Year 1 had a brilliant day at Milestones exploring how people used to get around -from horse‑drawn carts to early motorcars. They loved comparing old transport to the ways we travel today and spotting all the vintage vehicles along the way.
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history-website-page.pdfMilestonesYear 3 have kicked off their Egyptian adventure in the tastiest way possible… by baking bread! Using simple ingredients, our young historians got hands-on with a recipe inspired by Ancient Egypt, discovering how simple food connects us to the past.
From mixing flour and water to weighing and chopping, the classroom was filled with the delicious smell of fresh bread. What better way to start exploring Egyptian life than by making something people have enjoyed for thousands of years?
Bread cookingEgyptians Y3’s 2025Year 3 had a very special visitor… Hunefer Ani, High Priest of Amun-Ra!
Our Egyptian workshop brought history to life with:
🖌️ Crafting with clay
📜 Writing in hieroglyphics
🎲 Playing ancient games like Mancala & Senet
The children stepped back in time and experienced the wonders of Ancient Egypt first-hand - what an unforgettable day!
Year 1 Portchester Castle TripYear 1 visited Portchester Castle where they explored the differnt parts of the historic site. They discovered how a castle differs from a fort and even learned about the life and reign of King Richard 11.
We had a street party to celebrate VE Day.
In Year 5's module on Roman Britain, they began by examining the people who lived in Britain before the arrival of the Romans, adding to their timeline and revisiting what life was like in Iron Age Britain. They defined the concept of Empire, explored maps showing how the Romans migrated across Europe, and discussed how they brought their culture, including language and technology, with them. They also examined how the power of the Roman Empire evolved over time, revisiting the concept of Empire from the Ancient Greeks.
The causes of the Roman conquest of Britain were studied, including the motivations of Julius Caesar and Claudius, and their use of military superiority over Iron Age tribes. The children compared the types of settlements that existed in Iron Age Britain with the cities the Romans established. They analysed historical interpretations of Boudicca, ranging from the Roman period to the present day, and drew conclusions about what could and could not be inferred from the Corbridge Hoard about the Roman Army.
Year 5's visit to Bignor Roman Villa allowed them to study its incredible mosaics and hypocausts, providing insights into how some Roman Britons lived. They examined maps of Britain to understand how cities developed, changed, and how certain areas became segregated from Roman rule. They investigated why some Celts chose to become Romanised, the impact this had on their way of life, and why others retained their traditional practices. They concluded by exploring the fall of Rome and its impact on life in Britain, considering to what extent Roman Britain was truly Romanised.
Roman BritainMosaicsInvestigating Roman mosaics provided valuable insights into Roman life and beliefs, as these intricate artworks often depicted scenes of mythology, daily life, and symbolic imagery that reflected the values and culture of the time. Made from small tile fragments called tesserae, mosaics were used to decorate floors, walls, and public spaces, showcasing the wealth and artistic skill of their creators. Year 5 had the privilege of visiting Bignor Roman Villa, where they studied its stunning mosaics up close—even having the rare opportunity to walk on them. Inspired by these ancient designs, the children created their own mosaics using tiles, carefully arranging the tesserae and grouting between them to complete their artwork.
When learning about the Vikings and Anglo Saxons in Britain, Year 6 set out to answer the following questions: who were the Vikings? What were the Viking Raids? What was the Danelaw? What was life like in Viking Britain? How did England become a unified country? How was Britain conquered between 950 CE and 1066?
They examined a combination of written information, documentaries, maps and primary and secondary sources. They used these questions to guide each session in this module and, at various stages throughout the module, the children were able to show what they had learnt by choosing from and answering these questions. The children created mini books or A3 information pages to showcase their learning and had free choice on how to present these, including using timelines, maps and their own illustrations.
Vikings and Anglo SaxonsRomansWe marked the coronation of King Charles III by studying landmarks from his kingdom, focusing on historical heritage:
TenbyAngel of the NorthCardiff CastleStonehengeWhite HorseReport abuse