This table details what will be taught and when, though since children develop at different speeds, 
some will be more proficient than others against these YEAR-END expectations for learning in History. Back to our Curriculum Wheel –>
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
|---|---|---|---|
| Year 1 | Year 1 | Year 1 | Year 1 |
| · Sequence events in their life · Sequence 3 or 4 artefacts from distinctly different periods of time · Match objects to people of different ages | · Recognise the difference between past and present in their own and others lives · They know and recount episodes from stories about the past | · Use stories to encourage children to distinguish between fact and fiction · Compare adults talking about the past – how reliable are their memories? | · Find answers to simple questions about the past from sources of information e.g. artefacts, (see 4a) |
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
| Year 2 | Year 2 | Year 2 | Year 2 |
| · Sequence artefacts closer together in time – check with reference book · Sequence photographs etc. from different periods of their life · Describe memories of key events in lives | · Recognise why people did things, why events happened and what happened as a result · Identify differences between ways of life at different times | · Compare 2 versions of a past event · Compare pictures or photographs of people or events in the past · Discuss reliability of photos/ accounts/stories | · Use a source – observe or handle sources to answer questions about the past on the basis of simple observations. |
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
| Year 3 | Year 3 | Year 3 | Year 3 |
| · Place the time studied on a time line · Use dates and terms related to the study unit and passing of time · Sequence several events or artefacts | · Find out about every day 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 wanted to do something | · Identify and give reasons for different ways in which the past is represented · Distinguish between different sources – compare different versions of the same story · Look at representations of the period – museum, cartoons etc | · 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 and internet for research |
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
| Year 4 | Year 4 | Year 4 | Year 4 |
| · Place events from period studied on time line · Use terms related to the period and begin to date events · Understand more complex terms eg BC/AD | · Use evidence to reconstruct life in time studied · Identify key features and events of time studied · Look for links and effects in time studied · Offer a reasonable explanation for some events | · Look at the evidence available · Begin to evaluate the usefulness of different sources · Use text books and historical knowledge | · 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 and internet for research |
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
| Year 5 | Year 5 | Year 5 | Year 5 |
| · Know and sequence key events of time studied · Use relevant terms and period labels · Make comparisons between different times in the past | · Study different aspects 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 lie with the same aspect in another period | · Compare accounts of events from different sources – fact or fiction · Offer some reasons for different versions of events | · Begin to identify primary and secondary sources · Use evidence to build up a picture of a past event · Select relevant sections of information · Use the library and internet for research with increasing confidence |
| Chronological understanding | Historical knowledge | Interpretations of history | Historical enquiry |
| Year 6 | Year 6 | Year 6 | Year 6 |
| · Place current study on time line in relation to other studies · Use relevant dates and terms · Sequence up to 10 events on a time line | · Find out about beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings · Compare beliefs and behaviour with another time 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 | · 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 different conclusions · Confidently use the library and internet for 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 gathered from several sources together in a fluent account |