Progression of Skills and Key Aspects of Learning

History

Foundation Stage

Progression of Skills / Subject Content
Chronological understanding / Awareness of passing of time.
Sequence school day, days of the week.
Sequences photos of different ages.
Time vocabulary.
Range and depth of historical knowledge / Find out about past and present events in their own lives, and in those of their families and other people they know.
Interpretations of history / Hear stories about their own past.
Historical enquiry / Find out about past and present events in their own lives, and in those of their families and other people they know.
Organisation, communication and ICT / Using a source- handle, question, observation, sketch
Distinguish between old and new.
Develop vocabulary relating to type of source and evidence.

Year One

Progression of skills / Subject Content
Chronological understanding / Sequence events in their lives; sequence 3 or 4 artefacts from different periods of time; match objects to people of different ages. Use common words and phrases about the passing of time / Key Concepts
Changes in living memory (linked to aspects of national life where appropriate)
Key Individuals
Lives of significant historical figures, including comparison of those from different periods
Significant local people
Key Events
e.g. Bonfire night
Events of local importance
Range and depth of historical knowledge / Recognise the difference between past and present in their own and others’ lives; know and recount episodes from stories about the past.
Recoginse why people did things, why events happened and what happened as a result.
Identify differences between lives at different times.
Changes within living memory.
Interpretations of history / Use stories to distinguish between fact and fiction; Compare adults talking about the past – determine the reliability of memory.
Identify different ways in which the past is represented.
Historical enquiry / Find answers to simple questions about the past from sources of information eg artefacts.
Organisation, communication and ICT / Select from the knowledge of history and communicate in a variety of ways.

Year Two

Progression of skills / Subject Content
Chronological understanding / Sequence artefacts closer together in time, check with reference book; sequence photographs; describe memories of key events in lives.
Use terms related to the passing of time. E.g. before, after, modern, long ago, now, then.
Place events and objects in order.
Recoginse their own lives are different from the lives of people in the past. / Key Concepts
Changes beyond living memory that are significant nationally or globally eg Great Fire of London
Key individuals
Lives of significant historical figures, including comparison of those from different periods
Significant local people
Key Events
e.g. Bonfire night
Events of local importance
Range and depth of historical knowledge / Recognise why people did things, why events happened and what happened as a result; identify differences between ways of life at different times.
Show knowledge and understanding of aspects of the past beyond living memory.
Interpretations of history / Compare two versions of a past event; compare pictures or photographs of people or events in the past; discuss photos, accounts and the reliability of stories.
Historical enquiry / Use a source – observe or handle sources to answer questions about the past on the basis of simple observations.
Organisation, communication and ICT / Select from the knowledge of history and communicate in a variety of ways.

Year Three

Progression of skills / Subject Content
Chronological understanding / Place the time studied on a time line; use dates and terms related to study unit and passing of time; sequence several items or artefacts. / British History
(taught chronologically)
Stone Age to Iron Age Britain, including:
- hunter-gatherers and early farmers
- Bronze age religion, technology & travel
- Iron age hill forts
Broader History Study
• A local history study, e.g.
- A depth study linked to a studied period
- A study over a period of time
- A post-1066 study of relevant local history
Range and depth of historical knowledge / Find out about every day lives of people in time studied; compare with our life today; identify reasons for and results of people’s actions; understand why people may have wanted to do something
Interpretations of history / Identify and give reasons for different ways in which the past is represented; distinguish between different sources – compare different versions of the same story; look at representations of the period.
Historical enquiry / Use a range of sources to find out about a period; observe small details- artefacts and pictures; select and record information relevant to the study; begin to use the library and Internet for research.
Select data and organise to answer historical questions.
Organisation, communication and ICT / Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, models.

Year Four

Progression of skills / Subject Content
Chronological understanding / Place events from period studied on timeline; use terms related to the period and begin to date events; understand more complex terms e.g BC/AD. / British History
(taught chronologically)
Roman Empire & impact on Britain:
- Julius Caesar’s attempted invasion
- Roman Empire & successful invasion
- British resistance, e.g. Boudicca
- Romanisation of Britain
Broader History Study
Earliest ancient civilisations, i.e.
- Ancient Sumer;
- IndusValley;
- Ancient Egypt; or Shang Dynasty of Ancient China
Range and depth of historical knowledge / Recognise some of the similarities and differences between periods. Use evidence to reconstruct life in time studies; identify key features and events of time studied; look for links and effects in time studied; offer s reasonable explanation for some events.
Interpretations of history / Look at evidence available; begin to evaluate the usefulness of different sources; use text books and historical knowledge.
Historical enquiry / Use evidence to build up a picture of a past event; choose relevant material to present a picture of one aspect of life in time past; ask a variety of questions; use the library and Internet for research.
Organisation, communication and ICT / Recall, select and organise historical information; communicate their knowledge and understanding.
Display findings in a variety of ways.

Year Five

Progression of skills / Subject Content
Chronological understanding / Know and sequence key events of time studied; use relevant terms and period labels; make comparisons between different times in the past.
Use appropriate times, matching dates to people and events. / British History
(taught chronologically)
(2 units linked)
Anglo-Saxons & Vikings, including:
- Roman withdrawal from Britain; Scots invasion
- Invasions, settlements & kingdoms
- Viking invasions; Danegald, Edward the Confessor
Broader History Study
Ancient Greece, i.e.
- A study of Greek life and achievements and their influence on the western world
Range and depth of historical knowledge / Study different aspects of people – differences between men and women; examine causes and results of great events and the impact on people; compare life in early and late ‘times’ studied; compare an aspect of life with the same aspect in another period.
Interpretations of history / Compare accounts of events from different sources – fact or fiction; offer some reasons foe different versions of events.
Historical enquiry / Begin to identify primary and secondary sources; use evidence to build up a picture of a past event; select relevant sections of information; use the library and Internet for research with increasing confidence.
Organisation, communication and ICT / Recall, select and organise historical information; communicate their knowledge and understanding. Fit events into a display sorted by theme and time.
Record and communicate knowledge in different forms.

Year Six

Progression of skills

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Subject Content

Chronological understanding / Place current study on a timeline in relation to other studies; use relevant dates and terms e.g. such as BC, AD, century and decade; sequence up to 10 events on a timeline. / British History
(taught chronologically)
An extended period study, e.g.
- The changing power of monarchs
- Significant turning points in British history
- Crime & punishment
- Leisure
Broader History Study
Non-European society, i.e.
- Islamic civilization, including Baghdad
- Mayan civilization
- Benin (West Africa
Range and depth of historical knowledge / Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings; compare beliefs and behaviours with another time studied; write another explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation; know key dates, characters and events of time studied.
Interpretations of history / Link sources and work out how conclusions were arrived at; consider ways of checking the accuracy of interpretations – fact or fiction and opinion; be aware that different evidence will lead to different conclusions; confidently use the library and Internet for research.
Historical enquiry / Recognise primary and secondary sources; use a range of sources to find out about an aspect of time past; suggest omissions and the means of finding out; bring knowledge gathered from several sources together in a fluent account.
Plan and carry out individual investigations.
Organisation, communication and ICT / Select and organise information to produce structured work, making appropriate use of dates and terms.
Select aspects of a study to make a display. Use a variety of ways to communicate knowledge and understanding including extended writing.