Early Years Progression of Skills
Understanding the World
|
Early Years Progression of Skills Understanding the World |
|||||
|
|
||||
|
|
||||
Understand the past through settings, characters and events encountered in books read in class and storytelling. |
|
||||
|
Milestones |
Investigate and interpret the past |
Build an overview of world history |
Understand chronology |
Communicate historically |
|
|
Investigate and interpret the past: Pupils understand that events that happen in the past are represented in a number of different ways.
Build an overview of world history Pupils make sense of their own and their family’s history.
Understand chronology Pupils begin to explore the passage of time in familiar scenarios: seasons, birthdays, local festivals, familiar routines and stories.
Communicate historically Uses vocabulary to express the passing of time.
|
Nursery: |
Nursery: Talks about daily customs and routines.
Talks about significant events from their own experience.
Acts out familiar routines from their family and culture. |
Nursery: Organises images from a story into a plausible chronological order.
Puts photographs of themselves as a baby and onwards in the correct order.
Can distinguish between old and new toys. |
Pupils use vocabulary to express the passing of time:
after before first second new old today tomorrow yesterday last week I think because…
|
|
|
Reception: Explores artefacts and uses them in play.
|
Reception: Talk about past and present events in their own life and that of family members.
|
Reception: Knows that they and the world around them changes with the passage of time.
Sequences and retells stories
Identifies some similarities and differences between things now and in the past.
Know that children grow and change with the passage of time.
|
|
||
KS1 - Magpies - Year 1 and 2
|
KS1 |
Historical Knowledge |
Investigate and interpret the past |
Build and overview of world history |
Understand chronology |
Communicate historically |
|
Magpies Children in Year 1 and 2
|
Significant people:
Events beyond Living Memory:
Events within Living Memory:
|
• Observe or handle evidence to ask questions and find answers to questions about the past. • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Identify some of the different ways the past has been represented.
|
• Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did.
|
• Place events and artefacts in order on a timeline. • Label timelines with words or phrases such as: past, present, older and newer. • Recount changes that have occurred in their own lives. • Use dates where appropriate.
|
• Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time. • Show an understanding of the concept of nation and a nation’s history. • Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, war and peace.
|
KS2 - Jays - Year 3 and 4
|
KS2 |
Historical Knowledge |
Investigate and interpret the past |
Build and overview of world history |
Understand Chronology |
Communicate historically |
|
Jays Children in Year 3 and 4
|
Stone Age to Iron Age: Changes in Britain from Stone Age to Iron Age A local history study.
A Little Bit of Chocolate: A non-European society that provides contrasts with British History (Mayans).
Invaders: The Roman Empire and its impact on Britain Viking and Anglo-Saxon struggle for the Kingdom of England A local history study.
Kings and Miners: Britain’s settlement by Anglo-Saxons and Scots.
|
• Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. |
• Describe changes that have happened in the locality of the school throughout history. • Give a broad overview of life in Britain from ancient until medieval times. • Compare some of the times studied with those of other areas of interest around the world. • Describe the social, ethnic, cultural or religious diversity of past society. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. |
• Place events, artefacts and historical figures on a timeline using dates. • Understand the concept of change over time, representing this, along with evidence, on a timeline. • Use dates and terms to describe events.
|
• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). • Identify periods of rapid change in history and contrast them with times of relatively little change. • Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline. • Use dates and terms accurately in describing events. |
KS2 - Hawks - Year 5 and 6
|
KS2 |
Historical Knowledge |
Investigate and interpret the past |
Build and overview of world history |
Understand Chronology |
Communicate historically |
|
Children in Year 5 and 6
|
A Forest through time: World Wars One and Two: A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. A local history study.
A Forest through time: Industrial Revolution. A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066. A local history study.
Ancient Greece – A study of Greek life and achievements and their influence on the western world.
Tomb Raiders: The achievements of the earliest civilisations (Ancient Egypt)
|
• Use sources of evidence to deduce information about the past. • Select suitable sources of evidence, giving reasons for choices. • Use sources of information to form testable hypotheses about the past. • Seek out and analyse a wide range of evidence in order to justify claims about the past. • Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. • Understand that no single source of evidence gives the full answer to questions about the past. • Refine lines of enquiry as appropriate.
|
• Identify continuity and change in the history of the locality of the school. • Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times. • Compare some of the times studied with those of the other areas of interest around the world. • Describe the social, ethnic, cultural or religious diversity of past society. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.
|
• Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). • Identify periods of rapid change in history and contrast them with times of relatively little change. • Understand the concepts of continuity and change over time, representing them, along with evidence, on a timeline. • Use dates and terms accurately in describing events.
|
• Use appropriate historical vocabulary to communicate, including: • dates • time period • era • chronology • continuity • change • century • decade • legacy. • Use literacy, numeracy and computing skills to an exceptional standard in order to communicate information about the past. • Use original ways to present information and ideas. |