National Curriculum Learning Objectives Progression grid for History Year 1 Learning Pupils should be taught to: Notes and guidance Non Statutory – Attainment Targets Year R Pupils should develop an awareness of the past, using common words and phrases relating to the passing of Pupils in Year 1 should be taught about: time. They should know where the people and events within living memory. Where appropriate, Changes Children bring in pictures they study fit within a chronological framework and these should be used to reveal aspects of change in when they were a baby, national life. identify similarities and differences between ways of discuss through speaking I can sequence my life using the events that have life in different periods. They should use a wide and listening. happened. vocabulary of everyday historical terms. They should I can create my own Family Tree. ask and answer questions, choosing and using parts I can make think of my favourite memory form of stories and other sources to show that they know when I was younger. and understand key features of events. They should I can create a class timeline of events. understand some of the ways in which we find out about the past and identify different ways in which it is represented. beyond living memory that are significant Events nationally or globally. Remembrance day. I can re-tell the story of the Gun powder plot. Seaside. Toys Museum. – I can discuss what Remembrance Day is. I can discuss what Anzac Day is. I know who Aboriginal people are.
National Curriculum Learning Objectives Progression grid for History Year 1 Learning Pupils should be taught to: Attainment Targets Notes and guidance – Non Statutory Year R Children bring in pictures when they were a baby, discuss through speaking and listening. Remembrance day. Pupils in Year 1 should be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life. I can sequence my life using the events that have happened. I can create my own Family Tree. I can make think of my favourite memory form when I was younger. I can create a class timeline of events. Events beyond living memory that are significant nationally or globally. I can re-tell the story of the Gun powder plot. Seaside. Toys – Museum. I can discuss what Remembrance Day is. I can discuss what Anzac Day is. I know who Aboriginal people are. 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.
Y12520History2520National2520Curriculum2520Learning2520Objectives2520Progression2520Grid.docx