History
EYFS units
Key Stage 1 units
Key Stage 2 units
| ID | Outcome | bSquareStep | bSquareStrand | Component | Outcome | KSE | Year | Age | table_order | Topics |
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | H001 | 1 | Historical Terminology | Artefacts and sources | Identify common objects and apply familiar adjectives, such as cold, shattered, blue, etc. | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 2 | H002 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Recognise that pictures convey stories by asking simple 'What...?', 'Where...?' questions | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 3 | H003 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Ask simple 'Who...?' questions | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 4 | H004 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Ask simple 'Why...?' questions | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 5 | H005 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Correctly identify pictures of characters and objects in response to questions like 'Where is (the)...?' | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 6 | H006 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Listen to stories or anecdotes from their own past | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 7 | H007 | 1 | Historical enquiry and Interpretation | Artefacts and sources | Independently examine pictures | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 68 | H068 | 1 | Cause and consequence | Events | Connect current activities with past experiences | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 69 | H069 | 1 | Cause and consequence | Events | Observe obvious changes, such as leaves changing colour | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 70 | H070 | 1 | Cause and consequence | Events | Display a basic understanding of cause and effect | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 144 | H144 | 1 | Historical Terminology | Language | Demonstrate an understanding of temporal terms like soon and earlier | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 171 | H171 | 1 | Understanding connections | Own past | Recognise clear differences between the past and present in their own lives | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 172 | H172 | 1 | British and world history | Own past | Name a place they have visited | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 173 | H173 | 1 | Understanding connections | Own past | Respond when a personal experience is mentioned | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 174 | H174 | 1 | Understanding connections | Own past | Respond to stories from their own past | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 175 | H175 | 1 | Understanding connections | Own past | React to objects from their past | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 176 | H176 | 1 | Understanding connections | Own past | Show awareness of past activities in which they were involved | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 177 | H177 | 1 | Understanding connections | Own past | Recognise their family in a video clip | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 178 | H178 | 1 | Understanding connections | Own past | Identify their family in a photograph | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 179 | H179 | 1 | Understanding connections | Own past | Examine and respond to pictures of themselves at different ages | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 185 | H185 | 1 | Understanding connections | Timelines and chronology | Identify pictures of events from the more distant past | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 186 | H186 | 1 | Understanding connections | Timelines and chronology | Recognise pictures of people from the more distant past | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 187 | H187 | 1 | Understanding connections | Timelines and chronology | Relate a current event to a previous experience, such as "it snowed before" | PRE-KS | pre-EYFS | 18m-2.5yrs | 1 | Castles and Bridges • Bienvenidos |
| 8 | H008 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Identify and simply describe the information in a photo or picture | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 9 | H009 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Demonstrate awareness of the purpose of some artefacts | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 10 | H010 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Match similar artefacts from different times, such as kitchenware or weapons | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 11 | H011 | 2 | Understanding connections | Artefacts and sources | Communicate the similarities between a new object and a familiar one | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 12 | H012 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Answer 'Who?', 'What?', or 'Where?' questions | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 13 | H013 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Identify differences when comparing photographs of a place taken long ago and more recently | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 14 | H014 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Distinguish between an old and a new object | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 15 | H015 | 2 | Historical enquiry and Interpretation | Artefacts and sources | Identify differences in photos of a person taken when they were young