History Progression: PoS & End of Year Expectations (Year 6)
Programme of Study KS1 2014
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.
Pupils must study:
A chronological study of WWI and the way it changed
lives across Britain and western Europe including the
reign of George V and his place in the line of
Monarchs.
Ancient Greece – a study of Greek life and
achievements and their influence on the western
world including the legacy of Greek culture (art and
architecture) on later periods in British history,
including the present day.
Local study – Sunderland
Must include: The outbreak of Cholera in 1831, the
glass and ship building trade and effects on
commerce, the wide range of cultures and
ethnicities responsible for the City’s prosperity.
(children must learn about our multi-cultural city, it’s
past and how it compares to the present). This will
compliment the overview study of Britain since the
1930s.
Historical Knowledge
The school is a member of the Historical Association and teachers should use their resources to
support historical enquiry. http://www.history.org.uk
To enhance chronological awareness
pupils should be asked questions
using the question stem below:
They should regularly address and sometimes devise historically valid questions about change,
cause, similarity and difference, and significance. Enquiry
They should sequence pictures and
artefacts
Build up class timelines (incrementally
over the course of a unit; and
selecting key events from books to
place on a skeleton timeline)
Writing logs, chronicles or diaries of
events
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.
Pupils show their developing understanding
of chronology by their realisation that the
past can be divided into different periods of
time, their recognition of some of the
similarities and differences between these
periods, and their use of dates and terms
Pupils should note connections, contrasts
and trends over time and develop the
appropriate use of historical terms.
Defending conclusions they have reached
Using and analysing evidence
Presenting and communicating
Group discussion to test meaning and refine ideas
Simulation and role play
Asking children to pose questions, to predict, to raise doubts
Explaining why they think.
Historical Concepts
Historical Skills
History Progression: PoS & End of Year Expectations (Year 6)
I know about the history of WWI and I can articulate
some past events that happened.
I can name and describe the important events and
historical perspectives of Ancient Greece and can
evaluate their influence on the modern world and
modern Britain.
Year
6
I can talk about and investigate the lives of people in
Ancient Greece (and I understand how they
influenced art, culture and laws).
I
Can…
I can describe the changes to my school and my city,
saying what it was like before and what it is like now
including Victorian Sunderland and it’s multi-cultural
heritage.
I can link my geographical work on Benin to the
History of Benin and describe the main features
I can identify differences and similarities
between present and past locally and
further afield.
I can describe the causes and affects of:
industrial change, influence of civilisations
on current culture, why wars happen.
I can place the development of my City,
Ancient Greece, WWI on separate timelines
and can use historical terms to divide the
past into different periods of time.
I can find answers to questions by looking at artefacts and pictures from the past.
I can say why I think something is true by referring to artefacts or a visit to a historical location.
I can role play / imagine / discover the possible feelings of a WWI soldier in the trenches by using a
range of historical enquiry techniques (and I can say what the techniques are e.g. analysing
documents, comparing accounts).
I can record my thoughts and ideas for people in the future.
I can defend my conclusions about the past by referring to artefacts and other sources as proof.
I can decide what questions I must ask to find out about the history of WWI including about places I
may not have visited.
I can describe the importance of historical sources such as the collection of Ancient Greek
materials in the artefacts and I know how to treat artefacts carefully (conservation) and that
interpreting them gives us clues to the past.
I know that views about the past differ and I can explain why there are differing views.
I can describe many periods of history in
broad terms relating a number of features.
I can write diary entries / newspaper
articles, describing the life or lives of
historical characters and include information
about past events.
§
We use the “I can statements” in bold to assess whether the children are at the expected level by the end of Year 6.
We will report to parents / carers each half-term saying whether or not your child is on track to ‘achieve’ or ‘exceed’ the expected level.
The list below contains common stems that can be used to devise key questions that focus on specific areas of historical knowledge, skills and understanding:
Question stem
Link to key concepts and key
skills
Question stem
Link to key concepts and key
skills
'What was it like ...?'
Enquiry
'What were the effects ...?'
Causation
'What was it like in/for
...?'
Features of societies
'Why do we remember ...?'
Causation
History Progression: PoS & End of Year Expectations (Year 6)
'Why was ...
So important to the ...
people?'
Features of societies
'Does ...tell us the truth about
...?'
Interpretations
'What were the
differences ...?'
Change
'Why do people disagree
about ...?'
Interpretations
'How did life change...?'
Change
'Was ... a hero/ villain as
portrayed?'
Interpretations