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Woodlea Junior School


Our Vision for History at Woodlea!

At Woodlea Junior School, History is the main driving focus for the wider curriculum. We believe that the study and teaching of History inspires and motivates children’s eagerness, encourages them to ask critical questions and enables them to have a better understanding of the diverse society in which they live and that of the diverse wider world. It helps gain a sense of their own uniqueness, identity within a social, cultural, political and economic background. Our historians are always keen to understand what particular skill they are learning in History at the start of the session, whether it be chronology, events, people and changes, interpretation, enquiry and using sources or communication and vocabulary. 



Our intention at Woodlea Junior School is to ensure that teachers progressively cover the skills and concepts required in the National Curriculum. We aim to develop historical skills and concepts which are transferable to whatever period of history is being studied and will equip children for future learning. We aim to provide our children with a love and thirst for knowledge in History. In addition to this, we would like our children to participate in memorable and immersive experiences that will broaden their enthusiasm and skills within History. We encourage our children to think and work as historians as we feel that this broadens their thinking process and understanding of their place in the world. 


In order for children to know more and remember more in each area of History studied, we structure the lesson sequence wherby prior learning is considered and opportunities for revision of facts and historical understanding are built into lessons. Children are taught the periods of History chronologically starting from the Stone Age in Year 3. Throughout each session, the children will develop historical skills by studying chronology, interpreting enquiry and sources, communicating vocabulary and discussing key events, people and changes from the past. We own our very own archaeological dig site where the children can dig up artefacts and use these to create an interest and further question themselves to begin their unit with a truly interactive experience as an archaeologist. To make our history curriculum engaging and brought to life, we will have several theme days to further enhance the era being studied. Some of these include days like, the Stone Age, Anglo-Saxons, Ancient Greece and Ancient Egypt days.

Overview of our History Curriculum is attached:

Year Group




Year 3

Describe and give reasons for some of the changes in Britain from the Stone Age- Palaeolithic, Mesolithic and Neolithic era – 12000BC TO 2200BC

Describe and give reasons for some of the changes in Britain from the Bronze Age to the Iron Age.


Demonstrate more in-depth knowledge of one specific civilisation e.g. Ancient Egypt.


Year 4

Demonstrate knowledge of ancient Greece including Greek life and achievements and their influence on the western world.


Describe and compare some of the characteristic features and achievements of the earliest civilisations (Shang Dynasty in Ancient China) including where and when they appeared.


Describe some aspects of the Roman Empire and recognise its impact on Britain.


Year 5

Describe some aspects Of Britain’s settlement by Anglo-Saxons and Scots. Viking and Anglo-Saxon struggle for the kingdom of England in the time of Edward the Confessor.

Demonstrate knowledge of an aspect or theme in British history that extends their chronological knowledge beyond 1066. (Norman period 1066)


Describe key aspects of a non-European society such as the early Islamic civilisation (Baghdad AD900)

Year 6

Describe some aspects Of Tudor life. An in depth study of a Tudor explorer!


Demonstrate knowledge of aspects of history significant in their locality. Why was Lancashire so important during the Industrial Revolution? 


Demonstrate knowledge of aspects of history significant in their locality -Lancashire – What did you do in the war? Undertaking an in-depth exploration of life in Lancashire during the two World Wars of the C20th




Through consistent use of technical vocabulary and historical skills, children at Woodlea Junior School will become proficient in researching, questioning and answering lines of historical enquiry. They will also be able to critique the validity of sources and evidence which they will have applied across the curriculum and in the future. The learning environment across the school will be consistent with historical vocabulary displayed, spoken, written and communicated by all of our historians. The children will gain a love for learning by becoming actively involved within the theme days throughout their time at Woodlea. Children will possess a breadth of knowledge about the entire span of World History, covering the National Curriculum statements. Formative assessment will be taken place on a daily basis after each session to ensure children have achieved the desirable skills and knowledge. 

Progression map for History!

Progression of historical vocabulary!

Iron and Fire Day, Year 3

History at Woodlea during lockdown!

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Testudo (tortoise) Formation

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After hearing all about the Ancient Roman testudo (tortoise) formation used by the Roman Legions during battles, the Rhinos tested it out and bravely marched against Mrs Bane and Mr Smith.

The Fall of Rome

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Year 3 children have been learning about life during the Bronze Age and the Iron Age. To make this topic come to life, a professional Blacksmith, Gary, arrived at Woodlea Junior School to showcase his skills and talents to the children. The aim of the day was to engage the children to get hands-on experience of the varying metal items created and used within this historical era and to witness a demonstration of how metal tools are developed and created using stone, charcoal and heat. During the day, Gary explained to the children about the importance of Blacksmiths during the Bronze Age and Iron Age. Some of the items created by Gary included a pinnacular brooch, hooks, keyrings, a rose, torcs used by the wealthy Celts and some nails. All the children were extremely intrigued and asked many questions which Gary answered to the best of his knowledge. It was an absolutely marvellous day filled with great activities. Every child, including many teachers, had a tremendous day and were thrilled and amazed at how metal can be changed once it has been heated. 

4T have been working collaboratively to use the correct terminology to describe different artefacts from the Shang Dynasty! They all took it in turns to have a feel of the artefact, discuss the possible uses and then actually define what it is!

King Alfred the Great by Year 5!

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In Year 5, the children have been learning about King Alfred the Great. To ensure that the children fully understood who this King was, they all researched facts about him and then uploaded a video by acting in role!

VE Day letters written by Year 6!

During the war, life changed for everybody, including children, men and women. For most children, the war years were a time of anxiety and frustration and for many others it was a period of family separation. The Year 6 children were asked to look at accounts of people who lived during the war and then write a letter in character expressing their feelings about the end of the war. Take a look at some of the great letters written!

Wartime diaries by 6C!

Hayden’s Great Grandad sharing his experience about VE Day, back in 1945!

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We have been very fortunate to hear from a 93 year old, great grandad, who made a special effort to share his thoughts about VE Day, back in 1945!