Skills

Nursery

Reception

Year 1

Year 2

End of Key Stage 1 expectations

Chronology

retell a simple past event in correct order (e.g. went downslide, hurt finger) (Speaking 30-50m)

show interest in the lives of people who are familiar to them.

remember and talk about significant events in their own experiences

recognise and describe special times or events for family or friends

show interest in different occupations and ways of life

know some of the things that make them unique, and to talk about some of the similarities and differences in relation to friends or family (People & Communities 30-50m)

talk about past and present events in own life and in the lives of family members

know about similarities and differences between themselves and others, and among families, communities and traditions

(People &Communities ELG)

tell others about things that happened when they were little

explain how they have changed since they were born

sequence photos etc. from different periods of their life

understand that some objects belonged to the past

sequence three events or objects in chronological order

recognise that a story that is read to them may have happened a long time ago

use words and phrases like: old, new and a long time ago

retell a familiar story set in the past

describe memories of key events in lives

use words and phrases like: before I was born, when I was younger

sequence artefacts closer together in time

sequence a set of events in chronological order and give reasons for their order

use phrases and words like: ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’; in their historical learning

use the words past and present correctly

Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] significant historical events, people and places in their own locality

Range and Depth

of Historical Knowledge

comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world

talk about some of the things they have observed, such as plants, animals, natural and found objects

talk about why things happen and how things work. develop an understanding of growth, decay and changes over time

(The World 30-50m)

know about similarities and differences in relation to places, objects, materials and living things.

talk about the features of their own immediate environment and how environments might vary from one another. (The World ELG)

identify objects from the past, such as old toys

begin to describe similarities and differences in artefacts

give examples of things that are different in their life from that of their grandparents when they were young

explain how their local area was different in the past

explain why Britain has a special history by naming some famous events and some famous people

recount some interesting facts from an historical event, such as where the fire of London started

drama – why people did things in the past

appreciate that some famous people have helped our lives be better today

collections of artefacts – confidently describe similarities and differences

understand that we have a queen who rules us and that Britain has had a king or queen for many years

explain what is meant by a parliament

recount the life of someone famous from Britain who lived in the past giving attention to what they did earlier and what they did later

recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago

drama – develop empathy and understanding (hot seating, speaking and listening)

explain why someone in the past acted in the way they did

Skills

Nursery

Reception

Year 1

Year 2

End of Key Stage 1 expectations

Interpretations of History

listen to stories set in the past

look at objects/photographs from the past

begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past)

compare pictures or photographs of people or events in the past

identify different ways to represent the past

Pupils should be taught about: changes within living memory – where appropriate, these should be used to reveal aspects of change in national life events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell] significant historical events, people and places in their own locality

Historical Enquiry

comment and ask questions about aspects of their familiar world such as the place where they live or the natural world (The World 30-50m)

look closely at similarities, differences, patterns and change (The World 40-60m)

make observations of animals and plants and explain why some things occur, and talk about changes (The World ELG)

sort artefacts into ‘then’ and ‘now’

spot old and new things in a photograph

ask and answer questions about different sources; old and new objects/photographs provided

find out something about the past by talking to an older person

answer questions by using a specific source, such as an information book

give a plausible explanation about what an object was used for in the past

use a source – why, what, who, how, where to ask questions and find answers

discuss the effectiveness of sources

research the life of someone who used to live in their area using the Internet and other sources to find out about them

find out more about a famous person from the past and carry out some research on him or her

research about a famous event that happened in Britain and its causes

Organisation and Communication

speaking and listening-drama and role play

timelines (3D with objects/ sequential pictures)

mark-making/drawing

ICT

speaking and listening-drama and role play

timelines (3D with objects/ sequential pictures)

drawing

writing (reports, labelling, simple recount)

ICT

speaking and listening-drama and role play

timelines

class display/museum

annotated photographs

writing (reports, labelling, recount)

