Working as an historian

Through completing the strand units of the history curriculum the child should be enabled to

Time and chronology

• distinguish between the past, present and future
• develop an understanding of time and chronology through comparing the relative ages of people, objects and events
• record information about people and events in the past using simple timelines
• understand and use date conventions when studying the past, including day, month and year
  year of own birth
  birth of parents and family members
  year of commencing school
  other personal dates in immediate and more distant past
• use common words and phrases associated with time
  old/new, older/newer, before/after, later/earlier, a long time ago, a very long time ago

Change and continuity

• develop an understanding of change and continuity by exploring similarities and differences between the past and the present

Cause and effect

• discuss the reasons for, and the effect of, some events and changes in the past

Using evidence

• examine and use a wider range of historical evidence, especially that which may be found in the locality or which is connected with local history
  photographs, pictures, objects, memories of older people, buildings, stories and songs, written sources, films, other media, information and communication technologies
• ask questions about a piece of evidence
• summarise information in, and make simple deductions from, a single source of evidence

Synthesis and communication

• use evidence and imagination to reconstruct elements of the past
  a game played by grandparents when they were young
  conversation between two historical characters
  appearance of an ancient rath
• communicate this understanding of the past in a variety of ways
  oral language, writing, drama, art work, modelling, other media, information and communication technologies

Empathy

• imagine and discuss the feelings and motives of people in the past.