History Age Related Expectations | Calverley CE Primary School

Age related expectations for each programme of study have been identified and created.

EYFS	Age Related Expectations
Reception (Development Matters)	Comment on images of familiar situations in the past Compare and contrast characters from stories, including figures from the past
ELG Understanding the world - past and present	Talk about the lives of the people around them and their roles Know some similarities between things in the past (then) and things now Understand the past through - settings, characters and events in books
Y1	Age Related Expectations
Changes in Living Memory - My Family	Changes in living memory * Observe or handle evidence to ask questions and find answers to questions about the past. • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Identify some of the different ways the past has been represented. • Recount changes that have occurred in their own lives. • Use dates where appropriate. • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.
Neil Armstrong and Space	Significant individuals and Space (Neil Armstrong, Buzz Aldrin, Stephen Hawking) Significant historical event (moon landing) • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past • Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did. • Use artefacts, pictures, stories, online sources and databases to find out about the past
Individuals in nursing	Significant individuals comparison (Mary Seacole, Edith Cavell) • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past • Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did. • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

Y2	Age Related Expectations
Toys	Changes in living memory • Observe or handle evidence to ask questions and find answers to questions about the past. • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Identify some of the different ways the past has been represented. • Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did. • Place events and artefacts in order on a time line. • Label time lines with words or phrases such as: past, present, older and newer. • Recount changes that have occurred in their own lives. • Use dates where appropriate. • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.
People and events	Significant individuals comparison • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Describe historical events. • Describe significant people from the past. • Recognise that there are reasons why people in the past acted as they did. • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.
Locality	Significant historical events in the locality • Observe or handle evidence to ask questions and find answers to questions about the past. • Ask questions such as: What was it like for people? What happened? How long ago? • Use artefacts, pictures, stories, online sources and databases to find out about the past. • Describe historical events • Place events and artefacts in order on a time line. • Label time lines with words or phrases such as: past, present, older and newer. • Use dates where appropriate. • Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.

Y3	Age Related Expectations
Stone Age	Changes in Britain through the Stone Age • Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. • Give a broad overview of life in Britain from ancient until medieval times. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Place events, artefacts and historical figures on a time line using dates • Use appropriate historical vocabulary to communicate, including:      • dates      • time period      • era      • change      • chronology.
Iron Age	Changes in Britain from the Stone Age to the Iron Age • Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use appropriate historical vocabulary to communicate, including:      • dates      • time period      • era      • change      • chronology.
Roman Empire	The Roman Empire and its impact on Britain A local history study (York/Eboracum as a Roman town) • Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. • Describe changes that have happened in the locality of the school throughout history. • Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use dates and terms to describe events.

Y4	Age Related Expectations
Ancient Egyptians	The achievements of the earliest civilisations – Ancient Egyptians • Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children. • Place events, artefacts and historical figures on a time line using dates. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use dates and terms to describe events
Anglo Saxons and Scots	Britain’s settlement by Anglo-Saxons and Scots Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. Place events, artefacts and historical figures on a time line using dates. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use dates and terms to describe events.
Vikings	The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Use evidence to ask questions and find answers to questions about the past. • Suggest suitable sources of evidence for historical enquiries. • Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history. • Describe different accounts of a historical event, explaining some of the reasons why the accounts may differ. • Suggest causes and consequences of some of the main events and changes in history. • Describe changes that have happened in the locality of the school throughout history. Place events, artefacts and historical figures on a time line using dates. • Understand the concept of change over time, representing this, along with evidence, on a time line. • Use dates and terms to describe events

Age Related Expectations

Ancient Greeks

Study of Greek life and achievements and their influence on the western world

• Use sources of evidence to deduce information about the past

• Compare some of the times studied with those of the other areas of interest around the world.

• Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

• Identify periods of rapid change in history and contrast them with times of relatively little change.

• Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line.

The Home Front

A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 –WWII (The Home Front)

• Use sources of evidence to deduce information about the past.

• Select suitable sources of evidence, giving reasons for choices.

• Use sources of information to form testable hypotheses about the past.

• Seek out and analyse a wide range of evidence in order to justify claims about the past.

• Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied.

• Understand that no single source of evidence gives the full answer to questions about the past.

Use dates and terms accurately in describing events.

• Use appropriate historical vocabulary to communicate, including: • dates • time period • era • chronology • continuity • change • century • decade • legacy

Y6	Age Related Expectations
The Front Line	A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 – WWII (The Front Line) Use sources of evidence to deduce information about the past. • Select suitable sources of evidence, giving reasons for choices. • Use sources of information to form testable hypotheses about the past. • Seek out and analyse a wide range of evidence in order to justify claims about the past. • Show an awareness of the concept of propaganda and how historians must understand the social context of evidence studied. • Understand that no single source of evidence gives the full answer to questions about the past. • Refine lines of enquiry as appropriate. Describe the main changes in a period of history (using terms such as: social, religious, political, technological and cultural). • Identify periods of rapid change in history and contrast them with times of relatively little change. • Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. • Use dates and terms accurately in describing events
The Mayans	A non-European society that provides contrasts with British history: The Mayans • Use sources of evidence to deduce information about the past • Give a broad overview of life in Britain from medieval until the Tudor and Stuarts times. • Compare some of the times studied with those of the other areas of interest around the world. Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. • Use dates and terms accurately in describing events. • Use appropriate historical vocabulary to communicate, including: • dates • time period • era • chronology • continuity • change • century • decade
Crime and Punishment	A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 – Crime and Punishment Use sources of evidence to deduce information about the past. • Select suitable sources of evidence, giving reasons for choices. • Use sources of information to form testable hypotheses about the past Understand that no single source of evidence gives the full answer to questions about the past. • Refine lines of enquiry as appropriate. • Identify continuity and change in the history of the locality of the school Understand the concepts of continuity and change over time, representing them, along with evidence, on a time line. • Use dates and terms accurately in describing events.