History Progression: PoS & End of Year Expectations (Year 5)
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.
Britain’s settlement by Anglo-Saxons and Scots: an
in-depth study of Anglo-Saxon art and culture and
how it has influenced art today.
The Viking and Anglo-Saxon struggle for the Kingdom
of England to the time of Edward the Confessor: in
particular the impact on the North East of England
and the changes to Britain (changes to the kingdoms
of Mercia etc) and the related Monarchs.
the achievements of the earliest civilizations – an
overview of where and when the first civilizations
appeared and a depth study of The Indus Valley.
http://www.schoolslinks.co.uk/his16.pdf using the
QCA programme of study.
Historical Knowledge
To enhance chronological
awareness pupils should be asked
questions using the question
stem below:
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
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.
Historical Concepts
The school is a member of the Historical Association and teachers should use their resources to support
historical enquiry. http://www.history.org.uk
They should regularly address and sometimes devise historically valid questions about change, cause,
similarity and difference, and significance. Enquiry
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.
Using and analysing evidence
Presenting and communicating
Defending conclusions they have reached
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 Skills
History Progression: PoS & End of Year Expectations (Year 5)
Year
5
I
Can…
I know about the history of WWI and I can describe
some past events that happened.
I can name and describe the important events and
historical perspectives as civilisation formed in the
Indus Valley.
I can describe the changes to my school and my city,
saying what it was like before and what it is like now.
I can talk about and investigate the lives of Anglo
Saxons and Vikings can explain what they achieved
and why they were important in establishing modern
Britain (I understand how they brought art, culture
and laws).
I understand how the settlement of Britain happened
from 300AD – 1066AD and how that changed our
culture, commerce, industry and how Britain became
cosmopolitan.
I know the difference between present
and past in my own and other people's
lives and can make comparisons
describing similarities and differences.
I can place the Anglo Saxons and
Viking struggle on a timeline, use
historical terms to divide the past into
different periods of time – I understand
that the period from the 4th Century AD
to 11th Century AD changed the face
of Britain and we still have that legacy
today.
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 and discover the possible feelings of a WWI soldier in the trenches.
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 Lindisfarne Gospels, various AngloSaxon and Viking 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 have visited a Viking / Anglo-Saxon site and museum and can understand how the Viking and Anglo
Saxon struggles changed the North East.
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 5.
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
'Why was ...
So important to the ...
Features of societies
'Does ...tell us the truth about
Interpretations
History Progression: PoS & End of Year Expectations (Year 5)
people?'
...?'
'What were the
differences ...?'
Change
'Why do people disagree
about ...?'
Interpretations
'How did life change...?'
Change
'Was ... a hero/ villain as
portrayed?'
Interpretations