Key Findings

1. The achievement of pupils is satisfactory at Key Stages 1 and 2. Pupils know about selected periods and themes, but they are often weak at linking information together to form an overall narrative or story. They are also often weak in important history skills.

2. In primary schools, there is often little assessment by teachers of pupil performance and teachers are not always clear about the standards expected; as a consequence, pupils’ progress is faltering.

3. There is not enough curriculum liaison between Key Stage 2 and Key Stage 3. Secondary schools find it difficult to know where to begin their teaching because of variations in the quality of provision in primary schools.

Key Findings

Pupils … are also often weak

in important history skills

Change moneyin the

weather

getting ready for

PE

replace a word

with a rubber

replace furniturea word in Science

e.g. ice cube to

water

Similarity and Difference

THE

N

NO

W

Change and Continuity

PAS

T

NO

W

PAS

T

Key Findings

Pupils know about selected periods

and themes, but they are often weak

at linking information together to form

an overall narrative or story.

Development of the Concept of Time

1. Distinguish between an undifferentiated

past and present

•Use simple temporal words:

•old, new, before, after, yesterday, last week

2. Appreciate generational time

•when my mummy was a little girl or my grandad

was a little boy

Development of the Concept of Time

3. Distinguish items from very different,

sizeable

and distinctive contexts

• introduction of chronological conventions -

historical

periods and vocabulary

15001509151015191520152915301539154015491550155915601569157015791580158915901599

16th century ‘Checkerboard Chart’

History Dominoes

Tudors 10th century AD Vikings 5th century BC

Century Bingo

7 14 12

18 9 3

5 8 15

Development of the Concept of Time

4. Distinguish items from a wider range of

periods

which are less distinct

• understanding of conventions - centuries, AD/BC