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In our school, the history curriculum enables our children to become critical thinkers about the past, to ask and answer questions through evidence-based enquiries and to understand how learning about the past can help to change the future. We aim to stimulate our children’s curiosity and develop their understanding of the process of change and how it affects the community and the wider world.

At Whitefield we teach the history objectives from The National Curriculum through our Creative Curriculum.  

We teach history in an exciting way.  We encourage children to reflect upon evidence and question what we have learnt from the past to help our everyday lives. They engage in drama activities and we have many historical visitors to bring the past to life!

If you would like to know more about History in the National Curriculum visit



In the Autumn term, children in our Early Years classes found out about themselves and their families in their All About Me topic. They talked about who is part of their immediate and wider family and celebrated their diversity and similarities. This helped them to understand each other's differences and how they are all special and unique! 


Now we are in the Spring term, each class in Early Years have started a 'Remember When... Book' so that the children can look back at the things they have done so far in our school. These books will be continually added to and will move with them as they progress through our school. By the end of Year 2, the books will be a fantastic historical resource and allow the children to see how they have changed over time.

Year 1


In the Autumn term, children in Year 1 began to develop their awareness of the past and learnt about changes within living memory. They looked at themselves and their family structures and described their families using historical vocabulary. They investigated how homes have changed over time, identifying 'old' and 'new' objects and comparing household items from a long time ago to what the children find at home nowadays. They handled artefacts and used secondary sources of evidence to build their understanding of how home life was different in the past. 

The children also looked at their lives using a time-line. They thought about how they have changed as they have grown and the things that have happened in their own lives. They placed the significant events that have happened to them in chronological order and used historical vocabulary to show the passing of time.


At the beginning of the Spring term, similar to the EYFS memory books, Year 1 created timelines on the windowsills in their classrooms. The purpose of these timelines are to show the children the different things they have done and learnt since September. It will provide a visual recount of the passing of time and help them to see events in chronological order. 

Year 2


In the first half of the Autumn term, children thought about where they belonged. This included their families, their school, their community and much more. They studied Nelson in the past, looking at changes to the local area and how school has changed over time. They used old photographs of Nelson to make comparisons between life in different periods, using a greater range of historical vocabulary in their descriptions. To investigate how school life was different long ago, the children looked for evidence in photographs to prove whether a statement was true. Have a go a the activity below (Schools - Always, Sometimes or Never?) to test your enquiry skills!

Year 2 also looked at Learie Constantine as a significant individual. He was a famous sportsman and politician, and moved to Nelson from Trinidad a long time ago. The children asked their own questions to help them find out more about him and researched his life using secondary sources. Read the information Powerpoint text below to find out more about him.


In the second half of the Autumn term, the children learnt about Captain Robert Falcon Scott as a significant individual, focusing on his Terra Nova expedition in 1910. They began by asking questions to aid their enquiry and handled secondary sources of evidence to understand what happened to Scott and his team of explorers. They compared his decisions with Roald Amundsen's who beat Scott in their quest to become the first man at the South Pole, evaluating them both as effective leaders. The children also compared modern-day polar explorers to Scott and how scientists today are able to live and work in Antarctica.


To continue the timelines from Year 1 and EYFS, Year 2 have windowsill washing lines that show significant individuals and events from the last 100 years.



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