St Martin and St Mary C of E Primary School
History Subject Progression Grid
History - Curriculum Subject Statement
Key Stage 1
Key Stage 2
Friendship, Love, Trust, Honesty
Understanding the world involves guiding children to make sense of their physical
world and their community. The frequency and range of children’s personal
experiences increases their knowledge and sense of the world around them
Children grow an awareness of the past and significant individuals that have contributed to national and international achievements. They begin to develop a curiosity about history.
Pupils continue to secure and extend their chronological knowledge and understanding of British, local and world history through a developed understanding and enjoyment of the past.
Purpose of Study
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
National Curriculum Subject Aims
EYFS/National Curriculum Subject Content
EYFS- Early Learning Goals
Key Stage 1
Key Stage 2
Understanding the World/ Past and Present
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. They should use a wide vocabulary of everyday historical terms. 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. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
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 regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. 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. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Topic Progression Grid
History Subject Overview Grid
Lives of significant people in our families (Reception)
History within their lifetime/living memory – how they have changed/grown
Local History – Victorians: children workers, changes in schools
Mayans (Non-European Study)
Animals and Protecting our World – David Attenborough
Gunpowder Plot Remembrance Black History Month- Nelson Mandela; Rosa Parks; Martin Luther King
Beatrix Potter stories and local history
Explorers - Alfred Wainwright
Explorers – Neil Armstrong; Helen Sharman; Ernest Shackleton; Robert F Scott; Amelia Earhart; Matthew Henson
Bronze Age Britain to Iron Age Britain
Schools in the past
Lives of significant people in our families (Nursery)
Great Fire of London
Foods we used to eat
Transport – how this has changed
The History of Chocolate
Stone Age Britain
WWII (local history study)
Viking Invasion of Anglo-Saxon Britain
Geography is delivered = Nursery & Reception=
Curriculum Progression Grid for History
Key Stage 1
Lower Key Stage 2
Upper Key Stage 2
I can tell a story about my past.
I can put 3 events and objects in the correct order they happened / were made.
I can put 5 events and objects in the correct order they happened / were made.
I can understand that the past is divided into different time periods.
I can explain a sequence of events or related objects.
I can sequence events, objects or pieces of information on a timeline.
I can justify my sequence of events, objects, themes and people on a timeline.
I can expand my timeline to include a wider variety of events, objects, themes and people on a timeline.
I can include previous periods I have studied as well as new information about a topic on a timeline.
I can use a timeline to sequence local, national and international events as well as historical periods.
I can tell the past is different from today.
I can tell that there were differences between different times in the past.
I can use a number of time terms, for example: now; then; days; week; month; year.
I can use a wider range of terminology to describe the past.
I can also use century; decade; BC/BCE and AD/CE.
I am more confident in expressing periods of time using accurate terminology.
I can use the correct name for specific periods in history, for example: Stone Age, Dark Ages, 20th Century.
I can include specific dates to support specific periods in history.
I use dates and historical terminology accurately to reference specific periods in history.
I have a secure knowledge of historical periods to use as reference points for wider study.
Continuity and Change
I can identify some changes in the historical period I am studying.
I can describe some changes in the historical period I am studying.
I can describe changes within and between periods and societies I have learned about.
I can describe and make some links between events, situations, and changes within and between different periods and societies.
I can explain the links between events, situations, and changes within and between different periods and societies.
Diversity (Similarities and Differences)
I Know some similarities and differences between things in the past and now.
I can identify some similarities and some differences between the ways of life different people living at the time I am learning about.
I can describe some similarities and differences between people (e.g. rich and poor), events and beliefs in the period of history I am studying.
I can confidently describe similarities and differences between some people, events and beliefs in the period of history I am studying.
I can explain similarities and differences in society, culture and religion in Britain at local and national levels.
I can explain and suggest some reasons for similarities and differences in society, culture and religion in Britain and the wider world.
Cause and Consequence
I can give one cause of an event.
I can give more than one cause of an event.
I can describe causes of an event.
I understand the difference between cause and consequence when provided with an example.
I can make some comments about why people did things, why events happened and what happened as a result.
I can identify some reasons for and results of people’s actions and events.
I can suggest reasons for, and results of people’s actions and events.
I can confidently give reasons for, and results of historical events, situations and changes.
I can explain my suggestions when giving reasons for and results of historical events, situations and changes.
I can identify if a person or an event was historically important in a period of history I am learning about.
I can identify which people/events were historically important in a period of history I am learning about.
I can suggest which people/events were historically important and give reasons why.
I can begin to compare people and events that were historically important.
I can describe which people, and causes and consequences of change are more important.
I can explain which causes and consequences are the most significant.
I can draw on experiences and what has been read in class.
I can find answers to simple comprehension questions in a source.
I can answer questions about the past by exploring multiple historical sources.
I can use some sources to construct my own answer to a historical enquiry.
I can use a range of sources confidently to construct my own answer to a historical enquiry.
I can compare different sources of evidence about a person, object, event or change in history and point out some similarities and differences.
I can comment on the usefulness and accuracy of different sources of evidence.
I can explain why a source is more accurate or useful than another using quotations from the source.
I can explain the impact of provenance* on a source’s accuracy or usefulness.
*a range of information (such as the author, audience, and purpose of a source, where and when it was created)
I can take account of the provenance of a source to evaluate its accuracy and/or usefulness.
I can talk about some of the different ways that the past is recorded/represented (I can name some types of things which tell us about the past).
I can identify primary and secondary sources of evidence.
I can say which sources (from a selection) are likely to be the most useful for a task.
I can compare sources of evidence to help me identify reliable information.
I can explain my evaluation of particular pieces of information and particular sources.
I can identify where versions of the past differ.
I can explain why versions of the past differ.
I can evaluate different versions of the past.
I can evaluate different versions of the past and construct my own explanation of people, events and developments.
Talk about the lives of people around them and their roles in society.
• Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
• Understand the past through settings, characters and events encountered in books read in class and storytelling
Comment on images of familiar situations in the past.
• Compare and contrast characters from stories, including figures from the past.