BSPS Progression Map: History

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Begin to make sense of their own life-story and family’s history. (Understanding the World)

Comment on images of familiar situations in the past. (Understanding the World)

Compare and contrast characters from stories, including figures from the past. (Understanding the World)

spell words containing each of the 40+ phonemes taught

spell common exception words

spell the days of the week

 name the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

Year 3

Year 5

Year 4

Year 6

using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs

using the prefix un–

 using –ing, –ed, –er and –est where no change is needed in the spelling of root words

 apply simple spelling rules and guidance from Appendix 1

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

sit correctly at a table, holding a pencil comfortably and correctly

begin to form lower-case letters in the correct direction, starting and finishing in the right place

form capital letters

form digits 0-9

understand which letter belong to which handwriting ‘families’ and to practise these

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

segmenting spoken words intophonemes and representing these by graphemes, spelling many correctly

learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

learning to spell common exception words  

distinguishing between homophones and near homophones

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

form lower-case letters of the correct size relative to one another

start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

use spacing between words that reflects the size of the letters.

learning the possessive apostrophe (singular)

learning to spell more words with contracted forms

add suffixes to spell longer words, including – ment, – ness, –ful, –less, –ly

apply spelling rules and guidelines from Appendix 1

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

spell further homophones

spell words that are often misspelt (Appendix 1)

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

spell some words with ‘silent’ letters

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in  Appendix 1

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

choosing the writing implement that is best suited for a task

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

spell further homophones

spell words that are often misspelt (Appendix 1)

spell some words with 'silent' letters

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in  Appendix 1

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

choosing the writing implement that is best suited for a task

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

Year 2

Year 3

Year 5

Year 6

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

saying out loud what they are going to write about

composing a sentence orally before writing it

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

planning or saying out loud what they are going to write about

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

discussing writing similar to that which they are planning to write in order to understand and learn from its structure,vocabulary and grammar

discussing writing similar to that which they are planning to write in order to understand and learn from its structure,vocabulary and grammar

discussing and recording ideas

discussing and recording ideas

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

noting and developing initial ideas, drawing on reading and research where necessary

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

noting and developing initial ideas, drawing on reading and research where necessary

Year 2

Year 3

Year 5

Year 6

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

discuss what they have written with the teacher or other pupils

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

writing down ideas and/or key words, including new vocabulary

encapsulating what they want to say, sentence by sentence

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

evaluating their writing with the teacher and other pupils

rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

proofreading to check for errors in spelling, grammar and punctuation

expanded noun phrases to describe and specify

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices (headings & subheadings

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices (headings & subheadings

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

using conjunctions, adverbs and prepositions to express time and cause (and place)

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

using conjunctions, adverbs and prepositions to express time and cause (and place)

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising (written summary of) longer passages

 using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

proof-read for spelling and punctuation errors

use a thesaurus

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

leaving spaces between words• joining words and joining clauses using "and"

assessing the effectiveness of their own and others' writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising (written summary of) longer passages

 using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader

assessing the effectiveness of their own and others' writing

proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

proof-read for spelling and punctuation errors

use a thesaurus

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

synonyms & antonyms

Year 2

Year 3

Year 5

Year 6

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

sentences with different forms: statement, question, exclamation, command

the present and past tenses correctly and consistently including the progressive form

subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

some features of written Standard English

suffixes to form new words(-ful, -er, -ness)

sentence demarcation

commas in lists

apostrophes for omission& singular possession

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

noun, noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix , adverb tense(past, present) , apostrophe, comma

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

using the present perfect form of verbs in contrast to the past tense

form nouns using prefixes (super-, anti-)

use the correct form of 'a' or 'an'word families based on common words (solve, solution, dissolve, insoluble)

using fronted adverbials

difference between pluraland possessive -s

Standard English verb inflections (I did vs Idone

)extended noun phrases, including with prepositions

appropriate choice of pronoun or noun to create cohesion

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

using and punctuating direct speech (i.e. Invertedcommas)

using commas after fronted adverbials

indicating possession by using the possessive apostrophe with singular and plural nouns

using and punctuating direct speech (including punctuation within and surrounding inverted commas)

adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)

determiner, pronoun, possessive pronoun, adverbial

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

converting nouns or adjectives into verbsverb prefixes

devices to build cohesion,including adverbials of time, place and number

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

using commas to clarify meaning or avoid ambiguity in writingusing brackets, dashes or commas to indicate parenthesis

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

recognising vocabulary and structures that are appropriate for formal speech and writing,including subjunctive forms

using passive verbs to affect the presentation of information in a sentence

using the perfect form of verbs to mark relationships of time and cause

differences in informal and formal language

further cohesive devices such as grammatical connections and adverbials

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

using hyphens to avoid ambiguity

using semicolons, colons or dashes to mark boundaries between independent clauses •

using a colon to introduce a list

punctuating bullet points consistently

use of ellipsis

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

I can begin to use appropriate  terminology such as past, then and now

I can sequence simple pictures within my own experiences

letter, capital letter, word, singular, plural , sentence punctuation, full stop, question mark, exclamation mark