General advice regarding progression in history at Key Stage 2

This section offers some of the key indicators of progression in history which should inform your approach to the new 2014 history curriculum. We need to adopt a pragmatic approach to this complex  aspect. You could do worse than be led by the draft 2019 OFSTED framework’s comment that:
“Progress should not be defined by hitting the next data point. Rather, if learners attain within a well-sequenced, well-constructed curriculum, they are making progress.”

We all need to understand what they are in history, but much more importantly we need to be able to apply this general awareness to specific topics and year groups.  You will find the next section called specific/by concept INCREDIBLY useful.  It takes each concept from the key elements and shows how it should be developed progressively during the Key Stage.  This way you know whether the pupils are being taken as far in their historical understanding as they should be.  This is crucial as progression is one important area which might be vulnerable to cross-curricular planning.  I highly recommend that you not only follow the advice there but also print it out and keep it with your history planning. There is nothing quite like it

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