| Children can: | |
| a | Look at more than two accounts of the same historical event and identify differences. |
| b | Be able to explain some of the reasons why two accounts of the same event may be different. |
| c | Know that people int the past represent events or ideas in a way that may be to persuade others (including propaganda). |
Year 5 – History
Historical Interpretations - Core Skills
YEAR 5 - Examples of 'Expected' in the core skill of - Historical Investigations
Historical Investigations - Core Skills
| Children can: | |
| Plan: | |
| a | Use a wide range of different evidence to collect information about the past and select relevant sections of information to address historically valid questions and construct detailed, informed responses. (Such as ceramics, pictures, documents, printed sources, posters, online material, pictures, photographs, artefacts, historic statues, figures, sculptures, historic sites). |
| b | Investigate their own lines of enquiry by posing historically valid questions to answer. |
YEAR 5 - Examples of 'Expected' in the core skill of - Chronological Understanding
Chronological Understanding - Core Skills
| Children can: | |
| a | Order an increasing number of significant events, movements and dates on a timeline using dates and terms accurately. |
| b | Understand and describe in some detail the main changes to an aspect in a period in history. |
| c | Understand how some historical events/periods occurred concurrently in different locations, e.g. Indus Valley and Ancient Egypt. |
Knowledge and Understanding of Events, People and Changes in the Past - Core Skills
| Children can: | |
| a | Identify and note connections, contrasts and trends over time in the everyday lives of people. |
| b | Use appropriate historical terms such as culture, religious, social, economic and political when describing the past. |
| c | Examine causes and results of great events and the impact these had on people. |
Presenting, Organising and Communicating - Core Skills
| Children can: | |
| a | Know and show a good understanding of historical vocabulary including abstract terms such as democracy, civilisation, social, political, economic, cultural, religious. |
| b | Present, communicate and organise ideas about from the past using detailed discussions and debates and different genres of writing such as myths, instructions, accounts, diaries, letters, information/travel guides, posters, news reports. |
| c | Plan and present a self-directed project or research about the studied period. |
