(pdf) key stages 1 and 2, world around us - history

Progression Framework:The World Around Us - HistoryKey Stages 1 - 2

1

ManagingInformation

Questioning and Planning

Finding and Selecting

Using Information

Ask deeper and wider question to structure a simple historical enquiry.

Select appropriate sources of information to gain information about an aspect of the past, for example, use photographs, film, written evidence or make visits to a local museum or an interpretive centre.

Locate, sort and present information in a variety of ways including spoken and written forms, for example, drawings, photographs or ICT and digital video.

Ask and respond to questions about a topic, identifying what they know and what they need to know; and begin to plan what to do.

Use their own and other’s ideas to access a wide variety of sources of information such as pictures, photographs, artefacts, films, books, people, and multimedia to find out about people, places and events in the past.

Record and present information in a variety of appropriate ways including spoken and written forms, for example, drawings, captions, labels and phrases.

FROM By the end of Year 4 pupils can:

TOBy the end of Year 7 pupils can:

Research and Manage Information effectively to investigate history in issues within The World Around Us

This illustration should be read in conjunction with the generic skills and capabilities framework for a more detailed description.


2

Thinking, Problem Solving and Decision Making

Memory and Understanding

Developing a line of reasoning

Making Decisions and Solving Problems

Show the ability to sequence and order information about people and events in the past on simple timelines.Develop their memories by recalling and restructuring experiences and stories from the past, for example, begin to describe/retell what life was like for older people they know using a wide range of evidence, including, pictures, stories, photographs, artefacts, site visit and oral accounts.Identify and name objects and events between past and present as same/different, through the use of, for example, drawings, photographs and film and give simple reasons for change.Use words and phrases connected to the passing of time, for example, months of the year, years ago, modern/old/ grandmother’s time.

Draw simple conclusions about the past from a range of evidence, for example, oral, visual, written etc. Suggest reasons for a particular event, for example, why children had to carry gas masks.Compare/contrast things that have changed and things that have remained the same, for example, basic household furniture has remained the same but the material they were made of differed.Become aware that there were reasons/causes why people in the past acted as they did and there were also consequences of those actions.Make simple deductions/reasonable guesses about life in the past from clues found in sources, offer explanations to support the deductions and increasingly ask the question ‘How do we know?’.Begin to understand the relevance of some sources over others and give reasons for this; and select information relevant to an enquiry and comment on its usefulness.

Begin to recognise that historical characters that they encounter in stories, oral accounts etc. had more than one option.

Sequence information on more complex historical timelines showing major changes and events.Identify patterns and relationships, for example, between different features of a past society and thus begin to get a sense of period.Examine evidence, make links between possible causes and effects and draw conclusions from a range of factual information, for example, use photographs and statistical evidence about conditions in a Victorian workhouse.Compare/contrast things that have remained the same/things that have changed across and within more complex timeframes, for example, early and late Victorian child labour compared with today, or law and order in Viking times as opposed to Victorian times.Recognise that there may be different types of causes and consequences of an event or situation, for example, The Great Famine, begin to make links between the different types of causes /consequences.Use words, phrases and conventions relating to the divisions of time, for example, Victorian times, 19th century, and a more sophisticated time vocabulary related to a period of time.

Make reasoned inferences from a range of primary and secondary sources using prior learning about the topic. Consider the usefulness and reliability of all sources of information related to the enquiry and use terms, such as, interpretation or version, for example, when discriminating between fact and opinion.

Examine the decisions made by historical characters, considering their options and weighing the pros and cons, for example, a family’s decision to emigrate during the Irish famine or the Vikings decision to raid or to settle.



Show deeper historical understanding of issues within The World Around Us by thinking critically and flexibly, solving problems and making informed decisions.



3

Being Creative

Curiosity

Exploration

Flexibility

Resilience

Use imagination to explore how people acted as they did in the past and how they may have felt, for example, ‘How might Florence Nightingale have felt about her work?’ or ‘How an evacuee felt leaving home’.

Take part in role-play, including the use of, for example, story sacks or finger puppets, to act out how characters in stories may have felt.

Use all the senses to help pupils experiment with questions and ideas about people and events in the past using artefacts, stories, photographs, multimedia as stimulus or during a local history trail.

Look for clues about the past and begin to classify and make connections between them by choosing, for example, what would be the best artefacts, pictures or stories to tell us about jobs in our locality in the past/present.

Use a variety of forms of creative writing, for example, writing simple diary entries or design a leaflet to advertise a holiday in the past.

Generate different ways to ‘show what we know’ about the past, for example, a poster, diagram, collage or presentation.

Use play to experiment with the past, for example, set up a dramatic play area with old objects, clothes or equipment.

Use imagination to explore different points of view people had about events in the past, for example, Victorian mill owner, half timer or factory - reformer.

Participate in a role-play simulation to debate an issue about the local environment, for example, save our local monument or preserve a local building.

Use all the senses to explore and generate questions combining their own knowledge with a range of given sources.

Use a variety of forms of creative writing to demonstrate empathy with the past, for example, a diary account ‘My first day at the Workhouse’, devise recipes for rich or poor Victorian households or an eye-witness account of a Viking raid.

Construct their own representation of the past through the use of music, art, collage, and ICT, for example, designing a panel for a heritage centre on Child labour in Victorian Belfast.

Collect and experiment with evidence that give clues to the past, for example, select items to put into a museum shelf on Victorian schools or a time-capsule.



Demonstrate creativity and initiative when developing ideas and following them through



4

Working with Others

Learning with and from others

Roles and reponsibilities

Influencing and negotiation

Use a variety of strategies to allow children to work together to develop and use historical language, and to increase understanding, for example, structured play, class visits, role-play, games, quizzes etc.

Generate and identify appropriate historical questions to ask, for example, talking to older members of the community or visits to museums or history parks.

Share out activities and roles, for example, creating shared lists of objects from the past and comparing to the present, such as, toys, games, household objects or foods.

Report results of work or findings to the rest of the class.

Use a variety of strategies to allow children to work together to develop and use historical language, for example, shared investigations, exploratory visits, fieldwork, games, quizzes etc.

Begin to manage collaborative projects involving the sharing of information, resources, roles and co-operate with outside groups, for example, creating an oral history account, organising a Victorian school day or locate and recording information from the internet on a famous historical person;

Demonstrate skills of working in groups, (adopting roles, taking responsibility, managing disagreements), for example, running a class debate.

Explain and justify their actions, choices, methods and conclusions thus extending their use of historical language and thinking.

Make a presentation to suit the audience and the purpose of the task, for example, to the class, school, parents or visitor.



Working effectively with others



5

Self-Management

Review and Improve

Organisation

Goals and Targets

Talk about what they have learned, how the work was carried out, what the purpose was, have they achieved it and what aspects could be improved.

Talk about the way they have worked individually, in pairs or in groups, for example, how well they worked as a group, did they stay on task or get distracted?

Talk about what they enjoyed and what they found difficult.

Evaluate their work bearing the original intentions in minds.

Compare their approaches with others and identify their own strengths and weaknesses.

Compare their approach to learning in History and how it might be the same or different in different contexts.

Become more self-directed by working on their own, managing their time and working towards personal targets.



Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.


(pdf) key stages 1 and 2, world around us - history

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