and older | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 71 | H071 | 2 | Cause and consequence | Events | Notice and respond to changes over time, for example, tadpoles developing into frogs | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 72 | H072 | 2 | Cause and consequence | Events | Comment on noticeable changes in their own lives | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 73 | H073 | 2 | Cause and consequence | Events | Explain simply how one day can differ from another, such as in different settings or at home | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 74 | H074 | 2 | Cause and consequence | Events | Suggest a causal connection using an appropriate conjunction when discussing a familiar topic, for example, completing a phrase verbally using a conjunction, "We ate a banana ... we were hungry" | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 75 | H075 | 2 | Cause and consequence | Events | Show awareness that some events always occur, for instance, water making paper wet | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 145 | H145 | 2 | Historical Terminology | Language | Make statements or phrases in the past tense | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 146 | H146 | 2 | Historical Terminology | Language | Use temporal language in communication, for example, 'I play tomorrow?' | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 147 | H147 | 2 | Historical Terminology | Language | Assign a day an appropriate name, even if it is incorrect | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 188 | H188 | 2 | Historical Terminology | Timelines and chronology | Describe what was seen in the afternoon | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 189 | H189 | 2 | Historical Terminology | Timelines and chronology | Describe what was observed last night | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 190 | H190 | 2 | Understanding connections | Timelines and chronology | Sequence personal events over a longer period, such as through photos | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 191 | H191 | 2 | Understanding connections | Timelines and chronology | Sequence two pictures of daily events, like "first: eat breakfast; then: go to school" | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 192 | H192 | 2 | Understanding connections | Timelines and chronology | Arrange three pictures of daily events in sequence | PRE-KS | pre-EYFS | 2.5yrs-4yrs | 2 | Castles and Bridges • Bienvenidos |
| 16 | H016 | 3 | Historical enquiry and Interpretation | Artefacts and sources | Describe some aspects of an artefact in simple terms | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 17 | H017 | 3 | Historical enquiry and Interpretation | Artefacts and sources | Identify objects as being from the past or present | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 18 | H018 | 3 | Historical enquiry and Interpretation | Artefacts and sources | Discuss information found in photographs or drawings | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 19 | H019 | 3 | Historical enquiry and Interpretation | Artefacts and sources | Find information from a secondary source, such as pictures of different fur markings on animals | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 20 | H020 | 3 | Understanding connections | Artefacts and sources | Identify differences in clothing, such as costumes from different eras | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 21 | H021 | 3 | Understanding connections | Artefacts and sources | Describe simply how an object has changed over time, like a television or clothing | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 22 | H022 | 3 | Historical enquiry and Interpretation | Artefacts and sources | Answer recall questions related to simple stories about past events or people | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 76 | H076 | 3 | Cause and consequence | Events | Provide a simple explanation for why something happened | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 77 | H077 | 3 | Cause and consequence | Events | Suggest reasons for the actions of individuals in historical stories, for example, wanting to become a king | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 78 | H078 | 3 | Cause and consequence | Events | Indicate what might change or be affected following a historical event, such as people losing homes after the Great Fire of London | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 101 | H101 | 3 | Understanding connections | People and society | Identify a similarity between their life and that of another in history | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 148 | H148 | 3 | Historical Terminology | Language | Respond correctly to time-based terms, such as 'we will do that in the evening' or 'what are we doing after dinner?' | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 149 | H149 | 3 | Historical Terminology | Language | Discuss key times of the day using simple terms | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 150 | H150 | 3 | Historical Terminology | Language | Identify several days of the week | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 151 | H151 | 3 | Historical Terminology | Language | Express ideas in longer phrases using the past tense accurately | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 180 | H180 | 3 | British and world history | Own past | Name a place they enjoy visiting - give a simple reason | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Bienvenidos |
