KS2 · Year 6 · National Curriculum Aligned
Year 6 History Scheme of Work
Year 6 history culminates the primary history curriculum with two of the most challenging and historically rich topics: World War II and the ancient Mayan civilisation of Mesoamerica. These topics are deliberately paired to offer a powerful contrast — one is relatively recent (within the living memory of some grandparents), the other ancient (flourishing between 250 and 900 AD). Both units demand the highest levels of historical thinking from Year 6 pupils.
World War II is a topic of enormous sensitivity and scope. It touches on genocide, occupation, resistance, propaganda, and civilian experience in ways that require careful, thoughtful teaching. Pupils should encounter a range of perspectives and develop the ability to evaluate evidence critically. The Mayan unit, meanwhile, challenges pupils to engage with a sophisticated non-European civilisation using the full range of historical sources — from archaeological sites and pottery to codices and colonial-era accounts — and to consider how much we still do not know about the Maya.
At a glance
Units
6 half-term units
Key stage
KS2
Year group
Year 6
NC alignment
Full programmes of study
Expected prior knowledge
- ✓Knowledge of World War I as a major twentieth-century conflict (typically studied or encountered outside of NC units).
- ✓Understanding of how to evaluate primary and secondary sources for reliability and bias.
- ✓Experience of constructing extended historical arguments using a range of evidence.
- ✓Knowledge of the Kingdom of Benin and ancient Greece as non-European civilisations.
Units across the year
Six half-term units covering all strands of the KS2 History programme of study.
Autumn 1Modern British History
World War II: Causes and the Home Front
National Curriculum objectives
- –Know about significant turning points in British history, including events from the twentieth century.
- –Understand the causes of World War II and its impact on the lives of ordinary British people.
- –Use oral history, photographs, and documents to investigate the experience of the Home Front.
Key activities
- –Study the causes of World War II, linking to the aftermath of World War I and the rise of fascism in Europe.
- –Examine the Blitz through contemporary photographs, diary extracts, and audio recordings of people who lived through it.
- –Research the experience of evacuation, reading first-hand accounts from evacuees and host families.
- –Design a wartime propaganda poster and explain the techniques used to influence public opinion.
Key vocabulary
fascismNaziblitzevacueepropagandarationingHome FrontAnderson shelterSpitfireChurchill
Autumn 2Modern British History
World War II: The Holocaust and Global Conflict
National Curriculum objectives
- –Know about the Holocaust and understand its causes, events, and significance.
- –Understand the global nature of World War II, including the role of different nations and their allies.
- –Evaluate the importance of memory and remembrance in relation to World War II.
Key activities
- –Study the Holocaust age-appropriately using survivor testimony (e.g. through the Holocaust Educational Trust resources) and discuss why it must be remembered.
- –Map the global extent of World War II, identifying key fronts in Europe, North Africa, and the Pacific.
- –Research the role of the British Empire and the Commonwealth in the war effort.
- –Discuss: how do we ensure the lessons of World War II are not forgotten? Examine the role of memorials, museums, and education.
Key vocabulary
HolocaustgenocideantisemitismNazioccupied EuropeliberationmemorialAuschwitztestimonyCommonwealth
Spring 1Non-European Civilisations
The Mayans: Civilisation and Society
National Curriculum objectives
- –Know about the Mayan civilisation as a non-European society that provides contrasts with British history in the same period.
- –Understand Mayan society, religion, and achievements.
- –Use a range of sources to investigate the Mayan world.
Key activities
- –Locate the Mayan civilisation in time and place, mapping major Mayan cities across Mexico and Central America.
- –Research Mayan achievements in mathematics (including the concept of zero), astronomy, and writing.
- –Examine Mayan art, pottery, and architecture as historical evidence of Mayan beliefs and society.
- –Compare Mayan civilisation (c.250-900 AD) with Anglo-Saxon Britain in the same period.
Key vocabulary
MayaMesoamericacity-statepyramidcodexglyphastronomycalendarjadesacrifice
Spring 2Non-European Civilisations
The Mayans: Legacy, Collapse, and Survival
National Curriculum objectives
- –Know about the collapse of the Classic Maya civilisation and the theories that historians and archaeologists debate.
- –Understand the legacy of the Maya in modern Central America and Mexico.
- –Evaluate different historical interpretations of the Maya.
Key activities
- –Research the theories behind the collapse of Classic Mayan civilisation (drought, war, overpopulation, political instability) and evaluate the evidence for each.
- –Discuss the fact that the Maya did not disappear: millions of Maya people still live in Mexico and Guatemala today.
- –Study the impact of Spanish colonisation on Maya civilisation in the sixteenth century.
- –Debate: which theory best explains the collapse of Classic Mayan civilisation? Support the argument with evidence.
Key vocabulary
collapsedroughtcolonisationSpanish conquestinterpretationarchaeologyindigenousdescendant
Summer 1Local History
Local History Study
National Curriculum objectives
- –Carry out a historical study of the local area, using a range of primary and secondary sources.
- –Understand how to plan, conduct, and present a local history investigation.
- –Recognise significant changes and continuities in the local area over time.
Key activities
- –Select a local history focus (e.g. a local building, industry, community, or event) and plan a research enquiry.
- –Visit a local archive, museum, or heritage site to collect primary source evidence.
- –Analyse maps, census records, and oral history to build a picture of the local area across different periods.
- –Present local history research as a museum display, documentary, or extended written report.
Key vocabulary
local historycensusarchiveoral historyenquiryprimary sourcesecondary sourceheritagecontinuity
Summer 2Thematic British History
History of Democracy and Rights in Britain
National Curriculum objectives
- –Know about significant turning points in British political history.
- –Understand the development of democracy and rights in Britain from Magna Carta to the present day.
- –Evaluate how ordinary people have fought for and won greater rights over time.
Key activities
- –Create a timeline of democratic milestones in Britain: Magna Carta (1215), Bill of Rights (1689), Great Reform Act (1832), Votes for Women (1918), Universal Suffrage (1928).
- –Study Magna Carta as the foundation of English law and discuss which of its principles still apply today.
- –Research a civil rights campaign and evaluate its methods and outcomes.
- –Debate: how democratic is modern Britain? What rights do citizens have that people in the past did not?
Key vocabulary
democracyMagna Cartaparliamentrightssuffragereformcivil libertiesconstitutionmonarchy
Progression into KS3
In Year 7, pupils transition to Key Stage 3 history. They will build on their chronological understanding and source skills to study the Norman Conquest, medieval England, the Reformation, and early modern Britain, developing increasingly sophisticated historical arguments.
Individual lesson plans
Full lesson frameworks — learning objectives, vocabulary, lesson structure, and common misconceptions — for each unit in this scheme.
View all Year 6 History lesson plans →