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A princess in wartime Britain

The princess who spoke to the nation

The first televised coronation

The queen’s clothes tell a story

A queen of four nations, head of the Commonwealth

Saying goodbye and remembering a reign

In ‘Changes within living memory: what changed during Elizabeth II's lifetime?’ pupils begin their study of history as a distinct subject by studying the life of a specific person and their role in society. In ‘Photographs from history: what can they tell us about Britain's recent past?’ pupils build on another aspect from EYFS: understanding the past through photographic sources.

 From EYFS, pupils should be able to talk about the lives of the people around them and their roles in society, drawing on their experiences and what has been read in class. In ‘Changes within living memory: what changed during Elizabeth II's lifetime?’, pupils begin their study of history as a distinct subject by studying the life of a specific person and their role in society.

This unit helps students understand a time span covering four generations before their birth. It teaches about Queen Elizabeth II's reign, offering a simple overview of c.80 years of British history. Students also learn how a major public figure holds authority and performs national duties.

Changes within living memory: what changed during Elizabeth II's lifetime?

The invention of photography

The challenges of early photography

A family portrait from 140 years ago

Late Victorian seaside photographs

Photographs of Britain in the 1940s and 50s

Photographs of Britain in the 1960s and 70s

In ‘Photographs from history: what can they tell us about Britain's recent past?’ pupils build on another aspect from EYFS: understanding the past, doing so through looking at historic photographs. In ‘Traditional stories: what do they tell us about the distant past?’ pupils move to the distant past in order to start building their chronological framework by hearing traditional historical stories.

In ‘Changes within living memory: what changed during Elizabeth II's lifetime?’ pupils studied the life of a specific person and their role in society. In ‘Photographs from history: what can they tell us about Britain's recent past?’ pupils build on another aspect from EYFS: understanding the past, doing so through looking at historic photographs.

This unit explores photography as a recent invention that records history, highlighting early photos of lost ways of life and the challenges of early 20th-century photography. Students learn about changes in recent history, including food, clothing, and more, through photos from the past century.

Photographs from history: what can they tell us about Britain's recent past?

St. Patrick, patron saint of Ireland

St Patrick, the shamrock and the snakes of Ireland

Aethelflaed, Lady of Mercia

Aethelflaed and the bones of Saint Oswald

Wales, England and Owain Glyndwr

Owain Glyndwr, Prince of Wales

In ‘Traditional stories: what do they tell us about the distant past?’ pupils move to the distant past in order to start building their chronological framework by hearing traditional historical stories. In ‘Significant explorers: how has seafaring changed over time?’ pupils develop this framework further by studying a theme that can introduce change and continuity across a long time span.

In ‘Photographs from history: what can they tell us about Britain's recent past?’ pupils built on another aspect from EYFS: understanding the past, doing so through looking at historic photographs. In ‘Traditional stories: what do they tell us about the distant past?’ pupils move from the more recent past to the distant past in order to start building their chronological framework.

This unit helps students understand the distant past, where customs, appearances, and practices differed greatly from today. It introduces key figures from British history and shares classic stories that have been retold through generations, becoming part of community heritage.

Traditional stories: what do they tell us about the distant past?

Scotland, England and Robert the Bruce

Robert the Bruce and the spider

Early explorers and their boats

How Polynesian explorers travelled and navigated

Seafaring in the early Mediterranean world

The Vikings and their longboats

Viking navigation and expansion

The incredible voyages of Zheng He

Chinese innovation in seafaring

William Adams' journey to Japan

Seafaring 450 years ago

John Franklin's lost expedition

Seafaring 150 years ago

From sail to steam power

In ‘Significant explorers: how has seafaring changed over time?’ pupils develop their chronological framework, studying a theme that introduced change and continuity across a long time span. In ‘Significant rulers from the past: what can their stories tell us?’ they continue to develop chronological understanding whilst being introduced to various substantive concepts that relate to ruling.

In ‘Traditional stories: what do they tell us about the distant past?’ pupils moved to the distant past in order to start building their chronological framework by hearing traditional historical stories. In ‘Significant explorers: how has seafaring changed over time?’ pupils develop this framework further by studying a theme that introduces change and continuity across a long time span.

This unit on explorers and seafaring gives students a clear sense of change over time, highlighting technological, economic, and cultural shifts. It covers the sea's role in trade and exploration and explores material culture, craftsmanship, and the influence of seafaring on language and art.

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