Progression of Knowledge and Skills
Progression of Skills – History | Areas of Study | Knowledge and understanding of events, people and changes in the past | Chronological Understanding | Historical Interpretations | Historical Enquiry | Organisation and Communication |
Year 1 | Tim Peake / Neil Armstrong –Space Significant (B) historical event Transport changes over time in national life | Recognise the difference between past and present in their own and others’ lives They know and recount episodes from stories about the past Understand some of the ways we find out about the past. Docks | Sequence events in their life Sequence 3 or 4 artefacts from distinctly different periods of time Match objects to people of different ages
Vehicles in chronological order | Use stories to encourage children to distinguish between fact and fiction Compare adults talking about the past – how reliable are their memories? | Find answers to simple questions about the past from sources of information e.g. artefacts, | Communicate their knowledge through:
Discussion…. Drawing pictures… Drama/role play.. Making models….. Writing.. Using ICT…
Use common words and phrases, which relate to the passing of time.
Use a wide range of vocabulary and historical terms.
In the past…
In the olden days…
Long ago…
Before the dinosaurs … |
Year 2 | The great Fire of London (B) (4 capitals and countries of UK Amy Johnson (own locality historical figure) (L) | Recognise why people did things, why events happened and what happened as a result Identify differences between ways of life at different times Understand some of the ways we find out about the past and identify different ways in which it is represented. | Sequence artefacts closer together in time - check with reference book Sequence photographs etc. from different periods of their life Describe memories of key events in lives
| Compare 2 versions of a past event Compare pictures or photographs of people or events in the past Discuss reliability of photos/ accounts/stories | Use a source – observe or handle sources to answer questions about the past on the basis of simple observations | |
Year 3 |
Changes in Britain from the Stone Age to the Iron Age. Specifics A study of the three periods of the Stone Age: Palaeolithic (Old Stone Age), Mesolithic (Middle Stone Age) and Neolithic (New Stone Age). This will progress into the Bronze Age and finish in the Iron Age. The specific focus will be to look at ‘shelter’ as a theme, from the earliest of caves developing into large fortified hillforts of the Iron Age. (Skara Brae) Key Question(s) *Is it true to say that Stone Age man was just a simple hunter gatherer only interested in food and shelter? *How did shelters develop throughout this historical period, and has there been any influence from this in how we live today? Local (L), British (B) or World Wide (WW) B
The achievements of the Ancient Egyptians as one of the earliest civilizations. Specifics A study of the importance of the River Nile to the Ancient Egyptian civilisation. Three specific foci: -building -transportation -farming Key Question(s) *Is the River Nile the main factor to the success of the Ancient Egyptian civilisation? *Should the River Nile be considered ‘a gift’? Local (L), British (B) or World Wide (WW) WW | Find out about the 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
*Draw comparisons with life then and now. *Understand why people lived like they did.
| Place the time studied on a time line Use dates and terms related to the study unit and passing of time Sequence several events or artefacts
*What does chronology mean? *Relate chronology back to the work they did on artefacts in KS1. *Are dates important? Why? *What significant dates do they already know? *Place the Stone Age, Bronze Age and Iron Age on a timeline. (Hall Timeline)
| 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 – museum, cartoons etc
*Describe, analyse, evaluate, and create an explanation of past events within this time period. *Use the evidence base to support answering the key questions. *Understand that everyone will interpret the information in different ways and that this is fine. *Discuss the reliability of the information in the secondary sources. *Look at representations of the period. (Museum visit)
| 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 and internet for research
*Use non-fiction books and the internet as secondary sources to support knowledge finding. *Discuss the lack of primary sources (cave paintings) due to the period of time. (Look at Skara Brae) *Encourage the children to ask their own questions about the past.
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Year 4 |
Ancient Greece – a study of Greek life and achievements and their influence on the western world Specifics Study of: words, alphabet, buildings, scholars, Olympics, democracy, mythology. Key Question (s) How do we use Ancient Greek ideas today? Local (L), British (B) or World Wide (WW) *Add if comparative or not WW Comparative
The Roman Empire and its impact on Britain Specifics End of Greek Empire due to Roman conquest 146BC Romans’ failed attempt to conquer Britain under Julius Caesar in 55 and 54BC Roman’s conquest of Britain in AD42 Roman impact on Britain - technology, infrastructure, culture and beliefs, including early Christianity
Key Question (s) How do we use Ancient Roman ideas today? How would life be different if the Romans had never conquered Britain? Local (L), British (B) or World Wide (WW) B | Use evidence to reconstruct life in time studied Identify key features and events of time studied Look for links and effects in time studied Offer a reasonable explanation for some events | Place events from period studied on time line Use terms related to the period and begin to date events Understand more complex terms eg BC/AD | Look at the evidence available Begin to evaluate the usefulness of different sources Use text books and historical knowledge | 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 about change, cause, similarity and difference. Use the library and internet for research | Recall, select and organise historical information Communicate their knowledge and understanding. |
Year 5 | Overall Topic Britain’s settlement by Anglo Saxons / Vikings and the struggle for the kingdom Specifics Key Question (s)
Local (L), British (B) or World Wide (WW) *Add if comparative or not B Overall Topic WW2 – impact on Hull. Specifics Key Question (s)
Local (L), British (B) or World Wide (WW) *Add if comparative or not L Overall Topic Fishing Heritage. Specifics Key Question (s)
Local (L), British (B) or World Wide (WW) *Add if comparative or not L
| Study different aspects of different 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 lie with the same aspect in another period | Know and sequence key events of time studied Use relevant terms and period labels Make comparisons between different times in the past | Compare accounts of events from different sources – fact or fiction Offer some reasons for different versions of events | 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 Ask a variety of questions about change, cause, similarity and difference and significance. Respond to questions with informed responses including thoughtful selection and organisation of relevant historical information. | |
Year 6 |
Mayans – a contrast with British History Specifics A study of a non-European society and how it compares to Britain Key Question (s) How was the way of life for Mayas different from the Anglo Saxons Local (L), British (B) or World Wide (WW) WW Comparative
The History of Medicine and Disease (UK)
Specifics A study throughout history to compare how illnesses were treated and who treated them. Key Question (s) Compare three time periods- who treated the sick? Local (L), British (B) or World Wide (WW) British Comparative
William Wilberforce
Specifics Triangular slave trade Capturing slaves The journey for slaves William Wilberforce’s plight How a law is passed Key Question (s) Why was it hard for Wilberforce to abolish slavery? Local (L), British (B) or World Wide (WW) Local | Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings Compare beliefs and behaviour 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 | Place current study on time line in relation to other studies Use relevant dates and terms Sequence up to 10 events on a time line | 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 | 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.
Ask a variety of questions about change, cause, similarity and difference and significance. Respond to questions with informed responses including thoughtful selection and organisation of relevant historical information.
| Select and organise information to produce structured work, making appropriate use of dates and terms. |