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Damson Wood Nursery and Infant School

‘Learning and Growing Together’

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Subject Leader – Mrs Boulton

History Intent

We aim to provide a high-quality history education, which will enable children to develop a coherent knowledge and understanding of the history of Solihull, Britain and the wider world. Effective teaching will equip children with historical skills and knowledge, enabling them to ask and answer questions, talk about the passing of time, and begin to think critically. 


Our young historians begin their journey in the Foundation Stage, where they are provided with experiences which enable them to develop skills of enquiry and critical thinking. By providing children with the opportunity to discuss changes in their own lives and the lives of others, we set the foundations of chronology. This stimulates children with a curiosity to learn about lives of others beyond their living memory.


As the children progress into Key Stage 1, the foundations developed in the Early Years are built upon. We provide the children with opportunity to develop an understanding of how past events have influenced life today. Children learn about events which are significant both nationally and globally and how the achievements of individuals have had a significant impact on people in the past and the present day. We ask questions about changes which have happened in our lifetime and through a series of engaging lessons and rich experiences, our pupils develop a thirst for learning about History which they can with them into Key Stage 2.

National Curriculum Subject Content


Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

Pupils should be taught about:

  • changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
  • events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
  • the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
  • significant historical events, people and places in their own locality