EYFS

• To talk about past events in their own lives and in the lives of family members.

• To know about similarities and differences between themselves and others, and among families, communities and traditions.

• To know about similarities and differences in relation to places, objects, materials and living things.

• To talk about the features of their own immediate environment and how environments might vary from one another.

KS1

Pupils should be taught about:

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life

• Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]

• The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

• Significant historical events, people and places in their own locality

KS2

Pupils should be taught about:

• Changes in Britain from the Stone Age to the Iron Age

• The Roman Empire and its impact on Britain

• Britain’s settlement by Anglo-Saxons and Scots

• The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

• A local history study

• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

• The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

• Ancient Greece – a study of Greek life and achievements and their influence on the western world

• A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300

EYFS

By the end of EYFS children will be able to:

• Understand growth, decay and changes over time.

Year 1

By the end of Year 1 children will be able to:

• Describe changes in living memory.

• Describe historical events significant to the local area.

• Use a range of words relating to time – before, after, old, older, oldest.

Year 2

By the end of Year 2 children will be able to:

• With support, place the time studied on a timeline.

• Use phrases related to the passing of time e.g. a very long time ago, began, first, next, then, after, at last, finally, year, decade, century.

• Describe significant events both nationally and globally beyond living memory.

Year 3

By the end of Year 3 children will be able to:

• Sequence several events of artefacts.

• Place the period studied on a timeline.

• Use key dates and terms related to the passing of time e.g. BC/AD.

Year 4

By the end of Year 4 children will be able to:

• Place events from the period studied on a timeline.

• Use key dates to describe events.

• Understand the terns ancient/modern and begin to sequence major historical periods.

Year 5

By the end of Year 5 children will be able to:

• Know and sequence key events of a time studied.

• Relate current studies to previous studies.

• Use relevant terms and begin to know and use key dates.

Year 6

By the end of Year 6 children will be able to:

• Place people into correct periods of time.

• Sequence up to ten events on a timeline.

• Identify changes over a period of time.

• Use relevant dates and terms.

• Know key dates, characters and events of the time studied.

• Show an understanding of the history of Britain in relations to the wider world.

EYFS

By the end of EYFS children will be able to:

• Comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.

• Look closely at similarities, differences, patterns and change.

Year 1

By the end of Year 1 children will be able to:

• Find answers to simple questions about the past from historical sources.

Year 2

By the end of Year 2 children will be able to:

• Answer questions about the past by making simple observations from historical sources.

Year 3

By the end of Year 3 children will be able to:

• Ask and answer questions about the past using historical sources.

• Select relevant historical information.

Year 4

By the end of Year 4 children will be able to:

• Select and combine information from historical sources.

Year 5

By the end of Year 5 children will be able to:

• Evaluate, select and combine information from historical sources.

Year 6

By the end of Year 6 children will be able to:

• Evaluate sources of information and identify those relevant/useful to particular tasks.

EYFS

By the end of EYFS children will be able to:

• Show an interest in the lives of people who are familiar to them.

• Recognise and describe special times or events for family or friends.

• To show interest in different occupations and ways of life.

• Know some of the things that make them unique, and to talk about some of the similarities and differences in relation to friends or family.

Year 1

By the end of Year 1 children will be able to:

• Identify major differences between life in different periods.

• Use sources (e.g. artefacts, photos, story, firsthand account) – handle, observe, sketch ask and answer questions

Year 2

By the end of Year 2 children will be able to:

• Explain similarities and differences between life in different periods.

• Infer things about the past by looking at pictures and artefacts.

• Understand that there are different types of evidence that tell us about the past.

• Begin to recognise the motivations of those in the past.

Year 3

By the end of Year 3 children will be able to:

• Show understanding of the concepts of similarities and differences between life in the same period.

• Recount the life of a historically significant figure or event in detail, selecting information.

• Give reasons for some of the actions of a historically significant figure.

• Understand that events from the past still affect some people today.

Year 4

By the end of Year 4 children will be able to:

• Show understanding of the significance of events from the past on life today.

• Compare and contrast aspects of the past with aspects of life today.

• Know that the lives of people in a historical period were not all the same.

• Give reasons why key events happened or people acted as they did.

Year 5

By the end of Year 5 children will be able to:

• Show an understanding of the concept of cause and consequence through the events studied.

• Describe some of the main events, people and changes in a period.

• Consider interpretations of an event by looking at other information.

Year 6

By the end of Year 6 children will be able to:

• Show an understanding on the concept of developmental change through an aspect studied.

• Find out about beliefs in different civilisations and link this to their actions.

• Give reasons for and the results of the main events and changes in a period.

• Look at different points of view to find out about different versions of historical events.

• Evaluate sources of information and say which would be more reliable.

EYFS

By the end of EYFS children will be able to:

• Remember and talk about significant events in their own experiences.

• Talk about some of the things they have observed e.g. plants, animals, natural and found objects.

• Talk about why things happen and how things work.

Year 1

By the end of Year 1 children will be able to:

• Describe historical events linked to the local area

• Describe artefacts that are from the past.

• Speak about how items from the past were used.

• Use historical vocabulary appropriate to the ages and year group of the children.

Year 2

By the end of Year 2 children will be able to:

• Use labelled diagrams, recounts and pictures to tell us what they know about the past.

• Annotate photographs.

• Use historical vocabulary appropriate to the year group.

• Describe events of the life of a historically significant figure.

Year 3

By the end of Year 3 children will be able to:

• Communicate knowledge and understanding in a variety of ways appropriate to the child’s year group e.g. discussions, recounts, diaries, pictures, annotations, drama.

• Use historical vocabulary appropriate to the child’s year group.

Year 4

By the end of Year 4 children will be able to:

Year 3 skills but with greater independence and depth:

• Communicate knowledge and understanding in a variety of ways appropriate to the child’s year group e.g. discussions, recounts, diaries, pictures, annotations, drama.

• Use historical vocabulary appropriate to the child’s year group.

Year 5

By the end of Year 5 children will be able to:

Independently and with increased confidence and sophistication:

• Communicate knowledge and understanding in a variety of ways appropriate to the child’s year group e.g. discussions, recounts, diaries, pictures, annotations, drama.

• Use historical vocabulary appropriate to the child’s year group.

Year 6

By the end of Year 6 children will be able to:

Independently and with increased confidence and sophistication:

• Communicate knowledge and understanding in a variety of ways appropriate to the child’s year group e.g. discussions, recounts, diaries, pictures, annotations, drama.

• Use historical vocabulary appropriate to the child’s year group.