At Early Years, the key knowledge progression document takes reference from the following documentation: Early Years Framework, Development Matters and Birth to 5 Matters.
At key stage 1, the key knowledge progression document takes full account of the national curriculum and groups it in the following strands:
Within living memory
Beyond living memory
Lives of significant people
At key stage 2, the knowledge progression takes full account of the national curriculum’s strands of:
Chronology, from the stone age to 1066
One study beyond 1066
Civilizations around 900AD
The strands ‘Historical enquiry’ and ‘Interpretation’ have been included to reflect the purpose of study and aims of the History NC for Key Stage 1 and 2.
Decisions made include the following:
Y3 – British history is in chronological order
Y3 – Main differences between Stone age, Bronze age and Iron Age
Y3 – Ancient Greece – strong links with the geography statements in year 3 (i.e. European country study – teaching of volcanoes and earthquakes can also be linked to the study of ancient Greece)
Y4 – British history chronology continues with the impact of the Roman Empire on Britain
Y4 – Also study overview of the first civilisations including 1 in-depth study (links could be made with the study of rivers and an ancient civilization such as the Egyptians)
Y5 – British chronology continues with the impact of the Anglo Saxons and Viking invasions (links to land use change over time in geography - there is a heavier geography content in Y5 and therefore a light history)
Y6 - British chronology continues with beyond 1066 (suggest the event chosen links with the local history study also in Y6)
Y6 –Ancient civilization from a non-European society that contrasts with British history (could link with Y6 geography on differences between developed and underdeveloped nations, economic activity and trade
Skills are dependent on specific knowledge. A skill is the capacity to perform and in order to perform a deep body of knowledge needs to be acquired and retained. These knowledge statements should be what pupils retain for ever. In other words, this knowledge is within their long-term memory and will be retained.
When considering pupils’ improvement in subject specific vocabulary, pupils could be provided with a knowledge organiser which contains the relevant words used for history for their age group.