ICT

Skills

Year 3

Year 4

Year 5

Year 6

End of Key Stage 2 expectations

Chronology

describe events and periods using the words: BC, AD and decade and begin to use dates for when things happened

use a timeline within a specific time in history to set out the order things may have happened

use my mathematical knowledge to work out how long ago events would have happened

describe events and periods using the words: ancient and century

plot recent history on a timeline using centuries

use their mathematical skills to round up time differences into centuries and decades

begin to recognise and quantify the different time periods that exists between different groups that invaded Britain

draw a timeline with different time periods outlined which show different information, such as, periods of history, when famous people lived, etc.

use my mathematical skills to work exact time scales and differences as need be

begin to build up a picture of what main events happened in Britain/ the world during different centuries

use dates and historical language in my work

create timelines which outline the development of specific features, such as medicine; weaponry; transport, etc.

sequence up to ten events on a timeline by decade

place features of historical events and people from past societies and periods in a chronological framework

appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them 

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Range and Depth

of Historical Knowledge

appreciate that the early Brits would not have communicated as we do or have eaten as we do

begin to picture what life would have been like for the early settlers and compare with life today

suggest why certain events happened as they did in history

identify reasons for and results of people’s actions

begin to appreciate why Britain has been an important country to invade or conquer

compare beliefs and behaviour with another period studied

recognise that Britain has been invaded by several different groups over time

suggest why certain people acted as they did in history

begin to appreciate that how we make decisions has been through a Parliament for some time (Rule of Law– British Values)

begin to appreciate why Britain has been an important country to migrate to

describe historical events from the different periods they are studying/have studied

examine causes and results of great events and the impact on people

compare an aspect of life with the same aspect in another period

make comparisons between historical periods; explaining things that have changed and things which have stayed the same

begin to appreciate that significant people and events in history have helped shape the country we have today

summarise the main events from a specific period in history, knowing key dates, characters and explaining the order of when key events happened

summarise how Britain has had a major influence on world history

summarise what Britain may have learnt from other countries and civilizations through time gone by and more recently

write an explanation of a past event in terms of cause and effect using evidence to support and illustrate their explanation

recognise and describe differences and similarities/ changes and continuity between different periods of history

Skills

Year 3

Year 4

Year 5

Year 6

End of Key Stage 2 expectations

Interpretations of History

appreciate how items found belonging to the past are helping us to build up an accurate picture of how people lived in the past

begin to evaluate the usefulness of different sources

look at representations of the period – museum, cartoons, etc.

use evidence to reconstruct life in time studied

distinguish between different sources and evaluate their usefulness

identify and give reasons for different ways in which the past is represented

compare accounts of events from different sources - fact or fiction

offer some reasons for different versions of events

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

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

Historical Enquiry

use a range of sources to find out about a period

observe small details – artefacts, pictures

select and record information relevant to the study

begin to use the library, e-learning for research

recognise the part that archaeologists have had in helping us understand more about what happened in the past

use various sources of evidence to answer questions

use evidence to build up a picture of a past event

ask a variety of questions

use various sources to piece together information about a period in history

begin to identify primary and secondary sources

through research, identify similarities and differences between given periods in history

research two versions of an event and say how they differ

use evidence to build up a picture of life in time studied

select relevant sections of information

confident use of library, e-learning, research

test out a hypothesis in order to answer a question 

appreciate how historical artefacts have helped us understand more about British lives in the present and past

give more than one reason to support an historical argument

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 gathering from several sources together in a fluent account

look at more than one version and say how the author may be attempting to persuade or give a specific viewpoint?

identify and explain my understanding of propaganda

describe a key event from Britain’s past using a range of evidence from different sources

Organisation and Communication

communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, mode

work independently and in groups

research a specific event from the past to then write about this

select data and organise it into a data file to answer historical questions

display findings in a variety of ways

research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings

fit events into a display sorted by theme time

use appropriate terms, matching dates to people and events

use my ‘information finding’ skills in writing to help them write about historical information

use a variety of ways to communicate knowledge and understanding including extended writing

plan and carry out individual investigations

communicate knowledge and understanding orally and in writing and offer points of view based upon what I have found out