HISTORY LONG TERM PLAN OVERVIEW

Skills Progression

EYFS

End of KS1 Expectations:

End of KS2 Expectations:

Three and four year olds

Reception

ELG

Understanding the world

Understanding the world

Past and present

Begin to make sense of their own life-story and family’s history. 

Comment on images of familiar situations in the past. 

Compare and contrast characters from stories, including 

figures from the past. 

Talk about the lives of people around them and their roles in society.

Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.

Understand the past through settings, characters and events encountered in books read in class and storytelling.

Have an awareness of the past by using common words and phrases to show the passing of time.

Know where the people and periods they have studied fit into a basic chronological framework.

Be able to identify similarities and differences between how people lived in the periods they have studied.

Begin to have a bank of historical vocabulary.

Be able to ask and answer questions that show they understand key features of events.

Be able to identify some ways that the past is represented.

Have a chronologically secure knowledge and understanding of the British, local and world history studied.

Have a clear narrative within and across the periods studied.

Be able to use relevant historical vocabulary.

Be able to make comparisons across time periods and identify trends.

Be able to ask, answer and devise historically valid questions about change, cause, significance, similarity and difference.

Know that the knowledge of the past is constructed from a range of sources.

CHRONOLOGY

EYFS

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

PAST and PRESENT:

 I can talk about members of my immediate family and community.

I can comment on images of familiar situations in the past.

I am beginning to understand that time passes in a sequential order.

I can use words such as: then, before, next, now and soon.   

I can use words and phrases such as: now, yesterday, last week, recently, when I was younger, a long time ago, a very long time ago, before I was born, when my parents were young.

I can put a few events, photos or objects in order of when they happened.

I can use words and phrases to describe when things happened e.g. decade, century.

I can order events and people I have studied using a simple timeline.

I can compare when the events took place (those I am studying in relation to those studied before e.g. Victorians)

I can give reasons for the order of events or people

using vocabulary relating to the passing of time.

I can describe events and periods of time using the words; BC, AD, century, ancient.

I can describe events from the past using dates when things happened.

I can order the periods I am studying on a timeline and compare to events I already know about.

I can use a timeline to order events and significant people for the period of

time I am studying.

I can use words and phrases accurately such as century, before Christ, after, before, during to describe the passing of time and events studied.

I can place periods of history on a timeline showing periods of time.

I can use a timeline to order events and significant people for the period of time I am studying.

I can use a chronology to explain how an aspect of life has changed over more than one historical era.

I can use dates and historical vocabulary when ordering and comparing events from the past.

I can draw timelines to show a range of information e.g. periods of history, events, significant people.

I can use a timeline to compare periods of history that I have studied so far.

I can use chronological skills to show when places

developed and how life has

changed in the local area and an aspect of history e.g. space exploration.

I can use a timeline and dates to demonstrate changes and developments in aspects of life over time.

I can use a timeline that uses the reference points: Ancient civilizations, Romans, Anglo-Saxons, Vikings, Tudors, Stuarts, Georgians, Victorians, Modern Day to place events  in the right place.

INTERPRETATION OF HISTORY

EYFS

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

I can compare and contrast characters from stories, including figures from the past.

I can talk about things that happened to me in living memory.

I can name some things that happened to other people or events in living memory.

I can identify objects from the past and say how I know.

I can identify the main differences between old and new objects/photos.

I can explain how my local area was different in the past.

I can say why one person’s memories of events might be different to that of someone else.

I can recount the life of someone famous who lived in the past and what they did.

I can make comparisons between some aspects of life in different time periods.

I can recall facts about significant local people from the past and explain how they have influenced life today.

I can suggest why people acted as they did.

I can identify some of the ways we find out about the past and know that some are more reliable than others.

I can say how items found belonging in the past are helping us to build an accurate picture of how people lived in the past.

I can describe some similarities and differences between people, events and artefacts from the past.

I can explain how events from the past have shaped our lives today.

I can say what is similar and different about two different accounts of the same event and how this can affect our understanding of history.

I can use evidence to describe some of the following: houses and settlements, buildings and their uses, culture, religion and leisure, way of life for different people e.g. rich and poor

I can suggest why certain events happened or people acted as they did in history.

I can explain some similarities and differences between people, events and artefacts from the past and explain the significance of these.

I can suggest the causes of key events and changes in the time periods I am studying.

I can identify differences in accounts of history and suggest reasons for these.

I can use evidence to describe some of the following and explain how they are similar or different in different time periods: houses and settlements, buildings and their uses, culture, religion and leisure, way of life for different people e.g. rich and poor

I can provide examples of how events in the past shaped peoples lives over time and have influences how we live today.

I can research two versions of an event, identifying differences between them.