| 181 | H181 | 3 | Historical Terminology | Own past | Explain events that happened at different times of the day, such as 'I read a book in the morning' | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Bienvenidos |
| 193 | H193 | 3 | British and world history | Timelines and chronology | Demonstrate an understanding that things have not always been like they are today | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 194 | H194 | 3 | Historical Terminology | Timelines and chronology | Discuss a personal timeline using accurate chronological terms | PRE-KS | EYFS | 4yrs-5yrs | 3 | Castles and Bridges • Bienvenidos |
| 195 | H195 | 3 | Historical Terminology | Timelines and chronology | Use vocabulary that demonstrates a sense of chronology | PRE-KS | EYFS | 4yrs-5yrs | 3 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 23 | H023 | 4 | Historical enquiry and Interpretation | Artefacts and sources | Carefully observe artefacts, describing or drawing what they see | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 24 | H024 | 4 | Historical enquiry and Interpretation | Artefacts and sources | Find basic information using a simple atlas, such as the countries in the United Kingdom | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 25 | H025 | 4 | Historical enquiry and Interpretation | Artefacts and sources | Ask simple questions to gain understanding | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 26 | H026 | 4 | Historical enquiry and Interpretation | Artefacts and sources | Find information using various sources, like reference books to name seeds or an atlas to identify countries near the sea | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 27 | H027 | 4 | Historical enquiry and Interpretation | Artefacts and sources | Answers simple questions about something about history | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 28 | H028 | 4 | Historical Terminology | Artefacts and sources | Begin to identify the main differences between old and new objects | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 29 | H029 | 4 | Historical Terminology | Artefacts and sources | Identify objects from the past, such as vinyl record or CD | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 30 | H030 | 4 | Historical Terminology | Artefacts and sources | Explain why certain objects were different in the past, eg. an iron, music systems, televisions | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 31 | H031 | 4 | Historical Terminology | Artefacts and sources | Ask and answer questions about old and new objects | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 32 | H032 | 4 | Historical Terminology | Artefacts and sources | Spot old and new things in a picture | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 33 | H033 | 4 | Historical Terminology | Artefacts and sources | Answer questions using an artefact/photograph provided | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 34 | H034 | 4 | Historical Terminology | Artefacts and sources | Give a plausible explanation about what an object was used for in the past | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 35 | H035 | 4 | Historical Terminology | Artefacts and sources | Answer questions using a range of given artefacts/photographs | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 36 | H036 | 4 | Historical Terminology | Artefacts and sources | Find out more about a famous person from the past and carry out some research on him or her | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 79 | H079 | 4 | Cause and consequence | Events | Identify simple consequences of historical actions or events | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 80 | H080 | 4 | Cause and consequence | Events | Recognise straightforward causes behind historical actions or events | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 81 | H081 | 4 | Cause and consequence | Events | Offer a reason for why something occurred | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 82 | H082 | 4 | Cause and consequence | Events | Explain clearly what an invention, discovery or milestone is | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 83 | H083 | 4 | Cause and consequence | Events | Identify a range of words related to a specific topic | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 84 | H084 | 4 | Cause and consequence | Events | Recognise that we celebrate certain events, such as bonfire night, because of what happened many years ago | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Bienvenidos |
| 85 | H085 | 4 | British and world history | Events | Identify important events in history and state some key facts about it | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 86 | H086 | 4 | Cause and consequence | Events | Talk about an important historical event that happened in the past | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Bienvenidos |
| 102 | H102 | 4 | Historical Terminology | People and society | Appreciate that some famous people have helped our lives be better today | KS1 | Y1 | 5yrs-6yrs | 4 | Munch! Crunch! |
| 103 | H103 | 4 | Historical Terminology | People and society | Understand that we have a king who rules us and that Britain has had a king or queen for many years | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges |
| 104 | H104 | 4 | Historical Terminology | People and society | Know who will succeed the current monarch and how succession works | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges |
