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Progression Map

Progression Map: History

 

Chronology

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Develop a sense of chronology by sequencing events and objects.

 

 

Place known events and objects in chronological order using common words and phrases relating to the passing of time.

 

Sequence events and recount changes in living memory

 

 

Sequence events and recount events in the past

 

Use a wider vocabulary of everyday historical terms including words and phrases relating to the passing of time.

 

 

Understand that a timeline can be divided into BCE (Before Christian Era) and AD (Anno Domini)

 

Use a timeline to place historical events in chronological order.

 

Describe dates of and order significant events from the period studied.

 

 

Understand that a timeline can be divided into BCE (Before Christian Era) and AD (Anno Domini)

 

Order significant events and dates on a timeline.

 

Describe the main changes in a period in history.

 

 

Understand that a timeline can be divided into BC (Before Christ) and AD (Anno Domini)

 

Order significant events, movements and dates on a timeline.

 

Describe the main changes in a period in history.

 

 

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 i.e. Ancient Egypt and Prehistoric Britain.

 

Significant Events, People and Changes

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Learn about past and present events in their own lives and those of the people they know.

 

 

 

Understanding key features of events identifying some similarities and differences between ways of life in different periods.

 

 

Use information to describe the past.

 

Describe the differences between then and now.

 

Look at evidence to give and explain reasons why people in the past may have acted in the way they did.

 

Recount the main events from a significant event in history.

 

Use evidence to describe the culture and leisure activities from the past.

 

 Use evidence to describe the clothes, way of life and actions of people in the past.

 

 Use evidence to describe buildings and their uses of people from the past

 

 

Use evidence to describe what was important to people from the past.

 

 Use evidence to show how the lives of rich and poor people from the past differed

.

 Describe similarities and differences between people, events and artefacts studied

 

Describe how some of the things I have studied from the past affect/influence life today.

 

 

Choose reliable sources of information to find out about the past.

 

 Give own reasons why changes may have occurred, backed up by evidence.

 

 Describe similarities and differences between some people, events and artefacts studied

Describe how historical events studied affect/influence life today.

 

Make links between some of the features of past societies. (E.g. religion, houses, society, technology.)

 

 

Choose reliable sources of information to find out about the past.

 

 Give reasons why changes may have occurred, backed up by evidence.

 

 Describe similarities and differences between some people, events and artefacts studied.

Describe how some of the things studied from the past affect/influence life today.

 

Make links between some of the features of past societies. (E.g. religion, houses, society, technology.)

 

Historical Enquiry

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Ask simple questions about the past and present time using related vocabulary e.g. today, yesterday, before, after, new, old

 

 

 

 

Identify different ways in which the past is represented

 

Explore events, look at pictures and ask questions i.e., “Which things are old and which are new?” or “What were people doing?”

 

Look at objects from the past and ask questions i.e, “What were they used for?” and try to answer.

 

 

Identify different ways in which the past is represented.

 

Ask questions about the past.      

 

Use a wide range of information to answer questions.

 

Describe events within and beyond living memory that are significant both nationally and globally.

 

 

Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites as evidence about the past.

 

Ask questions and find answers about the past.

 

 

Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums or galleries and visits to sites to collect evidence about the past independently.

 

Ask questions and find answers about the past.

 

 

Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past.

 

Choose reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions.

 

Investigate own lines of enquiry by posing questions to answer.

 

Use documents, printed sources (e.g. archive materials) the Internet, databases, pictures, photographs, music, artefacts, historic buildings, visits to museums and galleries and visits to sites to collect evidence about the past.

 

Choose reliable sources of evidence to answer questions, realising that there is often not a single answer to historical questions.

 

Investigate own lines of enquiry by posing questions to answer.

Consider the impact of bias.

Historical Interpretations

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Use a range of resources to find out about the past and to identify similarities and differences between now and the past.

 

 

Look at books, videos, photographs, pictures and artefacts to find out about the past

 

Give an account of an event and realise that others’ may give a different version.

 

Look at and use books and pictures, stories, eye witness accounts, pictures, photographs, artefacts, historic buildings, museums, galleries, historical sites and the internet to find out about the past

 

Talk about the way that they know about the past.

 

Explore the idea that there are different accounts of history.

 

Use different historical sources to make own interpretations about the past.

 

 

Look at different versions of the same event in history and identify differences.

 

Know that people in the past represent events or ideas in a way that persuades others.

 

 

Understand that some evidence from the past is propaganda, opinion or misinformation, and that this affects interpretations of history.

 

Give reasons why there may be different accounts of history.

 

Evaluate evidence to choose the most reliable forms.

 

Evaluate evidence to choose the most reliable forms.

 

Know that people both in the past have a point of view and that this can affect interpretation.

 

Give clear reasons why there may be different accounts of history, linking this to factual understanding of the past.

 

Organisation and Communication

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Talk or draw about past and present events in their own lives

 

Sort events or objects into groups (i.e. then and now.)

 

Use timelines to order events or objects.

 

Tell stories about the past.

Talk, write and draw about things from the past.

 

Describe objects, people or events in history.

 

Use timelines to order events or objects or place significant people.

 

Communicate ideas about people, objects or events from the past in speaking, writing, drawing, role-play, storytelling and using ICT.

 

Begin to communicate ideas about the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

 

Communicate ideas about from the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

 

Communicate ideas about from the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

 

Plan and present a self-directed project or research about the studied period.

 

 

Communicate ideas about from the past using different genres of writing, drawing, diagrams, data-handling, drama role-play, storytelling and using ICT.

 

 Plan and present a self-directed project or research about the studied period

 

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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