Stithians Community Primary School

Stithians Community Primary School

Inspiration - Understanding - Value - Responsibility

Stithians CP School, Church Road, Stithians, Truro, Cornwall, TR3 7DH

01209 860547



At Stithians C. P. School, we strive to provide a high quality History curriculum, intending to inspire in pupils a sense of inquisition and curiosity about both British and global history, expanding pupils’ knowledge of historical figures and events from the wider world.

Our curriculum is tailored to best suit our children and the way they learn and explore. In KS1 we aim to give children an awareness of significant events, both nationally and globally, and beyond living memory, whilst linking key individuals to important events. We want the children to learn about the history of Cornwall, including changes within living memory and significant people. In KS2, we want the children to develop a sense of chronology.

We want our children to enjoy and love learning about history by gaining knowledge and skills not just in the classroom environment, but also with the use of fieldwork and educational visits taking place each term.


History is taught differently in each Key Stage. KS1 focuses on past and present, significant events and people from the past. This enables learners to gain a sound understanding of at least two periods in history: past and present day. They learn about significant people and how they may have changed the world.

Topics in KS2 are taught chronologically so that children can achieve a sense of chronology from prehistoric learning, British history and local history. Key knowledge and skills for each topic have been identified and carefully planned, in order to ensure progression and skills are threaded throughout each year group.

Cross-curricular outcomes in History are considered in our curriculum with other subjects, such as English, Art, DT and Computing, facilitating further contextual learning. Outside learning and meaningful learning opportunities outside the classroom are planned for alongside classroom learning.

The Early Years Foundation Stage aims for all children in Foundation Stage to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.


Children at Stithians C. P. School are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

Outcomes in History evidence a broad and balanced curriculum and demonstrate the children’s acquisition of identified key knowledge. Emphasis is on analytic thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. Through this type of study, pupils learn to ask questions, think critically about sources of evidence and develop their own perspective and judgements.

Long Term Plan 2023-2028


By the end of year 6, a historian should be able to:


Understand the concept of chronology and be able to place historical events in the correct order.

Identify and describe the key events, people, and periods of history studied in primary school, including significant developments in the history of their country and region.

Use primary and secondary sources to gather information about the past, including artefacts, documents, and oral histories.

Analyse historical sources for their reliability, bias, and accuracy.

Understand and be able to use historical vocabulary and concepts, such as civilization, empire, revolution, and industrialization.

Develop historical inquiry skills, such as formulating historical questions, making connections between events and ideas, and drawing conclusions based on evidence.

Understand and appreciate the diversity of human cultures and experiences throughout history.

Develop an awareness of how the past has shaped the present and the future, and be able to draw connections between historical events and contemporary issues.

Communicate their historical understanding in clear and coherent written and oral forms.

Recognize the value of history in shaping their own identity, community, and world.


If you can start your view with ‘perhaps’ and back it up with evidence then you are never wrong.



What is a Historian? - Key Stage 1 Definition

A historian is someone who likes to learn about things that happened a long time ago. They are like detectives who try to figure out what happened in the past by looking at old books, letters, pictures, and other things that people from long ago left behind.

Historians like to learn about all sorts of things that happened in the past, such as how people used to live, what they wore, what they ate, and how they travelled. They also like to learn about important events that happened, like wars or important discoveries.

By learning about the past, historians can help us understand how things have changed over time and how we got to where we are today. They also help us remember important things that happened so that we don't forget them.

So, in simple terms, a historian is like a detective who learns about things that happened a long time ago by looking at old books, letters, pictures, and other things that people from long ago left behind.

What is a Historian? - Key Stage 2 Definition

A historian is a person who studies and writes about events, people, and ideas from the past. Historians are like detectives who use evidence and facts to learn about the past and create a detailed understanding of what happened.

Historians use a variety of sources to learn about the past, including written records, oral histories, artefacts, and archaeological findings. They analyse these sources carefully and try to piece together a complete and accurate picture of the past.

Historians often specialize in a particular time period, geographic region, or subject matter. For example, some historians might focus on ancient Greece or the American Civil War, while others might study the history of science or the history of women's rights.

Historians are important because they help us understand how we got to where we are today. They can help us see the connections between events and ideas from the past and the present. Historians also help us learn from the past by studying mistakes and successes of people from long ago.

In short, historians are professionals who specialise in studying the past using evidence and facts to create a detailed understanding of what happened. They help us understand our past and learn from it to make better decisions in the present and future.


Diversity – Significant Figures

Studying diverse historical figures is a great way to learn about different cultures, perspectives, and experiences.


Harriet Tubman - an African American abolitionist and activist who helped hundreds of slaves escape to freedom through the Underground Railroad.

Rosa Parks - an African American civil rights activist who refused to give up her seat on a Montgomery, Alabama bus, sparking the Montgomery Bus Boycott.

Cesar Chavez - a Mexican American labour leader and civil rights activist who fought for better working conditions and fair treatment for farmworkers.

Malala Yousafzai - a Pakistani activist for girls' education who survived an assassination attempt by the Taliban and became the youngest Nobel Prize laureate.

Mahatma Gandhi - an Indian independence activist who led nonviolent resistance campaigns against British colonial rule.

Frida Kahlo - a Mexican artist who is known for her self-portraits and paintings that reflect her experiences as a woman and a person with disabilities.

Mary Seacole - was a Jamaican woman who lived a long time ago. She was born in 1805 and died in 1881. She is famous for being a brave nurse who helped many people during the Crimean War. At that time, there was a big war happening between England and Russia. Mary wanted to help and go to the war to take care of sick and injured soldiers. But, she was not allowed to go because she was a woman and because she was black.

