrial Revolution 

  • Local History Study: WWII 

  • Tudors and Shakespeare 

  • Stone Age to Iron Age 

Our curriculum consists of five key areas:

  • I understand how the roles of people have changed the course of history over time (e.g. the development of leaders and monarchy) and how empires have affected the world around them (Monarchy and Empire) 
  • I understand how settlements have changed and evolved over time, both in the UK and across other civilisations, making connections to show the influences that have been made. (Settlements) 
  • I understand how people lived during different periods of time and how their way of life has changed/developed over time, including the impact in the modern world. (Life of people) 
  • I understand the legacies left by the people in history and how they relate to my life today (Legacy). 
  • Careers opportunities using historian skills.


Teachers share formative and summative information with each other allowing the year group planning to be adapted annually. This ensures that the cohort of children know more and remember more and have mastered and refined their skills. 


Teachers plan a sequence of lessons using the St Francis' History Curriculum to focus on the knowledge and skills being taught so they are ready for the year 7 curriculum. The knowledge and skills we want children to know are set out below:


I have historical knowledge 

Constructing the Past 

The child can identify details from local, national and global history to demonstrate some overall awareness of themes, societies, events and people. 

Constructing the Past 

The child can provide overviews of the most significant features of different themes, individuals, societies and events covered 

Sequencing the Past 

The child can sequence a number of the most significant events, objects, themes, societies, periods and people in Lower Key Stage 2 topics using some dates, period labels and terms. 

Sequencing the Past 

The child can sequence with independence the key events, objects, themes, societies and people in Upper Key Stage 2 topics covered using dates, period labels and terms. 

I know about history concepts  

Change and Development 

The child can make valid statements about the main similarities, differences and changes occurring within topics. 

Change and Development 

The child can compare similarities, differences and changes within and across some topics, e.g. in terms of importance, progress or the type and nature of the change. 

Cause and Effect 

The child can comment on the importance of causes and effects for some of the key events and developments within topics. 

Cause and Effect 

The child can explain the role and significance of different causes and effects of a range of events and developments. 

Significance and Interpretation 

The child can explain why some aspects of historical accounts, themes or periods are significant. 

The child can comment on a range of possible reasons for differences in a number of accounts. 

Significance and Interpretation 

The child can explain reasons why particular aspects of a historical event, development, society or person were of particular significance. 

The child can explain how and why it is possible to have different interpretations of the same event or person. 

I know about historical enquiry 

Planning and Carrying out a Historical Enquiry 

The child can devise independently a range of historically valid questions for a series of different types of enquiry and answer them with substantiated responses. 

Planning and Carrying out a Historical Enquiry 

The child can reach a valid and substantiated conclusion to an independently planned and investigated enquiry with suggestions for development or improvement. 

Using Sources as Evidence 

The child can recognise possible uses of a range of sources for answering historical enquiries 

Using Sources as Evidence 

The child can comment with confidence on the value of a range of different types of source for enquiries, including extended enquiries. 


Educating for Equality, Diversity and Inclusivity

From April 2023, we have a focus on ensuring we have a wide range of perspective in our curriculum so we can educate in a way that is inclusive of the viewpoints of a wide range of protected characteristics. This is a long term journey and we are starting by ensuring the identity of individuals studied is explicitly taught. 

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