EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Chronological Understanding

Understanding The World

Past and Present 

∙ Talk about the lives of the 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; 

∙ Recall some important narratives, characters and figures from the past encountered in books read in class.

People, Culture and Communities 

∙ Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; 

∙ Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; 

∙ Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

The Natural World 

∙ Explore the natural world around them, making observations and drawing pictures of animals and plants;

 ∙ Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

 ∙ Understand the effect of the changing seasons on the natural world around them.

∙ I can place known events in the order of when they happened 

∙ I can sequence events and recount changes within living memory (chronological understanding)

∙ I can use common words and phrases relating to the passing of time

∙ I can show an awareness of the past, using common words and phrases relating to the passing of time 

∙ I can describe where people and events fit within a timeline and identify similarities and differences between ways of life in different periods

∙ I can use an increasing range of common words and phrases relating to the passing of time 

∙ I can place some historical periods in a chronological framework

 ∙ I can use historic terms related to the period of study

∙ I can use dates to order and place events on a timeline

∙ I can use dates to order and place events on a timeline

Historical Enquiry 

∙ I can find answers to some simple questions about the past from simple sources of information

 ∙ I can describe some simple similarities and differences between man-made objects

 ∙ I can sort historical objects from 'then' and 'now' 

∙ I can ask and answer relevant basic questions about the past

∙ I can ask and answer questions, choosing and using parts of stories and other sources to show that I know and understand key features of events

 ∙ I can show understanding of some of the ways in which we find out about the past and identify different ways in which it is represented

∙ I can use sources of information in ways that go beyond simple observations to answer questions about the past 

∙ I can use a variety of resources to find out about aspects of life in the past (historical enquiry)

∙ I can use sources of information in ways that go beyond simple observations to answer questions about the past 

∙ I can use a variety of resources to find out about aspects of life in the past (historical enquiry)

∙ I can compare sources of information available for the study of different times in the past

∙ I can address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance 

∙ I can understand how our knowledge of the past is constructed from a range of sources

 ∙ I can construct informed responses that involve thoughtful selection and organisation of relevant historical information

 ∙ I can make confident use of a variety of sources for independent research

Historical Interpretation

∙ I can relate my own account of an event and understand that others may give a different version

∙ I can describe changes within living memory and aspects of change in national life

∙ I can describe events beyond living memory that are significant nationally or globally 

∙ I can describe significant historical events, people and places locally

∙ I can understand that sources can contradict each other

∙ I can understand that sources can contradict each other

∙ I can make comparisons between aspects of periods of history and the present day 

∙ I can understand that the type of information available depends on the period of time studied

 ∙ I can evaluate the usefulness of a variety of sources

∙ I can make comparisons between aspects of periods of history and the present day 

∙ I can understand that the type of information available depends on the period of time studied 

∙ I can evaluate the usefulness of a variety of sources

Organisation and Communication

∙ I can talk, draw or write about aspects of the past

∙ I can use a wide vocabulary of everyday historical terms 

∙ I can speak about how I have found out about the past 

∙ I can record what I have learned by drawing and writing

∙ I can explain what I have learned in an organised and structured way, using appropriate terminology

∙ I can explain what I have learned in an organised and structured way, using appropriate terminology

∙ I can present findings and communicate knowledge and understanding in different ways 

∙ I can provide an account of a historical event based on more than one source 

∙ I can give some reasons for some important historical events

∙ I can present findings and communicate knowledge and understanding in different ways 

∙ I can provide an account of a historical event based on more than one source 

∙ I can give some reasons for some important historical events

Knowledge and understanding of events, people and changes in the past

∙ I can understand key features of events 

∙ I can identify some similarities and differences between ways of life in different periods

∙ I can discuss the lives of significant people in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods

∙ I can discuss the lives of significant people in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods

∙ I can describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across periods

∙ I can note connections, contrasts and trends over time and show some use of historical terms

∙ I can describe changes in Britain from the Stone Age to the Iron Age

∙ I can describe a study of an aspect or theme in British history beyond 1066 Changing power of the Monarchs

∙ I can use evidence to support arguments

∙ I can describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across periods

∙ I can note connections, contrasts and trends over time and show some use of historical terms

∙ I can describe the Roman Empire and its impact on Britain

∙ I can describe the achievements of the earliest civilizations and a deeper knowledge of one of them (Egyptians)

∙ I can use evidence to support arguments

∙ I can describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across periods

∙ I can note connections, contrasts and trends over time and show some use of historical terms

∙ I can describe Britain's settlement by Anglo-Saxons and Scots 

∙ I can describe the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

∙ I can describe a study of Ancient Greek life and achievements and their influence on the western world

∙ I can describe a study of an aspect or theme in British history beyond 1066- Crime and punishment

∙ I can use evidence to support arguments

∙ I can describe a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across periods

∙ I can note connections, contrasts and trends over time and show some use of historical terms

∙ I can describe a local history study

∙ I can describe a non-European society that provides contrasts with British history

∙ I can describe a study of an aspect or theme in British history beyond 1066- Children in Victorian Britain

∙ I can use evidence to support arguments