The Willows Primary School

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School Address

  • The Willows Primary School
  • Downing Close,
  • Ipswich,
  • Suffolk,
  • IP2 9ER

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Key stage 1


  • develop an awareness of the past, using common words and phrases relating to the passing of time.
  • 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.
  • should use a wide vocabulary of everyday historical terms.
  • 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.
  • should understand some of the ways in which we find out about the past and identify different ways in which it is represented.


 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.




Key stage 2


  • continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • should note connections, contrasts and trends over time and develop the appropriate use of historical terms.
  • should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.
  • construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • understand how our knowledge of the past is constructed from a range of sources.


Pupils should be taught about:


  • ​Britain’s settlement by Anglo-Saxons and Scots Examples (non-statutory) This could include:  Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire  Scots invasions from Ireland to north Britain (now Scotland)  Anglo-Saxon invasions, settlements and kingdoms: place names and village life  Anglo-Saxon art and culture  Christian conversion – Canterbury, Iona and Lindisfarne  the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples (non-statutory) This could include:  Viking raids and invasion  resistance by Alfred the Great and Athelstan, first king of England  further Viking invasions and Danegeld  Anglo-Saxon laws and justice  Edward the Confessor and his death in 1066 
  • a local history study Examples (non-statutory)  a depth study linked to one of the British areas of study listed above  a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)  a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. History – key stages 1 and 2 5  a study of an aspect or theme in
  • British history that extends pupils’ chronological knowledge beyond 1066 Examples (non-statutory)  the changing power of monarchs using case studies such as John, Anne and Victoria  changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century 
  • a significant turning point in British history, for example, the first railways or the Battle of Britain 
  • the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China 


  • a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
  • changes in Britain from the Stone Age to the Iron Age Examples (non-statutory) This could include:  late Neolithic hunter-gatherers and early farmers, for example, Skara Brae  Bronze Age religion, technology and travel, for example, Stonehenge  Iron Age hill forts: tribal kingdoms, farming, art and culture  the Roman Empire and its impact on Britain Examples (non-statutory) This could include:  Julius Caesar’s attempted invasion in 55-54 BC  the Roman Empire by AD 42 and the power of its army  successful invasion by Claudius and conquest, including Hadrian’s Wall  British resistance, for example, Boudica  ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

09.16 Year 3 have been looking at the Stone Age

  • Ancient Greece – a study of Greek life and achievements and their influence on the western world 
  • the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day