| 105 | H105 | 4 | Historical Terminology | People and society | Explain differences between past and present in their life and that of other children from a different time in history | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges |
| 152 | H152 | 4 | Historical Terminology | Language | Incorporate historical terms when discussing an element of history | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 153 | H153 | 4 | Historical Terminology | Language | Use words and phrases like "very old" or "when mummy and daddy were little" | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 154 | H154 | 4 | Historical Terminology | Language | Use words and phrases like old, new and a long time ago | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 155 | H155 | 4 | Historical Terminology | Language | Use the words before and after correctly | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 182 | H182 | 4 | Historical Terminology | Own past | Talk about things that happened when they were little | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Bienvenidos |
| 196 | H196 | 4 | Historical Terminology | Timelines and chronology | Know that some objects belonged to the past | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 197 | H197 | 4 | Historical Terminology | Timelines and chronology | Put up to three objects in chronological order (recent history) | KS1 | Y1 | 5yrs-6yrs | 4 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 198 | H198 | 4 | Historical Terminology | Timelines and chronology | Put up to five objects/events in chronological order (recent history) | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 199 | H199 | 4 | Historical Terminology | Timelines and chronology | Explain how they have changed since they were born | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Bienvenidos |
| 200 | H200 | 4 | Historical Terminology | Timelines and chronology | Recognise that a story that is read to them may have happened a long time ago | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 201 | H201 | 4 | Historical Terminology | Timelines and chronology | Say why they think a story was set in the past | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 202 | H202 | 4 | Historical Terminology | Timelines and chronology | Retell a familiar story set in the past | KS1 | Y1 | 5yrs-6yrs | 4 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 37 | H037 | 5 | Historical Terminology | Artefacts and sources | Find out something about the past by talking to an older person | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Bienvenidos |
| 38 | H038 | 5 | Historical Terminology | Artefacts and sources | Explain why eye-witness accounts may vary | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Bienvenidos |
| 39 | H039 | 5 | Historical Terminology | Artefacts and sources | Say at least two ways they can find out about the past, for example using books and the internet | KS1 | Y2 | 6yrs-7yrs | 5 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 40 | H040 | 5 | Historical Terminology | Artefacts and sources | Answer questions by using a specific source, such as an information book | KS1 | Y2 | 6yrs-7yrs | 5 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 41 | H041 | 5 | Historical Terminology | Artefacts and sources | Research about a famous event that happens in Britain and why it has been happening for some time | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 42 | H042 | 5 | Historical Terminology | Artefacts and sources | Research about a famous event that happens somewhere else in the world and why it has been happening for some time | KS1 | Y2 | 6yrs-7yrs | 5 | Bienvenidos |
| 43 | H043 | 5 | Historical Terminology | Artefacts and sources | Research the life of a famous Briton from the past using different resources to help them | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Munch! Crunch! |
| 44 | H044 | 5 | Historical Terminology | Artefacts and sources | Research the life of someone who used to live in their area using the internet and other sources to find out about them | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 87 | H087 | 5 | Cause and consequence | Events | Recount some interesting facts from a historical event, such as where the fire of London started | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Bienvenidos |
| 88 | H088 | 5 | Cause and consequence | Events | Explain why Britain has a special history by naming some famous events and some famous people | KS1 | Y2 | 6yrs-7yrs | 5 | Romans and Celts |
| 106 | H106 | 5 | Historical Terminology | People and society | Recount the life of someone famous from Britain who lived in the past giving attention to what that person did earlier and what they did later | KS1 | Y2 | 6yrs-7yrs | 5 | Munch! Crunch! |
