Level 2

Level 3

Level 4

Level 5

Level 6

Level 7

1.1: Chronological Understanding

• Pupils show their developing understanding of chronology by their realisation that the past can be divided into different periods of time.
• Pupils show recognition of some of the similarities and differences between these periods, and their use of dates and terms.
• Pupils show knowledge and understanding of some of the main events, people and changes studied.

• Pupils show their knowledge and understanding of local, national and international history by describing some of the main events, people and periods they have studied.
• Pupils are able to identify where these fit within a chronological framework.

• Pupils show their knowledge and understanding of local, national andinternational history by describing events, people and some features of past societies and periods in the context of their developing chronological framework.

1.2: Cultural, Ethnic and Religious diversity

• They begin to recognise and describe the nature and extent of diversity.

• Pupils show their knowledge and understanding of local, national and international history by beginning to analyse the nature and extent of diversity.

• Pupils show their knowledge and understanding of local, national and international history by analysing historical diversity.

1.3: Change and Continuity

• Pupils recognise that their own lives are different from the lives of people in the past.

• Pupils are beginning to give a few reasons for, and results of, the main events and changes.

• Pupils can describe characteristic features of past societies and periods to identify change and continuity within and across different periods.

• They begin to recognise and describe the nature and extent of change and continuity.

• Pupils show their knowledge and understanding of local, national and international history by beginning to analyse the nature and extent of change and continuity within and across different periods.

• Pupils show their knowledge and understanding of local, national and international history by analysing historical change and continuity.

1.4: Cause & Consequence

• They are beginning to recognise that there are reasons why people in the past acted as they did.

• Pupils are able to identify some causes and consequences of the main events and changes.

• Pupils begin to suggest relationships between causes.

• Pupils begin to explain relationships between causes.

• Pupils show their knowledge and understanding of local, national and international history by analysing historical causation.

1.5: Significance

• They begin to recognise why some events, people and changes might be judged as more historically significant than others.

• They explore criteria for making judgments' about the historical significance of events, people and changes.

• Pupils begin to explain how the significance of events, people and changes has varied according to different perspectives.

1.6: Interpretation

• They are beginning to identify some of the different ways in which the past is represented.

• They identify some of the different ways in which the past is represented.

• They identify and describe different ways in which the past has been interpreted.

• They suggest some reasons for different interpretations of the past.

• They begin to explain how and why different interpretations of the past have arisen or been constructed.

• Pupils explain how and why different interpretations of the past have arisen or been constructed.

2.1: Historical Enquiry

• When finding answers to historical questions, they begin to use information as evidence to test hypotheses.

• They investigate historical problems and issues and begin to ask their own questions.

• They investigate historical problems and issues, asking and beginning to refine their own questions.

• They investigate historical problems and issues, asking and refining their own questions and beginning to reflect on the process undertaken.

2.2: Using Evidence

• They observe or handle sources of information to answer questions about the past on the basis of simple observations.

• They use sources of information in ways that go beyond simple observations to answer questions about the past.

• They begin to evaluate sources to establish evidence for particular enquiries.

• They evaluate sources to establish relevant evidence for particular enquiries.

• Whenestablishing the evidence for a particular enquiry, pupils consider critically issues surrounding the origin, nature and purpose of sources.

2.3: Communicating about the past

• They begin to produce structured work, making appropriate use of dates and terms.

• They select and deploy information and make appropriate use of historical terminology to support and structure their work.

• They select, organise and deploy relevant information and make appropriate use of historical terminology to produce structured work.

• They select, organise and use relevant information and make appropriate use of historical terminology to produce well-structured work.