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History is alive and well at St Leonard's! In their learning journeys the children have re-enacted Medieval battles, enjoyed a Medieval banquet with a visit from a knight in shining armour, made an Egyptian mummy and coffin, we have even had our very own Great Fire of London!


The children learn about people's lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. When appropriate, we organise trips to places of interest and invite specialists into school to work with the children and bring history to life.


Intent: What we want to achieve

  • To develop in pupils an awareness of the past, within a chronological framework.
  • To investigate people and events. 
  • To develop an understanding of why things happened and how it influences our lives today.
  • To engage in a wide range of enquiry using different media.
  • To communicate their ideas based on research.

Implementation - We will:

  • Plan progressive lessons through a thematic based curriculum which are rooted in the National Curriculum and Early Years foundation stage curriculum and which are regularly reviewed and developed to ensure they motivate pupils; build on experience and previous study and expand a pupil’s knowledge and understanding of the past
  • Link learning to high quality literacy texts.
  • Link learning in History to other areas of the curriculum to develop depth of understanding
  • Develop high quality resources that are tactile, IT based, written graphic and photographic
  • Allow children to handle sources and develop research skills
  • Provide multisensory activities and a wide variety of learning experiences to motivate deep learning, curiosity and investigation
  • Use visits, visitors and 'experience days' to make learning meaningful and to enhance depth of knowledge. 
  • Provide opportunities for pupils to work independently in pairs, in small groups and as a whole class inside and outside the classroom
  • Use precise tracking and assessment to move pupils’ learning forward
  • Develop their ability to evaluate their own and their peers work
  • Develop understanding of chronology, change and continuity.



Impact: The intended outcomes of the history curriculum


By the end of the Foundation Stage most children will be able to:

  • Find out about past and present events in their own lives, and in those of their families and other people they know.


By the end of KS1 most children will be able to:

  • Show their developing sense of chronology by using terms concerned with the passing of time.
  • Place events and objects in order on a simple time line.
  • Be aware of how some lives were similar or dissimilar to others. 
  • Understand that their own lives are different from those of children in the past.
  • Recognise that there are reasons why people in the past acted as they did.
  • Begin to ask questions and know where to find the sources to answer these questions. 
  • Explore some local history. 


By the end of Year 4 most children will be able to:

  • Recognise that the past can be divided into different periods of time.
  • Show knowledge and understanding of some of the main events, people and changes studied. This should include local, world and British history. 
  • Note and comment on similarities of time periods. 
  • Devise their own questions. 
  • Give reasons for and results of, the main events and changes.
History Overview 2019-20

Key Stage 1

Key Stage 2

Year 1

Bright Lights and Starry Nights

Into The Woods

To The Beach

Year 2

An Island Home

Deep Down Under

A Gardeners World

Year 3

Under the Canopy

The Invaders are Coming

Fantastic, Marvellous, Dahlicious

Year 4

Walk Like An Egyptian

Through the Wardrobe And Beyond

We Love where We Live

Events beyond living memory that are significant nationally or globally


The Gunpowder Plot- What did Guy Fawkes do that makes us burn a guy on Bonfire Night?


Remembrance Day- Why we wear poppies

To recognise the poppy as a symbol representing Remembrance and to begin to understand what is being remembered and why.

To design, paint and model their own creative work. (Where the poppies now grow- Hilary Robinson and Martin Impey)

Events beyond living memory that are significant nationally or globally


The Gunpowder Plot-

What went wrong with the Plot and how do we know?


Remembrance Day-

A trip to the War Memorial (WW2)

To learn about the different ways the UK commemorates Remembrance. Locate and visit local memorial, make observational sketch and compare with national memorials such as The Cenotaph.

Poppies for remembrance- Moira Andrews

A non-European society that provides contrasts with British history-Mayan civilization c. AD 900 (rainforests of South America)

Under the Canopy

The achievements of the earliest civilizations- an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt

Walk Like An Egyptian






The lives of significant individuals in the past who contributed to national and international achievements.

Florence Nightingale and Hans Lippershey (Bright Lights and Starry Nights)

The lives of significant individuals in the past who contributed to national and international achievements.

Jacque Cousteau and Captain Cook

(Deep Down Under)

The Roman Empire and its impact on  Britain

(The Invaders are Coming)

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 (WW2- with a focus on the social aspects of the blitz, evacuees and rationing)

(Through the Wardrobe and Beyond)

Significant historical events, people and places in their own locality

(Julia Jarman- Local children’s author form Bedfordshire- Class Three All At Sea-

To The Beach)

Significant historical events, people and places in their own locality


Visit to War Memorial

Wrest Park- traditional homes and gardens


(A Gardeners World)

Britains Settlement by Anglo-Saxons

(The Invaders Are Coming)

A local history study- Leighton Buzzard


(We Love where We Live)

Changes within living memory


Comparing seaside holidays past and present


Differences between childhood seaside holidays today and life in my grandparents’ childhood

Changes within living memory


Comparing traditional homes and gardens- (Book: See Inside Houses Long Ago)


Changes in communication

(Homes- A Gardener’s World)



Fantastic, Marvellous, Dahlicious

Roald Dahl’s Life chronology

Timeline of books


The History of Cadbury’s Chocolate



The History of Leighton Buzzard (We Love where we Live)