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History - Knowledge and Skills Progression Through History

Knowledge and Skills Progression Through History

 

Year

 Group

Chronology

Range and depth of Historical Knowledge

Interpretations

Historical Enquiry

Organisation and Communication

Progression

6

Place current study on time line in relation to other studies use relevant dates and terms sequence up to ten events on a time line

Find about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings compare beliefs and behaviour with another period 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 Compare and contrast ancient civilisations

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 confident use of the library etc. 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 gathering from several sources together in a fluent account

Select aspect of study to make a display use a variety of ways to communicate knowledge and understanding including extended writing plan and carry out individual investigations

Skills

5

 

 

 

 

 

 

 

Place current study on time line in relation to other studies know and sequence key events of time studied use relevant terms and periods labels relate current studies to previous studies make comparisons between different times in history

Study different aspects of life 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 life with the same aspect in another period Study an ancient civilization in detail (e.g. Benin, Shang Dynasty, Eygpt)

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 life in time studied select relevant sections of information confident use of library, e-learning, research

Fit events into a display sorted by theme time use appropriate terms, matching dates to people and events record and communicate knowledge in different forms· work independently and in groups showing initiative

Knowledge

4

 

 

 

 

 

 

 

 

Place events from period studied on a time line use terms related to the period and begin to date events understand more complex terms e.g. BCE/AD

Use evidence to reconstruct life in time studied identify key features and events look for links and effects in time studied offer a reasonable explanation for some events Develop a broad understanding of ancient civilisations

Look at the evidence available begin to evaluate the usefulness of different sources use of 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 use the library, e-learning for research

Select data and organise it into a data file to answer historical questions know the period in which the study is set display findings in a variety of ways work independently and in groups

Understanding

3

Place the time studied on a time line sequence events or artefacts use dates related to the passing of time

Find out about everyday 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 had to do something Study change through the lives of significant individuals (e.g. Queen Elizabeth I and Queen Elizabeth II)

Identify and give reasons for different ways in which the past is represented distinguish between different sources and evaluate their usefulness look at representations of the period – museum,

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, e-learning for research ask and answer questions

Communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, mode

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