George Washington Carver - an African American agricultural scientist who developed new uses for crops like peanuts, sweet potatoes, and soybeans.

William Kamkwamba - a Malawian inventor and author who built a windmill to bring electricity to his village, despite having limited resources and education.

Martin Luther King Jr. -  a very important person in American history who fought for civil rights and equality for all people, regardless of their skin colour. Martin Luther King Jr. believed that everyone should be treated equally, no matter what their skin colour was. He became a leader of a movement called the Civil Rights Movement, which was a group of people who wanted to change the laws so that black people could have the same rights as everyone else.

Nelson Mandela - Anti-apartheid activist and former President of South Africa who fought against racial discrimination and promoted democracy and reconciliation.

Barack Obama - First African American President of the United States who worked to promote equality, healthcare reform, and diplomacy during his tenure.

Muhammad Ali - Boxer and activist who spoke out against racism and injustice, refusing to be drafted to fight in the Vietnam War on the grounds of his religious beliefs and opposition to the war.

Mo Farah - Long-distance runner who has won numerous Olympic and World Championship medals and is one of the most successful British athletes of all time.

Diane Abbott - Politician who was the first black woman to be elected to the House of Commons in 1987 and has been a vocal advocate for racial equality and social justice.

Sadiq Khan - The first Muslim mayor of London who has worked to promote diversity and inclusivity in the city and championed issues such as affordable housing, air quality, and public safety.

Lewis Hamilton - Formula One driver who has won multiple World Championships and has been a vocal advocate for diversity and inclusivity in motorsport and beyond.

Sir Lenny Henry - Actor, comedian, and writer who has used his platform to highlight issues of representation and diversity in the media and entertainment industries, and helped to establish the Comic Relief charity.

Examples of a Learning Sequence:




What do you think life was like for people who lived a very long time ago, before we had phones, cars, and buildings like we do today?

How do you think people survived without supermarkets, electricity, or modern technology in the past?

What kind of tools do you think people used in the past?

What can we learn about prehistoric Britain from the remains of ancient structures like Stonehenge?


Introduction to Prehistoric Times (1 class session):

Begin by introducing the concept of prehistoric times, explaining that it is a period in history before written records were kept. Discuss how historians learn about this era through archaeology and artifacts.

The Stone Age (1-2 class sessions):

Focus on the Stone Age. Divide it into the Paleolithic (Old Stone Age) and the Neolithic (New Stone Age). Discuss the lifestyle of early humans during these periods, their hunting and gathering techniques, the types of tools they used, and how they adapted to their environment.

Hands-On Activity: Cave Art (1 class session):

Organize a cave art activity where students can create their own cave paintings using materials like charcoal and paper. This will allow them to experience and understand the artistic expressions of early humans.

The Bronze Age (1-2 class sessions):

Move on to the Bronze Age. Explain how the use of bronze revolutionized tools and weapons. Discuss its significance in shaping early societies and enabling advancements in agriculture, trade, and craftsmanship.

Hands-On Activity: Craftsmanship (1 class session):

Engage the students in a craft activity where they can create simple tools or artifacts using materials that represent bronze or other materials used during the Bronze Age. This activity will help them understand the skills and craftsmanship of the time.


The Iron Age (1-2 class sessions):

Discuss the Iron Age and how the knowledge of iron working led to significant advancements in tools, weapons, and agriculture. Explore how this period marked the end of prehistoric times and the beginning of recorded history.


Culminating Project:

Assign a culminating project where students can create a timeline or a poster summarizing the key developments and characteristics of each age (Stone Age, Bronze Age, Iron Age). They can use images, drawings, and short descriptions to showcase their understanding of the topic.

Example of a knowledge organiser with sticky knowledge and vocabulary. 

Mixed Aged History Curriculum Carousel

Exploring Our Local Heritage: Unveiling the Past Through Stithians Church."

Our local history project, takes Key Stage Two children on an exciting journey through time, utilising the rich historical archives housed within our community's cherished local church. The project aims to connect the children with the roots of their community, fostering a deep appreciation for the heritage that surrounds them.

The project unfolds in several stages, beginning with an introduction to historical research methods and the significance of the church as a historical landmark.

The children explore the church's evolution, discovering how it transformed over the years and adapted to the changing needs of the community.

They will closely examine artifacts and documents, ranging from  baptismal, marriage and burial records, providing a glimpse into the lives of those who had once called the community home.

One highlight of the project is when the children embark on a unique educational journey, turning the local graveyard into an open-air classroom for the study of times gone by. The children will explore the graveyard with a keen eye for detail, uncovering weathered tombstones that tell stories etched in stone. The project encourages them to engage with the site as a living archive, where the lives of individuals from different eras are commemorated.

Through careful observation and guided research, the children discover the artistry and symbolism engraved on the headstones, unraveling clues about societal norms, beliefs, and cultural practices of bygone times.

Epitaphs become windows into personal stories, shedding light on the challenges, triumphs, and everyday lives of individuals who once walked the same streets the children now tread.

This innovative approach seeks to harness the power of experiential learning, immersing children in the tangible remnants of history to deepen their understanding of the past.

Exploring Our Local Heritage not only provides Key Stage Two children with valuable insights into their community's past but also instills a sense of pride and responsibility for preserving and appreciating the local history that shapes their present-day lives. 

The project serves as a testament to the power of experiential learning and community involvement in fostering a lasting connection between the younger generation and their cultural heritage.

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