Progression Map

Strand

EYFS

(Understanding of the world)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Chronological

awareness

EYFS Development Matters 2020 Statements Three and Four-Year-Olds

What this looks like in the Early Years?

The children are given scrapbooks to fill out every holiday (including the summer before they join us) which allows them to share what they do at home/their families with both the staff and their peers

The children bring in baby

photos and we talk about how we have changed.

Toys

To be able to identify toys from the past

To begin to use language that shows the passing of time

Rosa Parks and Nelson Mandela

To begin to construct a simple visual timeline (no more than 5 events)

The Stone Age

To make a simple timeline

Tudors

Sequence key events leading to break with Rome

The Victorians-

Life of the poor

Understand and describe in some detail the main changes to an aspect in a period in history.

The Kingdom of Benin

Understand and describe in some detail the main changes to an aspect in a period in history

Knowledge and understanding

To be able to ask relevant questions to find out about the past

To understand that people can be discriminated against.

Children understand the types of tools differ from those today and can spot anachronisms

Find out about the everyday lives of people in time studied compared with our life today.

Explain why image was important to Tudors-portraits

Describe the key features of the past, including attitudes, beliefs and the everyday lives of men, women and children.

To understand how individuals can bring about change.  (philanthropists)

Use appropriate historical terms such as culture, religious, social, economic and political when describing the past.

Examine causes and results of great events and the impact these had on people.

Historical concepts

To develop an understanding of the term same and different and begin to use them (continuity and change)

To understand how peoples actions can bring about change (cause and consequence)

Can point out simple changes between stone age and iron age- civilisations change.

Note key changes over a period of time and be able to give reasons for those changes.

Explain why Henry broke away from Rome.

Understand that change can be driven by more than one cause/person.

To contrast and compare life in Britain before and after the industrial revolution.

To understand that primary and secondary sources are used to build a picture of past societies.

Organise, evaluate and communicate information

To be able to sort toys into past and present (Venn diagram)

To sequence events between two historical figures and compare.

Children recognise that artefacts and fragments of items are clues to the past.

Use authentic documents and derive differences between Tudors from different levels of society

Evaluate portraits and explain the images.

Know and show a good understanding of historical vocabulary including abstract terms such as democracy, social, political, economic, cultural, religious;

Be able to present findings about an aspect of Victorian life using detailed discussions, debates and different genres of writing.

Start to understand the difference between primary and secondary evidence and the impact of this on reliability.

Know and show a good understanding of historical vocabulary including abstract terms such as democracy, civilisation, social, political, economic, cultural, religious;

Understand that interpretations of historical events can differ (bias)

Strand

EYFS

(Understanding of the world)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Chronological

awareness

EYFS Development Matters 2020 Statements Three and Four-Year-Olds

What this looks like in the Early Years?

The children are given scrapbooks to fill out every holiday (including the they join us) which allows them to share what they do at home/their families with both the staff and their peers

The children bring in baby

photos and we talk about how we have changed.

Transport

To be able to identify transport from the past

Great fire of London

To know that the Fire of London occurred before Victorian Era

Invaders

Sequence several events, artefacts or historical figures on a timeline using dates, including those that are sometimes further apart, and terms related to the unit being studied and passing of time.

The Shang Dynasty

To be able to place the Shang Dynasty studied on a timeline in relation to other eras studied (Romans, Stone Age, Vikings, Christ birth, Great fire of London, Victorians, us) with dates.

Ancient Greeks

Understand how some historical events/periods occurred concurrently in different locations, e.g. Indus Valley and Ancient Egypt.

World War 2

Pupils have a secure knowledge of chronology, accurately placing a range of historical events from around the world on a timeline.

Knowledge and understanding

To know that modes of transport have changed

To name different modes of transport from the past

How development of transport has changed the way we live

To know the cause of the Great fire and the effects of it

Identify key features, aspects and events of the time studied.

Explain how people and events in the past have influenced life today introduction of Christianity in Britain.

To understand the meaning of BC (before Christ) and AD (Anno Domini – from the year of his birth)

To understand that artefacts cannot tell us about all aspects of life

Describe the key features of the past, including attitudes, beliefs and the everyday lives of men, women and children.