| 107 | H107 | 5 | Historical Terminology | People and society | Give examples of things that are different in their life from that of their grandparents when they were young | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 108 | H108 | 5 | Historical Terminology | People and society | Give examples of things that are different in their life from that of a long time ago in a specific period of history such as the Victorian times | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 109 | H109 | 5 | Historical Terminology | People and society | Explain why someone in the past acted in the way they did | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 110 | H110 | 5 | Historical Terminology | People and society | Explain what is meant by a parliament | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 111 | H111 | 5 | Historical Terminology | People and society | Explain what is meant by a democracy and why it is a good thing | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 156 | H156 | 5 | British and world history | Language | List some key facts about an important place, society or civilization in history | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 157 | H157 | 5 | Historical Terminology | Language | Describe the passage of time using simple phrases or vocabulary, like recent and modern | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 158 | H158 | 5 | Historical Terminology | Language | Use phrases and words like before, after, past, present, then and now in their historical learning | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 159 | H159 | 5 | Historical Terminology | Language | Use the words past and present correctly | KS1 | Y2 | 6yrs-7yrs | 5 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 160 | H160 | 5 | Historical Terminology | Language | Use a range of appropriate words and phrases to describe the past | KS1 | Y2 | 6yrs-7yrs | 5 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 183 | H183 | 5 | Historical Terminology | Own past | Use words and phrases like "before I was born", "when I was younger" | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 184 | H184 | 5 | Understanding connections | Own past | Explain simply how their own lives are different to those in the past | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 203 | H203 | 5 | Historical Terminology | Timelines and chronology | Try to work out how long ago an event happened | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Munch! Crunch! • Bienvenidos |
| 204 | H204 | 5 | Historical Terminology | Timelines and chronology | Sequence a set of events in chronological order and give reasons for their order | KS1 | Y2 | 6yrs-7yrs | 5 | Castles and Bridges • Romans and Celts • Bienvenidos |
| 205 | H205 | 5 | Historical Terminology | Timelines and chronology | Sequence a set of objects in chronological order and give reasons for their order | KS1 | Y2 | 6yrs-7yrs | 5 | Roar and Stomp! • Castles and Bridges • Romans and Celts • Bienvenidos |
| 206 | H206 | 5 | Historical Terminology | Timelines and chronology | Sequence events about own life | KS1 | Y2 | 6yrs-7yrs | 5 | |
| 207 | H207 | 5 | Historical Terminology | Timelines and chronology | Sequence events about the life of a famous person | KS1 | Y2 | 6yrs-7yrs | 5 | Romans and Celts |
| 45 | H045 | 6 | Historical Terminology | Artefacts and sources | Recognise the part that archaeologists have had in helping us understand more about what happened in the past | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 46 | H046 | 6 | Historical Terminology | Artefacts and sources | Use various sources of evidence to answer questions | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 47 | H047 | 6 | Historical Terminology | Artefacts and sources | Use various sources to piece together information about a period in history | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 48 | H048 | 6 | Historical Terminology | Artefacts and sources | Use specific search engines on the internet to help them find information more rapidly | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 49 | H049 | 6 | Historical Terminology | Artefacts and sources | Begin to use more than one source of information to bring together a conclusion about an historical event | KS2 | Y3 | 7yrs-8yrs | 6 | Bienvenidos |
| 50 | H050 | 6 | Historical Terminology | Artefacts and sources | Research a specific event from the past | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 51 | H051 | 6 | Historical Terminology | Artefacts and sources | Use ‘information finding’ skills to write about historical information | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 52 | H052 | 6 | Historical Terminology | Artefacts and sources | Through research, identify similarities and differences between given periods in history | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 89 | H089 | 6 | Cause and consequence | Events | Suggest why certain events happened as they did in history | KS2 | Y3 | 7yrs-8yrs | 6 | Bienvenidos |
| 90 | H090 | 7 | Understanding connections | Events | Place the region of historical significance on a world map - such as an event or civilization | KS2 | Y4 | 7yrs-8yrs | 6 | Bienvenidos |
| 91 | H091 | 6 | Cause and consequence | Events | Identify major changes or turning points within a historical period | KS2 | Y3 | 7yrs-8yrs | 6 | Bienvenidos |
| 92 | H092 | 7 | Understanding connections | Events | Demonstrate an understanding of the geographical importance of places studied | KS2 | Y3 | 7yrs-8yrs | 6 | Bienvenidos |
| 112 | H112 | 6 | Historical Terminology | People and society | Appreciate that the early Brits would not have communicated as we do or have eaten as we do | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts |
| 113 | H113 | 6 | Historical Terminology | People and society | Begin to picture what life would have been like for the early settlers | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts |
| 114 | H114 | 6 | Historical Terminology | People and society | Suggest why certain people acted as they did in history | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 115 | H115 | 6 | Historical Terminology | People and society | Realise that invaders in the past would have fought fiercely, using hand to hand combat | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts |
