Progression in KS1 and KS2 History Lessons

The sequence of units and lessons on Developing Experts' new KS1 and KS2 History Curriculum answers the question: What does meaningful progression in primary History really look like? 

Throughout the resources, our curriculum writers show that progression is built through sequenced knowledge, connecting themes within and across units and the gradual strengthening of historical enquiry skills. 

In this article, we look at how two of our new curriculum units - Year 1 Houses and Homes and Year 3 The Stone Age - show how progression can be effectively implemented across KS1 and KS2. 

Gradually building historical understanding

Like our other curriculum resources, our Year 1 History units focus on familiar and relatable concepts; our curriculum writers have deliberately chosen topics that children will be able to explore and discuss using their own experiences. For example, our Year 1 Houses and Homes unit focuses on homes, local buildings and simple visual differences between what looks ‘old’ and what looks ‘new’. At this stage, historical enquiry includes the following: 

• Recognising differences between past and present 
• Describing visible features 
• Using simple time-related vocabulary 

Then, by the time pupils complete the Year 3 unit on The Stone Age, they learn more abstract concepts, including million-year timescales, human evolution and why evidence is so important in history. Using the same idea of timescales, chronology and evidence is one way in which DE’s lessons mark progression. 

Vocabulary progression throughout KS1 and KS2 History

A focus on vocabulary is embedded throughout the History curriculum; features such as keyword slides and AfL quizzes make sure that it is continually enhanced. In Year 1 Houses and Homes, children use everyday and foundational historical language, with words such as past, present, old and new being included. By the time they encounter Year 3 The Stone Age, vocabulary becomes more specialised, with words such as prehistoric, artefact, Neolithic and excavation. 

This progression means that pupils are using vocabulary to accurately describe history, using precise terminology to explain what we know about the past and why. 

Revisiting National Curriculum themes 

Both DE units align with the National Curriculum and approach similar historical themes, but depth is developed over time. 

For example, the theme of change and continuity is established in KS1 in Year 1 Houses and Homes. Throughout the lessons, children explore materials and design to understand how houses have changed over time. This learning is revisited and reinforced in Year 3 The Stone Age, where pupils explore how human life has changed over time and been affected by farming, settlements and technology. This shows how the concepts DE uses in lessons are increasingly developed, making sure that learning is built upon. 

Historical Enquiry, Observation and Investigation 

Historical enquiry forms the basis of DE’s KS1 and KS2 primary history curriculum. In Houses and Homes, enquiry is rooted in observation and discussion, where pupils look at images, sort, classify and answer questions. In The Stone Age in Year 3, enquiry becomes more evidence-based, and pupils do activities like investigating artefacts and debating significance (the impact of farming and the purpose of Stonehenge are examples from within the unit). Questions pupils can ask include the following: 

• How do we know this? 
• What evidence can I refer to that supports this? 
• What do other people think? 

Questions like these, which form the basis of all DE’s history lessons, show the transition from learning history to thinking historically. 

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