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)

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

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]

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

I can sequence simple pictures within my own experiences

Year 3

Year 5

Year 6

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.

I can compare historical periods using the terms ‘then’ and ‘now’ and identify the changes within these different time periods

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time.

They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods.

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]

I can obtain ideas about the past from pictures

I can write simple sentences to describe an event or period of time

I can identify similarities and differences between my life and events studied

I can recognise that dates are used to identify when events happened in the past

I can begin to give simple reasons why changes occurred in the past.

I can draw simple conclusions and deduce information on the past from pictures and information

I can begin to understand that information on the past may differ

I can connect ideas and give simple phrases as to why an event occurred  

I can describe an event using time markers to show structure

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.

They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.  

They should understand how our knowledge of the past is constructed from a range of sources.

changes in Britain from the Stone Age to the Iron Age  a local history study

They should construct informed responses that involve thoughtful selection and organisation of relevant historical information.  

They should understand how our knowledge of the past is constructed from a range of sources.

the Roman Empire and its impact on Britain  Ancient Greece – a study of Greek life and achievements and their influence on the western world

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  

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

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

I am aware of the different periods of the past and can identify some of the differences and similarities between the periods

I can describe and compare different periods from the past I am aware of how people’s lives have shaped this nation

I can describe significant features from time periods and know how Britain has influenced and been influenced by the wider world.

I can make appropriate use of dates and specialist termsI am aware of the different periods of the past and can identify some of the differences and similarities between the periods

I have knowledge and understanding of some of the main events, people and changes from the past

I can make connections between local, regional, national and international history

I can explain some of the main events and give reasons for, and results of, the changes

BI can understand why some civilisations have been successful and why others have not

I can identify features and make links between past societies and periods

I can draw on my depth of factual knowledge and understanding of Britain and the wider world

I can identify some of the different ways in which the past is represented

I can understand that aspects of the past have been represented and interpreted in different ways

I can begin to make use of dates and terms to structure my work

I can evaluate sources and identify those that are useful to the task

I can understand the methods of historical enquiry, including how evidence is used and discover how and why contrasting arguments and interpretations of the past have been constructed

They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

I can give a simple explanation of a consequence to an action specifically a result of an event or action of an individual

I can give more than one effect of an event and give simple explanations

Year 3

Year 5

Year 6

They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

I can give reasons for and results of the main events and changes using simple concepts such as cause and effect

I can understand more complex, abstract concepts

I can understand historical concepts and use them to make connections, draw contrasts, analyse trends and ask questions about the past

I can use historical concepts to create my own structured accounts, including written narratives and analyses