| 116 | H116 | 6 | Historical Terminology | People and society | Appreciate that war(s) would inevitably have brought much distress and bloodshed | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 117 | H117 | 6 | Historical Terminology | People and society | Have an appreciation that wars start for specific reasons and can last for a very long time | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 118 | H118 | 7 | Understanding connections | People and society | Describe the achievements of significant people | KS2 | Y4 | 7yrs-8yrs | 6 | Romans and Celts |
| 119 | H119 | 6 | Historical Terminology | People and society | Appreciate that invaders were often away from their homes for very long periods and would have been ‘homesick’ | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts |
| 161 | H161 | 6 | Historical Terminology | Language | Describe events and periods using the words BC, AD and ancient | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 162 | H162 | 6 | Historical Terminology | Language | Describe events and periods using the words decade and century | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 208 | H208 | 6 | Historical Terminology | Timelines and chronology | Describe events from the past using dates when things happened | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 209 | H209 | 6 | Historical Terminology | Timelines and chronology | Use a timeline within a specific time in history to set out the order things may have happened | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 210 | H210 | 6 | Historical Terminology | Timelines and chronology | Set out on a timeline, within a given period, what special events took place | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 211 | H211 | 6 | Historical Terminology | Timelines and chronology | Begin to recognise and quantify the different time periods that exist between different groups that invaded Britain | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts |
| 212 | H212 | 6 | Historical Terminology | Timelines and chronology | Use mathematical knowledge to work out how long-ago events would have happened | KS2 | Y3 | 7yrs-8yrs | 6 | Romans and Celts • Bienvenidos |
| 53 | H053 | 7 | Historical Terminology | Artefacts and sources | Research two versions of an event and say how they differ | KS2 | Y4 | 8yrs-9yrs | 7 | Bienvenidos |
| 54 | H054 | 7 | Historical Terminology | Artefacts and sources | Give more than one reason to support a historical argument | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 55 | H055 | 7 | Historical Terminology | Artefacts and sources | They research what it was like for a child in a given period from the past and use photographs and illustrations to present their findings | KS2 | Y4 | 8yrs-9yrs | 7 | Bienvenidos |
| 56 | H056 | 7 | Historical Terminology | Artefacts and sources | Communicate knowledge and understanding orally and in writing and offer points of view based upon what they have found out | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 57 | H057 | 7 | Historical Terminology | Artefacts and sources | Independently, or as part of a group, present an aspect they have researched about a given period of history using multi-media | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 93 | H093 | 7 | Cause and consequence | Events | Describe continuity and change throughout a historical period, such as how a settlement developed geographically or how a belief system remained constant | KS2 | Y4 | 8yrs-9yrs | 7 | Bienvenidos |
| 120 | H120 | 7 | Historical Terminology | People and society | Recognise that the lives of wealthy people were very different from those of poor people | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts |
| 121 | H121 | 7 | Historical Terminology | People and society | Appreciate that wealthy people would have had a very different way of living which would have impacted upon their health and education | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts |
| 122 | H122 | 7 | Historical Terminology | People and society | Appreciate that what people ate was different because of the availability of different sources of food | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 123 | H123 | 7 | Historical Terminology | People and society | Recognise that people’s way of life in the past was dictated by their work | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts |
| 124 | H124 | 7 | Historical Terminology | People and society | Know that people who lived in the past cooked and travelled differently and used different weapons from ours | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 125 | H125 | 7 | Historical Terminology | People and society | Appreciate that wars are often associated with invasion, conquering or religious differences | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 126 | H126 | 7 | Historical Terminology | People and society | Appreciate that weapons will have changed by the developments and inventions that would have occurred within a given time period | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 127 | H127 | 7 | Historical Terminology | People and society | Appreciate how items found belonging to the past help us to build up an accurate picture of how people lived in the past | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 163 | H163 | 7 | Historical Terminology | Language | Appropriately use dates when discussing historical times, events, and people | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 164 | H164 | 7 | Historical Terminology | Language | Indicate the historical period using the correct terms | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 165 | H165 | 7 | Historical Terminology | Language | Include abstract vocabulary associated with different times in relation to aspects covered, such as kingdom or dynasty | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 166 | H166 | 7 | Historical Terminology | Language | Recognise that the past is divided into different periods | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 213 | H213 | 7 | Historical Terminology | Timelines and chronology | Plot recent history on a timeline using centuries | KS2 | Y4 | 8yrs-9yrs | 7 | Bienvenidos |
