History Progression: PoS & End of Year Expectations (Year 4)
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.
Year 4 historical study is broad – teachers must
decide which aspects to study in greater detail and
which to give a broader overview.
Pupils must study:
The Roman Empire and it’s impact on Britain: this
continues the Yr 3 study building on Arbeia unit and
includes the Romanisation of Britain, the
establishment of forts and towns including the
development of industry and commerce. Pupils must
complete a detailed study of Vindolanda. In particular
they must explore the artefacts including The
Vindolanda Tablets.
A chronological study of WWI and the way it changed
lives across Britain and western Europe.
The Viking and Anglo Saxon Struggle
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.
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.
An in-depth study of Waterloo, connections with
Sunderland and Britain and ‘Waterloo 200’
Year
4
I
Can…
Historical Knowledge
Historical Concepts
Historical Skills
I know about the history of WWI and I can describe
some past events that happened.
I can name and describe the important events that
led to the Battle of Waterloo and I can describe some
key people involved (and their lives).
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 life of a monarch
related to our theme Castles and Cathedrals and can
explain what the achieved and why they were
important (Henry VIII or a monarch after
Plantagenets).
I understand how the Romanisation of Britain
happened 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 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 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 Vindolanda Tablets and I know how to
treat artefacts carefully (conservation) and that interpreting them gives us clues to the past.
I have visited Lindisfarne and St. Peter’s and can understand how the Viking and Anglo Saxon struggles
changed the North East.
I can place events and objects in order
on a timeline, use historical terms to
divide the past into different periods of
time – I understand that the period of
the Romanisation of Britain continues
into 4th Century AD and can relate it to
other studies I have completed in Yr 3.
I can write diary entries / newspaper
articles, describing the life or lives of
historical characters and include
information about past events.
History Progression: PoS & End of Year Expectations (Year 4)
We use the “I can statements” in bold to assess whether the children are at the expected level by the end of Year 3.
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 ...
people?'
Features of societies
'Does ...tell us the truth about
...?'
Interpretations
'What were the
differences ...?'
Change
'Why do people disagree
about ...?'
Interpretations
History Progression: PoS & End of Year Expectations (Year 4)
'How did life change...?'
Change
'Was ... a hero/ villain as
portrayed?'
Interpretations