History progression of skills - Sandgate Primary

History Progression of Skills

The document below has been designed to show how we will cover all of the relevant history knowledge and skills across our school. The context in which these are taught is left to the discretion of teachers, where possible trying to match the content of their unit to their year group's termly topic.

Year Group

Chronological Awareness

Knowledge and Understanding

Historical Contexts

Organise, Evaluate and Communicate Information

1

Sequence some events or 2

Tell the difference between

Begin to identify and recount

Show knowledge and

related objects in order of time.

past and present in their own

some details from the past

understanding about the past

Use words and phrases: old,

lives and other people lives.

from pictures and stories.

in different ways: role play,

new, now, then, yesterday

Listen to eye-witness accounts

Find answers to simple

drawing, writing, talking.

Remember part of stories and

from grandparents.

questions about the past by

memories about the past.

Begin to suggest why

using source material.

something might be different.

Discover about the past

through role play/drama.

2

Recount changes in own life

Use a range of sources to

Look carefully at pictures, eye-

Write simple stories and

over time.

describe differences between

witness accounts or objects to

recounts about the past.

Put 3 people, events or objects

then and now

find information about the

Draw labelled diagrams and

in order using a given scale

Recount main events from a

past.

write about them to tell others

Use words and phrases: related

significant time in history

Ask questions about the source

about people, objects and

to topic vocabulary to do with

Use evidence to explain

material

events from the past.

time

reasons why people acted in

Say how features of the period

the past as they did.

influence how events are

treated.

3

Use timelines to place events in

Use evidence to describe

Use a range of source material

Present findings about past

order

houses and settlements,

including visits to collate

using speaking, writing, ICT and

Understand timelines can be

culture and the way of life,

information about the past.

drawing skills.

divided in BC and AD

people's beliefs and attitudes

Identify the difference between

Uses dates and vocabulary

Use words and phrases:

and differences between rich

fact and opinion.

related to topic accurately.

century, decade

and poor.

Look at 2 different versions of

Suggest different ways of

Use evidence to find out how

the same event and viewpoints

presenting information for

any of these may have changed

and identify differences in the

different purposes.

during a time period

accounts.

Suggest reasons for why there

were differences between

periods.

4

Name and place dates of

Show knowledge and

Understand the difference

Present findings about the past

significant events of the period

understanding by describing

between primary and

using speaking, writing, maths

on a timeline.

features of past societies and

secondary sources

(data handling), ICT, drama and

Place certain topics on a

periods.

Give reasons why there may be

drawing skills. Use dates and

timeline showing

Identify some ideas, beliefs and

different accounts of history

subject specific words such as

understanding of BC, AD. Use

attitudes of past cultures giving

looking at propaganda.

monarch, settlement, invader

words and phrases: century,

reason for these differences.

Ask questions of the source

accurately.

decade, ancient civilisations,

Describe how some of the past

material and suggest sources of

period and topic related

events affect life today.

evidence from a selection

vocabulary which denotes the

provided to help answer

period.

questions.

5

Sequence historical periods

Identify some social, cultural,

Question reliability of source

Present detailed findings giving

Identify changes within and

religious and ethnic diversities

material and can give reasons

reference to historical skills

across historical periods

of societies studied in Britain

why something is or is not

being taught in a way that

Use words and phrases:

and wider world.

reliable.

shows awareness of an

vocabulary relating to specific

Give short term cause and

Realise that there is often not a

audience. Uses dates and terms

periods - Industrial

consequence of the main

single answer to historical

correctly.

Revolution, Reformation,

events, situations and changes

questions and give clear

Renaissance etc.

in the period studied.

reasons why there may be

Identify changes and links

different accounts.

within and across the time

Know that people can

periods studied.

represent events or ideas in

ways that persuade others -

bias and propaganda.

6

Use timelines to place events,

Choose reliable sources of

Evaluate the usefulness and

Present information in an

periods, and cultural

factual evidence to describe

accuracy of different sources

organised and clearly

movements from around the

aspects of life, people's beliefs

understanding the affect of

structured way and in the most

world and use these as a

and attitudes and differences in

propaganda, bias,

effective/appropriate manner

reference point

status.

misinformation and opinion.

(eg written explanation, tables

Use key timelines to

Identify how aspects of life

Form own opinions about

and charts, labelled diagram).

demonstrate changes and

have changed during a time

historical events from a range

Their recording reflects the skill

development in 1 key area:

period and give reasons why

of sources.

being taught. Makes accurate

culture (art), technology, or

backing it up with evidence and

Select the most appropriate

use of specific dates and terms.

religion.

statistics.

source material, using primary

Use words and phrases for

Describe how some changes

and secondary , for a particular

movements or times of change:

impact both on subsequent

task.

Industrial Revolution,

periods, and, in the long term,

Renaissance, classical period,

on today's society.

cold war.

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