I can explain with clear reasons why there may be different accounts of history.

I can use historical sources to understand bias/contrasting arguments.

I can decide whether a source of evidence is reliable to describe: houses and settlements, buildings and their uses, culture, religion and leisure, way of life for different people e.g. rich and poor

I can make comparisons between different events in history; explaining things that have changed and things that have stayed the same. I can explain why this might have happened using evidence.

I can explain how events in history are significant in British and World history.

I can explain how significant events have helped shape the country we have today.

I can summarise the main events from a specific period in history, explaining the order in which they happened.

I can summarise how Britain has had a major influence on world history.

I can explain what Britain may have learnt from other countries and civilizations through time.

I can recognise and describe differences and similarities / changes and continuity between periods of history.

I can evaluate evidence to choose which is the most reliable form.

I can explain how people have points of view and this can affect their interpretation of the past.

I can give clear reasons why there might be different accounts of history.

HISTORICAL ENQUIRY

EYFS

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

I can talk about past and present events in my own life and the lives of my family.

I can  begin to use pictures and objects to understand the past.

I can recall events from the past from stories that have been read to me.

I can ask and answer questions about artefacts and pictures from the past.

I can give a plausible explanation about what an object was used for in the past.

I can use pictures and artefacts to say what was different in the past.

I can find out about something in the past by asking someone who can remember the event.

I can use a range of sources to find out about the past - stories, eye-witness accounts, pictures, artefacts

I can use books to help me find out about the events I am studying.

I can ask questions to find out about people/events in the past (who, what, when, why, where) (beyond living memory).

I can ask and answer questions about how things were different in the past and how aspects of life have changed over time.

I can suggest various sources of evidence to help me answer questions about the past.

I can use more than one source to collect evidence about the past e.g. photographs, written accounts, artefacts.

I can ask historical questions based on evidence.

I can collect evidence from a range of sources and interpret it to provide an idea of what life was like in the past.

I can lead my own historical enquiry into an important historical person or event and present my findings in a clear and succinct manner.

I can use a range of primary and secondary evidence.

I can use artefacts to pose questions/hypothesis, which I back up using other sources.

I can distinguish between reliable and unreliable sources if evidence to answer questions about the past.

I can ask and answer questions about change, causes, difference and significance.

I can lead my own enquiry into an aspect of British or World history and present my findings in a range of ways.

I can give more than one reason to support an historical argument.

I can confidently use a range of sources of evidence to change and continuity during periods studied.

I can identify and explain propaganda and why someone might want to persuade another person about a version of events.

I can lead my own enquiry into an aspect of World history and present my findings in a range of ways.

ORGANISATION AND COMMUNICATION

EYFS

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

I can talk about past and present events in my own life and the lives of my family.

I can explain my historical understanding through a range of practical and written activities.

I can use pictures, drama, role play, build models and use timelines to present my work.

I can explain my historical through a range of practical and written activities.

In addition to Year 1, I can use photographs, written accounts and stories to present my understanding.

I can use historical sources to create written narrative and structure accounts.

I can select and organise  information to answer a question, communicated for example, as a presentation, a poster, written form

I can draw labelled diagrams and write about them to tell others about

people, objects and events    from the past

In addition to that in Year 3:

I can present my findings about the past using speaking, writing, ICT, drama and drawing skills.

I can communicate knowledge and understanding orally and in writing and offer points of view based on what I have found out.

In addition to Year 3 and 4:

I can choose the most appropriate way to present my information, for an intended audience and purpose.

As in previous year groups but with greater depth and sophistication.

I can use extended writing and presentations to explain key aspects of a time period.

HISTORICAL KNOWLEDGE

EYFS

YEAR 1

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

All about Me!

London’s Burning-

The Great Fire of London

Our High Street

What did Walter Tull do for us?

What do we know about the Victorians and our school?

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

Ancient Greece: life, achievements and its legacy

How can we recreate the wonder of Ancient Egypt?

How did The romans end up in Ribchester and  what can we learn from them?

Who were the Anglo-Saxons and Vikings and why did they invade and settle in Britain?

The story of Migration-

Cotton Town  Colne

The Battle of Britain

Who are Colne’s war heroes?

Who were the Maya and where did they live?

Changes within living memory, revealing aspects of change in national life.

The lives of significant individuals in the past who have contributed to national and international achievements.

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

Events beyond living memory that are significant               nationally or globally.

The lives of significant individuals in the past who have contributed to national and international achievements.

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

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

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

The Roman Empire and its impact on Britain.

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of Ancient Egypt

then, before, now,

next, soon,

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 study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 : War and Peace.

A non-European society that provides contrasts with  British history – Mayan civilization c. AD 900.