River Beach Historical Skills Progression

Progression in Historical Skills


Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


sequence events or objects in chronological order

sequence artefacts closer together in time sequence events sequence photos etc from different periods of their life describe memories of key events in lives

place the time studied on a timeline sequence events or artefacts use dates related to the passing of time

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. BC/AD

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

place current study on timeline in relation to other studies use relevant dates and terms sequence up to ten events on a timeline

Range and Depth of Historical Knowledge

begin to describe similarities and differences in artefacts drama – why people did things in the past use a range of sources to find out the characteristic features of the past

find out about people and events in other times collections of artefacts – confidently describe similarities and differences

 drama – develop empathy and understanding (hot seating, sp. and listening)

find out about the 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 evidence to reconstruct life in time studied identify key features and events look for links and effects in time studied offer a reasonable explanation for some events Develop a broad understanding of ancient civilisations

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 civilization in detail (e.g. Benin, Shang Dynasty, Eygpt)

find about beliefs, behaviour 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

Range and Depth of Historical Knowledge

begin to identify different ways to represent the past (e.g. photos, stories, adults talking about the past) (photos, BBC website)

compare pictures or photographs of people or events in the past able to identify different ways to represent the past

identify and give reasons for different ways in which the past is represented distinguish between different sources and evaluate their usefulness look at representations of the period – museum, cartoons, etc.

look at the evidence available begin to evaluate the usefulness of different sources use of textbooks and historical knowledge

compare accounts of events from different sources. Fact or fiction offer some reasons for different versions of events

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 cartoons, etc. different conclusions confident use of the library etc. for research

Historical Enquiry

sort artefacts “then” and “now” use as wide a range of sources as possible speaking and listening (links to literacy) to ask and answer questions related to different sources and objects

use a source – why, what, who, how, where to ask questions and find answers sequence a collection of artefacts Use of timelines discuss the effectiveness of sources

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

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, e-learning for research

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, 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

Organisation and Communication

Time lines (3D with objects/ sequential pictures) drawing drama/role play writing (reports, labelling, simple recount) ICT

Class display/ museum annotated photographs ICT

communicate knowledge and understanding in a variety of ways – discussions, pictures, writing, annotations, drama, mode

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

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

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