Year Group

Chronology

Range And Depth of Historical Knowledge

Interpretations

Historical Enquiry

Organisation And Communication

• Place the time studied on a time lime.

• 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.

• 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.

• Place events from period studied on a timeline.
• 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 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 and 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.

• Place current study on timeline 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 civilisation in detail (e.g. Benin, Shang Dynasty, Egypt).

• Compare accounts of events from different sources.
• Fact or fiction offers 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 and 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. 

• Place current study on timeline in relation to other studies.
• Use relevant dates and terms.
• Sequence up to ten events on a timeline.

• Find about beliefs, behaviours 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.