When developing our history curriculum, we ensured that there is a clear progression in both substantive knowledge (what pupils know about the past) and disciplinary knowledge (how pupils work as historians).

Building Historical Concepts Across the Key Stages

EYFS → Developing the concept of the past

Children begin by understanding that:

• The past is different from today.
• Stories, photographs and older people can tell us about the past.
• People have different experiences and roles.

This creates the foundation for all future historical learning, because pupils first learn that there is a distinction between "then" and "now".

KS1 → Understanding change and significance

In Years 1 and 2 pupils move beyond simply recognising the past to:

• Understanding that people can bring about change (explorers, queens, Florence Nightingale, Mary Seacole).
• Exploring significant events (Great Fire of London).
• Seeing how aspects of life have changed over time (toys, holidays).

Historical concepts developed:

• Change and continuity
• Historical significance
• Cause and consequence (introduced through the Great Fire)
• Chronology through sequencing events

Pupils start recognising that events and individuals from the past still influence life today.

2. Building a Strong Chronological Framework

Year 3

The curriculum broadens into national and world history:

• Stone Age → Bronze Age → Iron Age
• Ancient Egypt
• Local history

Children now place periods over thousands of years and learn:

• BC
• AD
• Century
• Prehistoric

This is the first formal chronological framework pupils use.

Year 4

Pupils develop chronology further by studying:

• Romans
• Anglo-Saxons
• Vikings
• Shang Dynasty

Here they begin placing multiple civilisations alongside one another and understanding overlap and succession.

Historical concepts strengthened:

• Chronology
• Cause and consequence
• Legacy

For example: Romans → Anglo-Saxons → Vikings creates a clear narrative of Britain through time.

Year 5

Pupils compare:

• Benin
• Anglo-Saxon society
• Norman Britain
• Victorian Britain

Concepts developed:

• Similarity and difference
• Cultural interaction
• Diversity within history

They now compare societies rather than simply studying them.

Year 6

Pupils bring together:

• Ancient Greece
• Maya civilisation
• World War II

Most importantly they:

• Make links across periods studied.
• Demonstrate secure understanding of all historical periods.

This acts as the culmination of the chronological journey begun in EYFS