| 214 | H214 | 7 | Historical Terminology | Timelines and chronology | Place periods of history on a timeline showing periods of time | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 215 | H215 | 7 | Historical Terminology | Timelines and chronology | Use mathematical skills to round up time differences into centuries and decades | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 216 | H216 | 7 | Historical Terminology | Timelines and chronology | Use mathematical skills to help work out the time differences between certain major events in history | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 217 | H217 | 7 | Historical Terminology | Timelines and chronology | Begin to build up a picture of what main events happened in Britain/ the world during different centuries | KS2 | Y4 | 8yrs-9yrs | 7 | Romans and Celts • Bienvenidos |
| 58 | H058 | 8 | Historical Terminology | Artefacts and sources | Test out a hypothesis in order to answer a question | KS2 | Y5 | 9yrs-10yrs | 8 | Bienvenidos |
| 59 | H059 | 8 | Historical Terminology | Artefacts and sources | Appreciate how historical artefacts have helped us understand more about British lives in the present and past | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts |
| 60 | H060 | 8 | Historical Terminology | Artefacts and sources | Research the life of one person who has had an influence on the way great Britain is divided into four separate countries | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts |
| 94 | H094 | 8 | Cause and consequence | Events | Describe historical events from the different period/s pupils are studying/have studied | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 95 | H095 | 8 | Cause and consequence | Events | Appreciate that significant events in history have helped shape the country we have today | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 128 | H128 | 8 | Historical Terminology | People and society | Make comparisons between historical periods; explaining things that have changed and things which have stayed the same | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 129 | H129 | 8 | Historical Terminology | People and society | Explain the role that Britain has had in spreading Christian values across the world | KS2 | Y5 | 9yrs-10yrs | 8 | |
| 130 | H130 | 8 | Historical Terminology | People and society | Begin to appreciate that parliament has made major decisions for a long period of time | KS2 | Y5 | 9yrs-10yrs | 8 | |
| 131 | H131 | 8 | Historical Terminology | People and society | Have a good understanding as to how crime and punishment has changed over the years | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts |
| 132 | H132 | 8 | Historical Terminology | People and society | Appreciate how plagues and other major events have created huge differences to the way medicines and health care was looked at | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts |
| 167 | H167 | 8 | Historical Terminology | Language | Relate known abstract terminology when studying a new historical period | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 168 | H168 | 8 | Historical Terminology | Language | Use conventional historical terminology correctly. | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 218 | H218 | 8 | Historical Terminology | Timelines and chronology | Use dates and historical language in their work | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 219 | H219 | 8 | Historical Terminology | Timelines and chronology | Draw a timeline with different time periods outlined which show different information, such as periods of history, when famous people lived, etc. | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 220 | H220 | 8 | Historical Terminology | Timelines and chronology | Create timelines which outline the development of specific features such as medicine, weaponry, transport | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 221 | H221 | 8 | Historical Terminology | Timelines and chronology | Use mathematical skills to work out exact time scales and differences | KS2 | Y5 | 9yrs-10yrs | 8 | Romans and Celts • Bienvenidos |
| 61 | H061 | 8 | Historical Terminology | Artefacts and sources | Look at two different versions and say how the author may be attempting to persuade or give a specific viewpoint | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 62 | H062 | 8 | Historical Terminology | Artefacts and sources | Suggest why there may be different interpretations of events | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 63 | H063 | 8 | Historical Terminology | Artefacts and sources | Identify and explain an understanding of propaganda | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 64 | H064 | 8 | Historical Terminology | Artefacts and sources | Describe a key event from Britain’s past using a range of evidence from different sources | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts |
