Progression in Historical knowledge, concepts and skills

EYFS

Year 1

Year 2

Progression in Historical knowledge, concepts and skills

Year 3

Year 4

Year 5

Year 6

Key Stage 3

Communicating historically

Begin to make sense of their own life-story and family’s history.

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

Know words and phrases like: old, new, before, after, past, present, then, now and a long time ago.

Know how to use books and the internet to find out more information.

Communicating historically

Place events on a timeline in chronological order.

Research to find answers to specific historical questions based on locality.

Draw a timeline with different historical periods showing key historical events or lives of significant people.

Know how to place features of historical events and people from the past societies and periods in a chronological framework.

Research to find similarities and differences between 2 or more periods of history.

Words to do with time (Chronology)

Communicating historically

Know how to answer simple questions about the past using source materials such as artefacts. (primary sources)

I know how to use pictures, eye-witness accounts or objects to ask questions and find information about the past. (primary sources)

Communicating historically

I know how to use a range of source material to collate information about the past. (primary and secondary)

I know the difference between primary and secondary sources and suggest sources of evidence to help answer questions. (primary and secondary)

I know how to question reliability of primary and secondary source materials and comment on their reliability. (primary and secondary)

I know how to evaluate the usefulness and accuracy of different sources and form my own opinion about a historical event from a range of sources. (primary and secondary)

How to recognise types of sources

How to use sources critically as part of learning history

Within living memory

Begin to make sense of their own life-story and family’s history.

Know that the toys their grandparents played with were different to their own

Organise a number of artefacts by age

Know what a number of older objects were used for

Know the main differences between their school days and that of their grandparents

Know what certain objects from the past were used for

Chronology

Stone age - 1066

Know how Britain changed between the beginning of the stone age and the iron age

Know the main differences between the stone, bronze and iron ages

Know what is meant by ‘hunter-gatherers’

Know how Britain changed from the iron age to the end of the Roman occupation

Know how the Roman occupation of Britain helped to advance British society

Know how there was resistance to the Roman occupation and know about Boudica

Know about at least one famous Roman emperor

Know how Britain changed between the end of the Roman occupation and 1066

Know about how the Anglo-Saxons attempted to bring about law and order into the country

Know that during the Anglo-Saxon period Britain was divided into many kingdoms

Know that the way the kingdoms were divided led to the creation of some of our county boundaries today

Use a time line to show when the Anglo-Saxons were in England

Know where the Vikings originated from and show this on a map

Know that the Vikings and Anglo-Saxons were often in conflict

Know why the Vikings frequently won battles with the Anglo-Saxons

Beyond living memory

Comment on images of familiar situations in the past.

Compare and contrast characters from stories,

including figures from the past,

Know about an event or events that happened long ago, even before their grandparents were born

Know what we use today instead of a number of older given artefacts

Know that children’s lives today are different to those of children a long time ago

Beyond 1066

Know about a theme in British history which extends beyond 1066 and explain why this was important in relation to British history

Know how to place historical events and people from the past societies and periods in a chronological framework

know how Britain has had a major influence on the world

To develop deep contextual knowledge about England before the Norman invasion

What were the short- and long-term consequence of the Black death for Medieval society

To understand the power of the church. People’s understanding of religion and interpretations of the crusades

Lives of significant people

Compare and contrast characters from stories,

including figures from the past.

Name a famous person from the past and explain why they are famous

Know about a famous person from outside the UK and explain why they are famous

Local Study

Know about a period of history that has strong connections to their locality and understand the issues associated with the period.

Know how the lives of wealthy people were different from the lives of poorer people during this time

Explain to what extent did William transform England by 1087

Who was Richard II? How did him falling out with his cousin cause problems in England?

Who was Henry VI? And why was he replaced by Edward IV?

Murder of the Princes in the Tower – Was Richard III to blame?

Local History

Know the name of a famous person, or a famous place, close to where they live

Know how the local area is different to the way it used to be a long time ago

Differentiate between things that were here 100 years ago and things that were not (including buildings, tools, toys, etc.

Ancient ancients (beyond 300yrs ago)

Know about, and name, some of the advanced societies that were in the world around 3000 years ago

Know about the key features of either: Ancient Egypt; Ancient Sumer; Indus Valley; or the Shang Dynasty

Civilizations from 1000 years ago

Know about the impact that one of the following ancient societies had on the world: the Mayan civilization; the Islamic civilization; or the Benin

Know why they were considered an advanced society in relation to that period of time in Europe

Ancient Greece

Know some of the main characteristics of the Athenians and the Spartans

Know about the influence the gods had on Ancient Greece

Know at least five sports from the Ancient Greek Olympics