History Progression

Progression in History at James Dixon Primary School

Year Two

Year Three

Year Four

Year Five

Year Six

- Describe and explain key changes in a historical period - Order significant events, movements and dates on a timeline - Identify and compare changes within and across different periods - Understand how some historical events occurred concurrently in different locations e.g. Ancient Egypt and Prehistoric Britain

Chronology

Year One

- Recount past changes from their own lives in chronological order - Place events in order on a given - Use dates to place events on a - Understand the difference between timeline, using dates where timeline - Talk about past and things that happened in the past and appropriate - Understand that the timeline can be present events in their the present - Understand and use the words past divided into BC (Before Christ) and AD own lives and in the lives - Describe things that happen to and present when telling others about (Anno Domini) of family members themselves and other people in the an event - Use a timeline to place historical - Understand different past.

- Recount changes in my own life over events in chronological order eras of time (e.g. that of - Order a set of events or objects time - Describe dates of and order the dinosaurs) - Use a timeline to place important - Use a timeline to place/order significant events from the period events/object. important events, objects or people studied - Sort events/objects into groups

Historical Enquiry

EYFS

-Use documents, printed sources (e.g. archive material) -Use documents, printed sources (e.g. the internet, databases, - Look at books, videos, photographs, archive material) the internet, databases, pictures, photographs, music, - Look at and use books, stories, -Use documents, printed sources (e.g. picture and artefact to find out about pictures, photographs, music, artefacts, artefacts, historic buildings, - Use documents, printed sources (e.g. eyewitness accounts, pictures, archive material) the internet, the past historic buildings, visits to museums and visits to museums and galleries archive material) the internet, photographs, artefacts, historic databases, pictures, photographs, - Explore events, look at pictures and galleries and visits to sites to collect and visits to sites to collect databases, pictures, photographs, buildings, museum, galleries, music, artefacts, historic buildings, - Comment and ask ask questions i.e. which things are old evidence about the past evidence about the past music, artefacts, historic buildings, visits historical sites and the internet to find visits to museums and galleries and questions about aspects and which are new? What were people - Choose reliable sources of evidence to - Choose reliable sources of to museums and galleries and visits to out about the past visits to sites to collect evidence of their familiar world doing? answer questions, realising that there is evidence to answer questions, sites as evidence about the past - Ask questions about the past about the past - Look at artefacts from the past and often not a single answer to historical realising that there is often not - Ask questions and find answers about - Use a wide range of information to - Ask questions and find answers ask questions i.e. what were they used questions a single answer to historical the past answer questions about the past for and try to answer - Investigate own lines of enquiry by questions posing questions to answer - Investigate own lines of enquiry by posing questions to answer

- Use dates and historical terminology - Identify significant changes within and to describe events across historical periods studied - Understand that the timeline can be - Understand that a timeline can be divided into BC (Before Christ) and divided into BC (Before Christ) and AD AD (Anno Domini) (Anno Domini) - Order significant events and dates - Order significant events, movements on a timeline and dates on a timeline - Describe the main changes in a - Describe the main changes in a period period in history in history

Historical Knowledge and Understanding Historical Interpretation

- Understand and discuss how things have changed over time (e.g. transport)

- Look closely at similarities, differences, patterns and change

- Identify key events and people - Recall some fact about people/events before living memory -Say why people may have acted the way they did -Tell stories about the past

- Give reasons for the changes in the - Explain and evaluate causes features of the period studied e.g. and consequences of the main - Give reasons why people from the clothes, beliefs, homes events, situations and changes past acted in the ways they did - Describe similarities and differences - Describe how some past events and - Describes causes and consequences of in the period studied - Use information gained from between people, events and objects actions of people affect life today the main events, situations and changes - Choose reliable sources of research to describe differences and over time - Use evidence to describe what was in the period studied information to find out about the similarities between then and now - Use evidence to describe the culture important to people from the past - Choose reliable sources of information past - Use information to describe the past and leisure activities from the past - Use evidence to show how the lives to find out about the past - Give reasons why changes - Describe the difference between - Use evidence to describe the clothes, of rich and poor people from the past - Give own reasons why changes may may have occurred, backed up then and now way of life and actions of people in the differed have occurred, backed up by evidence by evidence - Look at evidence to give and explain past - Describe similarities and differences - Describe similarities and differences - Describe similarities and reasons why people in the past may - Use evidence to describe buildings between people, events and artefacts between some people, events and differences between some have acted in the way they did and their uses by people from past studies artefacts studied people, events and artefacts - Recount the main events from a - Communicate ideas about the past - Describe how some of the things I - Describe how historical events studied studied significant event in history using different genres of writing, have studied from the past affect/influence life today - Describe how some of the - Communicate ideas about people, drawing, diagrams, data handling, affect/influence life today - Make links between some of the things studied from the past objects or events from the past in drama/role play, storytelling and - Communicate ideas about the past features of past societies (e.g. religion, affect/influence life today speaking, writing, drawing, role play, computing skills using different genres of writing, houses, society, technology) - Make links between some of storytelling and using computing skills drawing, diagrams, data handling, the features of past societies drama/role play, storytelling and (e.g. religion, houses, society, computing skills technology)

- Use artefacts, pictures, stories, online sources and databases to find - Begin to use sources to identify some out about the past details and answer simple questions - Identify different ways in which the - Identify different way in which the past past is represented is represented - Describe objects, people or events in history

- Refer to more than one source of evidence for more accurate understanding of events - Explore the idea that there are different accounts of history

-Select suitable sources of evidence, giving reasons for the choice - Explore all available evidence -Select reliable sources of evidence to to form their own opinion on a - Give reasons why separate versions answer questions about the past historical event of the same event may differ in the - Begin to understand the concept of - Understand that some accounts propaganda - know that people (now and evidence is propaganda, - Explore main events and changes in in the past) may represent events in ways opinion or misinformation and history, giving causes and that persuade others that this affects interpretations consequences - Understand that some evidence from of history - Look at different versions of the the past is propaganda, opinion or - Evaluate evidence to choose same event in history and identify misinformation, and that this affects the most reliable forms differences interpretations of history - Know that people both in the - Know that people in the past - Give reasons why there may be different past have a point of view and represent events or ideas in a way accounts of history. that this can affect that persuades other - Evaluate evidence to choose the most interpretation. reliable forms - Give clear reasons why there may be different accounts of history, linking this to factual understanding of the past