| 65 | H065 | 8 | Historical Terminology | Artefacts and sources | Suggest why certain events, people and changes might be seen as more significant than others | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 66 | H066 | 8 | Historical Terminology | Artefacts and sources | Pose and answer own historical questions | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 67 | H067 | 8 | Historical Terminology | Artefacts and sources | Demonstrates an understanding of society during a period in history using artefacts to help, e.g. using findings from Sutton Hoo as evidence of a religion | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 96 | H096 | 8 | Cause and consequence | Events | Summarise the main events from a specific period in history, explaining the order in which key events happened | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 97 | H097 | 8 | Cause and consequence | Events | Describe features of historical events from past societies and periods they have studied | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 98 | H098 | 8 | Cause and consequence | Events | Recognise and describe differences/similarities and changes/ continuity between different periods of history | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 99 | H099 | 8 | Cause and consequence | Events | Suggest relationships between causes in history | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 100 | H100 | 8 | Understanding connections | Events | Describes important events during a period in history - Who was involved? Why did they act in that way? How did they affect the lives of others or history? | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 133 | H133 | 8 | Historical Terminology | People and society | Summarise how Britain has had a major influence on world history | KS2 | Y6 | 10yrs-11yrs | 9 | |
| 134 | H134 | 8 | Historical Terminology | People and society | Summarise what Britain may have learned from other countries and civilizations through time gone by and more recently | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts |
| 135 | H135 | 8 | Historical Terminology | People and society | Appreciate how Britain once had an Empire and how that has helped or hindered our relationship with a number of countries today | KS2 | Y6 | 10yrs-11yrs | 9 | |
| 136 | H136 | 8 | Historical Terminology | People and society | Trace the main events that define Britain’s journey from a mono to a multi-cultural society | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts |
| 137 | H137 | 8 | Historical Terminology | People and society | Describe features of historical people from past societies and periods they have studied | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 138 | H138 | 8 | Historical Terminology | People and society | Detail the consequences of a historical event, how it directly affected the people or society of that time, and its further impact on history | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 139 | H139 | 8 | Understanding connections | People and society | Identifies similarities and differences in an aspect or theme of history, e.g. crime and punishment | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 140 | H140 | 8 | Understanding connections | People and society | Describe the role of significant people in a period of history | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 141 | H141 | 8 | Cause and consequence | People and society | Detail the consequences of a historical event, how it directly affected the people or society of that time, and its further impact on history | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 142 | H142 | 8 | Cause and consequence | People and society | Describe the events leading up to a significant historical event and its consequences for the people of that time | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 143 | H143 | 8 | Cause and consequence | People and society | Explain how changes or technological advances affected people or events in society during a historical period, for instance, Islamic scholars using paper instead of papyrus | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts |
| 169 | H169 | 8 | Historical Terminology | Language | Include more abstract historical terms in personal narratives | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 170 | H170 | 8 | Historical Terminology | Language | Use new historical vocabulary correctly as encountered during writing tasks | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 222 | H222 | 8 | Historical Terminology | Timelines and chronology | Say where a period of history fits on a timeline | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 223 | H223 | 8 | Historical Terminology | Timelines and chronology | Place a specific event on a timeline by decade | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 224 | H224 | 8 | Historical Terminology | Timelines and chronology | Place features of historical events and people from past societies and periods in a chronological framework | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| 225 | H225 | 8 | Historical Terminology | Timelines and chronology | Appreciate that some ancient civilizations showed greater advancements than people who lived centuries after them | KS2 | Y6 | 10yrs-11yrs | 9 | Romans and Celts • Bienvenidos |
| Outcome | Component | KSE | Year | Age |