| Year Group | Chronology | Range And Depth of Historical Knowledge | Interpretations | Historical Enquiry | Organisation And Communication |
| Year 3 | 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).
| | 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.
|
| Year 4 | - 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.
|
| Year 5 | - 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.
|
| Year 6 | - 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.
|
