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.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
changes within living memory – where appropriate, these should be used to reveal aspects of change in national life
events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
the lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
significant historical events, people and places in their own locality
- The Great Fire of London
- The First Aeroplane Flight – Air balloons to Planes
- The Moon Landing
- Significant People in the past eg Queen Victoria – school days
- Local Study – Canals @ Devizes
Investigating and interpreting the past
Observe or handle evidence to ask questions and find answers to questions about the past.
Ask questions such as: What was it like for people? What happened? How long ago?
Use artefacts, pictures, stories, online sources and databases to find out about the past.
Identify some of the different ways the past has been represented.
Building an Overview of World History
Describe historical events.
Describe significant people from the past.
Recognise that there are reasons why people in the past acted as they did.
Place events and artefacts in order on a time line.
Label time lines with words or phrases such as: past, present, older and newer.
Recount changes that have occurred in their own lives.
Use dates where appropriate.
Use words and phrases such as: a long time ago, recently, when my parents/carers were children, years, decades and centuries to describe the passing of time.
Show an understanding of the concept of nation and a nation’s history.