know that they do not come to school at the weekend or during holidays.
know and have some awareness of events in the recent past in which they were involved.
can recognise themselves and other familiar people in pictures of the recent past.
can recognise people and places from video.
can listen to stories using photos and video of past events in which they were involved and recall the event using verbal language, pictures, symbols or objects.
can communicate about activities and events in their past by matching item/toys/pictures of items e.g. baby toys to pictures of them as a baby.
Upon completing Step Three pupils:
know differences between old and new items.
know some events that have happened in a familiar person’s past e.g. parent, older sibling.
can recognise and comment on familiar people including themselves in pictures from the past.
can look at pictures and video of events and people from the more distant past and comment on what they see.
can identify differences in pictures from the past and those of today.
can pick out historical artefacts from a collection of items.
can sort old and new from a range of objects.
can comment on the stages of a person’s life.
can listen to and watch stories about people and events from the past.
Upon completing Step Four pupils:
know the days of the week.
know the terms now/then, today/tomorrow, before/after.
know if an object is from the present or the past.
know some different types of homes.
can answer simple questions about historical stories and artefacts.
can ask simple questions to find out about the past using pictures, video or a visitor as the source.
Upon completing Step Five pupils:
know about and can recount an event from their own past.
know about and can recount an event from the past involving other people.
know similarities and differences between historical and modern places.
know how to place some historical events/objects in order.
can find out the answers to simple questions about the past using pictures, video, the internet, visitors, visits to an historical building or place.
can use a broadening range of vocabulary to describe the past – old, new, long ago, began, next, then, last.
can develop understanding of the past through reference to a class timeline when discussing other learning.
Upon completing Step Six pupils:
know and can sequence two events from an historical story.
know two ways in which my life is different from people living in the past.
know a way in which we can find out about the past.
can explore ways of finding out if something is old.
can draw simple conclusions about life in the past by handling artefacts and asking questions.
can with guidance create a collection of information and label artefacts for what they tell us e.g. clothing tells us what people wore.
Upon completing Stage One pupils:
know and communicate ways in which their life is different from people living in the past.
know ways in which we can find out about the past.
know that we cannot always use these ways to find out about the distant past and why e.g. video, photos, interviews with people.
know ways of finding out if something is old.
can draw simple conclusions about life in the past by handling artefacts and asking questions.
can create a collection of information and begin to label artefacts for what they tell us.
can sequence events from a historical story.
Upon completing Stage Two pupils:
know that the past is divided up into different periods of time and where the Middle Ages fits into the time line.
know some of the events that changed how people lived.
know the reasons why people settled in a certain place – for food, water, shelter, safety, materials.
know and use historical vocabulary – archaeologist, remains, evidence, excavate, invade.
know about events beyond living memory that are significant nationally or globally.
know about the lives of significant individuals in the past who have contributed to national and international achievements.
know about significant historical events, people and places in their own locality.
can select information to explain and illustrate the answer to a question from a range of sources.
can use maps to locate places and the location of events.
can use a range of sources to find out about the past.
Upon completing Stage Three pupils:
know the difference between a fact and an opinion.
know if evidence is a primary or secondary source.
know historical terms and dates and can use them in oral and written work.
know about events and the lives of people living at this time drawing on the information available.
can investigate an event or an idea using a range of sources of information.
can experience history through reconstructing an experience – role play, cooking, shelter building, visits to historical sites.
Upon completing Stage Four pupils:
know what key events and changes took place during a period of history and how they impacted on people at the time.
know that events in history may be presented differently by different groups of people and suggest reasons for this.
know key dates and can use these to place events and periods of history in chronological order.
can compare the lives of people during one period of history with those in another.
can make links between different events and changes.
can give reasons for the actions of people.
can use a range of historical sources to provide evidence in written work, selecting sources most useful for the task.
can compare different sources of evidence.
can draw conclusions from information presented.
Upon completing Stage Five pupils:
can use their detailed factual knowledge and understanding to describe the past societies and periods.
know how to find out about events, people and changes using research (various resources).
can examine and are beginning to question the reasons for, and results of, events and changes.
can place events and people into correct periods of time.
can describe the characteristic features of a period of history eg the Roman Empire.
can identify and explain the impact of one group upon another eg Roman Britain of Celtic life.
can discuss similarities and differences between main events and changes eg in early Roman Britain
can identify and describe why key historical situations occurred eg in Roman Britain
can describe beliefs of the people during a period of history eg Roman Empire period.
can ask and answer questions about an area of enquiry and start to select and record information.
can identify and discuss where remains of a period of history, eg Roman Britain, is still around us.
can discuss and explain why events took place and their consequences eg the Iceni rebellion.
can use appropriate historical vocabulary to describe the period being studied.
can recognise words from an historical period eg Roman words (Latin) being used today.
can start to recall, select and organise historical information and know where to find it.
can start to recognise and give reasons for changes.
can describe the characteristics of life during an historical period eg Viking life.
can discuss similarities and differences between the main events and changes in an historic period eg Saxon and Viking Britain.
can use appropriate historical vocabulary to describe a period in history eg the Vikings.
can discuss how people of the past displayed strengths and skills in specific area eg the Vikings were great seafarers.
can use vocabulary relating to the passing of time including BC, AD, decade, century, ancient and modern
Upon completing Stage Six pupils:
can make historical links between features during particular periods of history and across periods, such as from Medieval to Tudor periods.
can start to suggest their own ideas of enquiry.
can discuss and understand the reasons for a key event in history eg the Battle of Hastings.
can ask and answer questions about an area of enquiry and start to select and record information from different sources.
can understand how the power of groups and organisations were used in everyday life eg the church.
can discuss why groups prioritised or acted in certain ways eg the barons insisted on a Magna Carta.
can discuss aspects of key pieces of historical evidence eg the Doomsday Book.
can identify the initial causes of key events of the past eg the Crusades.
can start to recognise and give reasons for historical changes.
can explain why situations developed eg trench warfare came to a stalemate.
can understand the actions of key people in history eg Gavrilo Princip in the context of the Balkan crisis.
can describe and explain the human experience of key events in history eg horrors of trench warfare.
can understand the chronology of events that led to a specific event in history eg WW1.
can recall, select and organise historical information and know their sources.
can ask and answer questions about a specific aspect of history eg the significance of D-Day to the outcome of WW2.
can discuss reasons for the actions of people and groups in relation to historical events eg why the Allies decided to drop the A-bomb on Japan.