Castle Bromwich

Infant and Nursery School

Reach for the Stars

Contact Details


History at CBINS

Intent - Our History curriculum is designed to enable all pupils talk about and gain a coherent knowledge and understanding of the past.  It will inspire pupils’ curiosity to know more about their own and their family’s past, Britain’s past and that of the wider world. We encourage our children to become historians by asking and answering questions using historical vocabulary, identify similarities and differences between ways of life in different periods and learn how we find out about the past. We feel it is crucial for children to lead their own learning through perceptive questions and foster enquiry-lead learning experiences.

Curriculum Drivers

Big ideas


  • Learning for Life
  • Learning together; Making connections
  • Learning and Living Healthily
  • Learnning and Living in our Community and the Wider World

Build an awareness of what the past through exploring:

  • Key historical events and events in their own and their family’s lives
  • Lives of significant indivuals
  • Changes and events within and beyond living memory
  • Progression of skills and knowledge
  • Builds on, embeds and deepens prior learning
  • Ensure children are engaged in lessons that encourage them to be independent in their findings. Share ideas with their peers and investigate thoughts and ideas linking to other foundation stage subjects such as using technology to research and find out facts about the past.


Implementation – We implement this by planning a cycle of lessons, learning experiences and meaningful play which builds on prior historical knowledge and understanding in order to meet and go beyond national expectations as outlined in the EYFS and KS1 curricula. Children learn to become historians through: play and exploration; discussion and talk with peers and knowledgeable adults; asking and answering relevant historical questions; investigating and understanding relevant sources; quality first teaching and demonstrate an emerging perception and judgement. Crucial to this is a rich learning environment to support the teaching and understanding of past events and encourages children to use and apply historical language.


Support and challenge

Retaining knowledge

  • Modelling through clear presentation of subject matter
  • Responsive and adaptive to the needs of children
  • Assessment for learning throughout
  • Promoting independence through learning and play
  • Impactful questioning that promotes deeper thinking and talk
  • Promoting the use of everyday language, the language of learning e.g. compare, analyse etc... and subject specific vocabulary e.g. the past, chronological orders, names of significant individuals etc
  • Developmentally appropriate that leads to high levels of productivity
  • Scaffolding through resources, models, peer support and adult interaction
  • Addressing errors at the point of misconception
  • Delving deeper through questioning, both adult led and child led
  • Use feedback, learning conversations, play partnering and sustained shared thinking strategies to reinforce and extend learning


  • Sequential mapping and skills progression that revisits and reinforces taught content
  • Learning environment that reinforces taught knoweldge and encourages application to new learning with continuous provision inviting children to turn to History as part of their play and exploration
  • Apply skills and knowledge into new contexts by making links to previous learning


  • Our History curriculum leads to good results across the school. In EYFS, children are able to talk confidently about the past and share information about their own family. They have an understanding of significant historical events such as Remembrance Day and VE Day. In KS1, children have a strong understanding of important historical events such as The Great Fire of London and The Tudors.  They can explain their learning using specific historical vocabulary and the impact these events have had on modern day life. Children are also able to use and apply their creative skills during meaningful discovery, exploration and play both inside and outside the classroom.
  • This is reflected in our children’s strong understanding of language, processes etc.. during meaningful discovery, exploration and play both inside and outside of the classroom