Lower key stage 2

Historical knowledge

Chronological understanding

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.

Children can:

  • 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;
  • understand that a timeline can be divided into CE (Common Era) and BCE (Before Common Era)

Historical knowledge and understanding of events, people and changes in the past

Children should note connections, contrasts and trends over time.

Children can:

  • note key changes over a period of time and be able to give reasons for those changes;
  • find out about the everyday lives of people in time studied compared with our life today;
  • explain how people and events in the past have influenced life today;
  • identify key features, aspects and events of the time studied;
  • describe connections and contrasts between aspects of history, people, events and artefacts studied.

Historical skills

Historical interpretations and evidence

Children should understand how our knowledge of the past is constructed from a range of sources.

Children can:

  • look at more than two versions of the same event or story in history and identify differences;
  • investigate different accounts of historical events and be able to explain some of the reasons why the accounts may be different.

Historical enquiry and evaluation

Pupils should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance.

Children should construct informed responses that involve thoughtful selection and organisation of relevant historical information.

Children can:

  • use a range of sources to find out about the past;
  • construct informed responses about one aspect of life or a key event in the past through careful selection and organisation of relevant historical information;
  • gather more detail from sources such as maps to build up a clearer picture of the past;
  • regularly address and sometimes devise own questions to find answers about the past;
  • begin to undertake their own research.

Presenting, organising and communicating ideas

Pupils should develop the appropriate use of historical terms.

Children can:

  • use and understand appropriate historical vocabulary to communicate information such as ruled, reigned, empire, invasion, conquer, kingdoms;
  • present, communicate and organise ideas about the past using models, drama role play and different genres of writing including letters, recounts, poems, adverts, diaries, posters and guides;
  • start to present ideas based on their own research about a studied period.