The problem
Trying to secure progression within your Key Stage 1 history curriculum is not always as easy as it might seem. Sometimes it feels like trying to pick up mercury with a fork. The level descriptors seem too vague to be used as precise learning objectives and the QCA schemes of work don’t always apply to your chosen approaches. Yet if we fail to build historical understanding progressively we may find pupils doing the same types of work in Spring Y2 as they did in Spring Y1. Only by planning more challenging learning objectives into the schemes of work will you prevent this from happening. But how do we do it?
The solution
In this section of the site I have broken down each of the strands (key elements) into a set of hierarchical statements which are supported with examples of what that might look like in the context of a given topic.
- Progression in chronology
- Progression in characteristic features
- Progression in cause and consequence
- Progression in interpretations
- Progression in enquiry
- Progression in organisation and communication
Attempting anything like this is fraught with danger as learning history is seldom linear and the whole notion of breaking down levels into
