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Chronological Understanding |
| is able to use everyday terms to describe the passing of time |
| is able to order some objects or events based upon their period in time |
| is beginning to recognise that the past can be divided into different periods of time |
| has used both primary and secondary sources sources of information to find out about the past |
| is able to recount some stories about of past people and events |
| is able to recount some significant historical events and he/she is beginning to understand their causes and consequences |
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Knowledge and understanding of events, people and changes in the past |
| is able to identify some ways in which modern society has benefited from the achievements of the ****** |
| has a growing/good understanding of why the people in ****** acted and lived the way they did |
| has compared our lives with those of the people in *****, suggesting reasons for the differences |
| has used both primary and secondary sources sources of information to find out about the past |
| is able to recount some stories about of past people and events |
| is able to recount some significant historical events and he/she is beginning to understand their causes and consequences |
| is beginning to understand how aspects of our everyday lives have been influenced by people and events of the past |
| knows the origin of some modern day festivals and events |
| has a growing/good understanding of what it was like to be a child during ***** |
| is beginning to understand the difference between myths, fairy tales and real historical events |
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Historical Enquiry |
| understands the importance of evidence in finding out about the past |
| recognises that historical evidence can take a range of forms |
| is beginning to understand that knowledge of the past is based upon what was left behind |
| gained a lot from our visit to ***** to find out more about the history of ***** |
| has made good use of secondary sources of information to find out about the past |
| is able to examine and discuss unfamiliar historical artefacts, suggesting ways that they might have been used |
| has used both primary and secondary sources sources of information to find out about the past |
| is beginning to understand that there is an element of speculation in much of our knowledge of the past |
Last updated: 11th April 2006
© First School Years - History Report Comments |