Use a wide range of different evidence to collect evidence about the past, such as ceramics, pictures, printed sources, online material, pictures, artefacts, historic statues, figures, sculptures and historic sites.

Examine causes and results of great events and the impact these had on people (Versailles treaty and the rise of Nazism)

Historical concepts

To develop an understanding of the term same and different and begin to use them (change)

To know identify similarities and differences in the way people lived.

To identify changes made to buildings as a result of the fire.

To understand cause and consequence of Anglo-Saxon and Viking invasions.

To understand the idea of a Dynasty, Emperor etc and make a comparison to our own royal family.

To understand why Dynasties change and come to an end 

To describe the influence of Ancient Greek society on society today.

To know the causes of World War II.

Organise, evaluate and communicate information

I can sort and sequence pictures from oldest to newest and explain my reasoning

To know how first-hand accounts have aided our knowledge of events.

Use a range of primary and secondary sources to find out about the past.

Investigate different accounts of historical events and be able to explain some of the reasons why the accounts may be different.

To look at artefacts to raise questions about the Shang way of life.

Consider different ways of checking the accuracy of interpretations of the past.

Know and show a good understanding of historical vocabulary including abstract terms such as democracy, civilisation, social, political, economic, cultural and religious.

Show an awareness of the concept of propaganda.

Know that people in the past represent events or ideas in a way that may be to persuade others.

Investigate their own lines of enquiry by posing historically valid questions to answer.

Strand

EYFS

(Understanding of the world)

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Chronological

awareness

EYFS Development Matters 2020 Statements Three and Four-Year-Olds

What this looks like in the Early Years?

The children are given scrapbooks to fill out every holiday (including the summer before they join us) which allows them to share what they do at home/their families with both the staff and their peers

The children bring in baby photos and we talk about how we have changed.

Explorers

To know that Scott went to the Antarctic before Armstrong reached the moon.

Nightingale and Seacole

To know that Nightingale and Seacole were alive in the Victorian Era.

The Romans

To be able to sequence events in Roman timeline in Britain.

Ancient Egyptians

To be able to locate Ancient Egypt on timeline. 

To be able to spot anachronisms.

Pioneers of medicine

To order significant medical advancements in the time period.

Migration in Britain

To create a timeline of immigration to the UK with dates/eras.

Knowledge and understanding

To know that Scott and Armstrong were significant individuals in the past who contributed to national and international achievements (To know why we remember Scott/Armstrong)

To know that Nightingale and Seacole were significant individuals in the past who contributed to the development of nursing and women involved in medicine.

Note key changes over a period of time and be able to give reasons for those changes.

Gather more detail from sources such as maps to build up a clearer picture of the past.

Explain why Claudius wanted to invade Britain –(focus on an individual/one cause of change)

Name 4 iconic features of the society-Nile hieroglyphs and pyramids.

Understand that our knowledge of the past is constructed from a range of sources and different versions of the past can exist.

Know that there may be different versions of the past.

To describe how understanding and attitudes to medicine changed between medieval times and the renaissance.

Recognise when they are using primary and secondary sources of information to investigate the past and what their limitations are.

To look at the impact of the slave trade and the impact on black people’s lives.

Historical concepts

To understand cause and effect (reasons why Scott failed to reach the South Pole first)

To know that women and minorities faced prejudice in career choices (cause and effect)

To know there are differing opinions about historical figures and their impact.

Understand the term empire and what this entails.

Understand the term empire and what this entails.

Know what was important to ancient Egyptian people.

To explain the significant contributions of individuals to modern medicine.

To describe the impact of major events (wars and epidemic) in development and adaption of modern medicine.

To describe attitudes towards women in medicine and how they have changed.

Select relevant sections of information to address historically valid questions and construct detailed, informed responses.

Organise, evaluate and communicate information

To use primary sources (photographs/diaries) to infer what conditions were like for the explorers.

To compare and contrast images of Nightingale and Seacole to draw conclusions.

To use terms such as empire ruled, invasion conquer kingdoms.

Gather more detail from sources such as maps to build up a clearer picture of the past.

To use terms such as ancient.

Ask historically valid questions.

Construct responses based on relevant historical information- levels of Egyptian society/ Did slaves or workers build pyramids?

Present, communicate and organise ideas about from the past using detailed discussions and debates.