Menu

Lons Infant School

Learning, Opportunities, Nurturing, Success

Google Services

Search

Search

Translate

Translate
Open Evening - Tuesday, 2nd November - 4.00pm til 5.00pm - All Welcome!

History

History Key Skills Acquisition

 

Development matters EYFS (understanding the world: people and communities)

Reception

NC history – pupils should be taught

Year 1

Year 2

Children talk about past and present events in their own lives and in the lives of family members.

Provide activities and opportunities for children to share experiences and knowledge from different parts of their lives with each other.

Provide ways of preserving memories of special events e.g. make a book, collecting photographs, tape recordings, drawing and writing.

Develop an awareness of the past, using common words and phrases relating to the passing of time.

Recognise the distinction between present and past (old & new) in their own and other people’s lives.

 

Use everyday terms about the passing of time.

 

Know and recount episodes from stories about the past.

Show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people studied.

 

Begin to recognise that there are reasons why people in the past acted as they did.

 

Use terms concerned with the passing of time.

 

Know and recount episodes from stories about the past.

 

 

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.

Show an emerging sense of chronology by placing a few events and objects in order.

Show a developing sense of chronology by placing events and objects in order and by recognising that own lives are both similar and different from the lives of people in the past.

 

 

Use a wide vocabulary of everyday historical terms

Here, now, then, yesterday, last week, a long time ago

Last week …

A long time ago…

Hours, weeks, years, last year, x years ago, decades

During the reign of …

In 1939, …

 

 

Ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

Find answers to some simple questions about the past from sources of information including stories, objects, first-hand accounts.

Observe or handle sources of information to ask and answer questions about the past on the basis of simple observations

 

Ask and answer a question by using a specific source

 

 

 

Understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Find out something about the past from an older person

 

Find out something about the past by looking closely at objects or photographs

 

Find out something from the past by listening to and reading stories

Begin to identify some of the different ways in which the past is represented

 

Use two ways to find out about the past.

 

Explain why eye-witness accounts may vary

 

 

Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life.

Ask comparative historical questions such as if that happened/ was like that then can it happen/be like that now (and vice versa) or could it have happened/been like that in another time? Why/why not?

 

 

Events beyond living memory that are significant nationally or globally for example the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries.

Ask comparative historical questions such as if that happened/ was like that then can it happen/be like that now (and vice versa) or could it have happened/been like that in another time? Why/why not?

 

 

The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods for example Elizabeth I and queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell

Ask comparative historical questions such as if that happened/ was like that then can it happen/be like that now (and vice versa) or could it have happened/been like that in another time? Why/why not?

 

 

Significant historical events, people and places in their own locality

Ask comparative historical questions such as if that happened/ was like that then can it happen/be like that now (and vice versa) or could it have happened/been like that in another time? Why/why not?

Knowledge, skills and understanding

Chronological understanding Year 1

Knowledge and interpretation Year 1

Historical enquiry Year 1

Can they put up to three objects in chronological order (recent history)?

 

Can they use words and phrases like old, new and a long time ago?

 

Can they tell me about things that happened when they were little?

 

Can they recognise that a story that is read to them may have happened a long time ago?

 

Do they know that some objects belonged in the past?

 

Can they retell a familiar story set in the past?

 

Can they explain how they have changed since they were born?

Do they appreciate that some famous people have helped our lives be better today?

 

Do they recognise that we celebrate certain events such as bonfire night because of what happened many years ago?

 

Do they understand that we have a queen who rules us and that Britain has a king or queen for many years?

 

Can they begin to identify the main differences between old and new objects?

 

Can they identify objects from the past, such as vinyl record?

Can they ask and answer questions about old and new objects?

 

Can they spot old and new things in a picture?

 

Can they answer questions using an artefact/photograph provided?

 

Can they give a plausible explanation about what an object was used for in the past?

Chronological understanding Year 2

Knowledge and interpretation Year 2

Historical enquiry Year 2

Can they use words and phrases like before I was born, when I was younger?

 

Can they use phrases and words like before, after, past, present, then and now in their historical learning?

 

Can they use the words past and present correctly?

 

Can they use a range of appropriate words and phrases to describe the past?

 

Can they sequence a set of events in chronological order and give reasons for their order?

Can they recount the life of someone famous from Britain who lived in the past giving attention to what that person did earlier and what they did later?

 

Can they explain how their local area was different in the past?

 

Can they recount some interesting facts from a historical event, such as where the fire of London started?

 

Can they give examples of things that are different in their life from that of their grandparents when they were young?

 

Can they explain why Britain has a special history naming some famous events and some famous people?

 

Can they explain what is meant by a parliament?

Can they find out something about the past by talking to an older person?

 

Can they answer questions by using specific sources, such as an information book?

 

Can they research the life of a famous Briton from the past using different resources to help them?

 

Can they research about a famous event that happens in Britain and why it has been happening for some time?

 

Can they research the life of someone who used to live in heir area using the internet and other sources to find out about them?

Challenging Year 1

Challenging Year 1

Challenging Year 1

Can they put up to five objects/events in chronological order (recent history)?

 

Can they use words and phrases like very old, when mummy and daddy were little?

 

Can they use the words before and after correctly?

 

Can they say why they think a story was set in the past?

Can they explain why certain objects were different in the past e.g. iron, music system, televisions?

 

Can they tell us about an important historical events that happened in the past?

 

Can they explain differences between past and present in their life and that other children from a different time in history?

 

Do they know who will succeed the queen and how the succession works?

Can they answer questions using a range of artefacts/photographs provided? Can they find out more about a famous person from the past and carry out some research on him or her?

Challenging Year 2

Challenging Year 2

Challenging Year 2

Can they sequence a set of objects in chronological order and give reasons for their order?

 

Can they sequence events about own life?

 

Can they sequence events about the life of a famous person?

 

Can they try to work out how long ago an event happened?

Can they give examples of things that are different in their life from that of a long time ago in a specific period of history such as the Victorian times?

 

Can they explain why someone in the past acted in the way they did?

 

Can they explain why their locality (as wide as it needs to be) is associated with a special historical event?

 

Can they explain what is meant by a democracy and why it is a good thing?

Can they say at least two ways they can find out about the past, for example using books and the internet?

 

Can they explain why eye-witness accounts may vary?

 

Can they research about a famous event that happens somewhere else in the world and why it has been happening for some time?

 What we are doing this year...

HISTORY

Reception

Past and present events in their lives

 

 

Different ways of travelling across the ages (local link)

 

Year 1

 

Cromford Mills and life as Victorian child (Significant historical place in Derbyshire)

 

Christopher Columbus (The lives of significant individuals in the past)

Mary Anning

(The lives of significant individuals in the past)

Year 2

 

The Great Fire of London (Event beyond living memory that is significant nationally)

Florence Nightingale and Mary Seacole

(The lives of significant individuals in the past)

 

Neil Armstrong and the lunar landing

 

 

Top