How to develop pupils’ understanding of chronology at key stages 1 and 2

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Section 1: What is chronological understanding in the national curriculum and why is it important?

Since the national curriculum in history was introduced in 1991 there has been a requirement to develop pupils’ chronological understanding.

During key stage 1, children are expected to:

• be aware of terms describing the passing of time, eg before, after, a long time ago and past
• be able to place events and objects in a correct chronological order
• be aware of a past beyond living memory.

In the earlier years of key stage 2, children are expected to:

• show a developing conceptual awareness of chronology
• show a realisation that the past can be divided into periods
• start to use dates and terms to describe the past.

In the later years of key stage 2, children are expected to:

• produce structured work that makes appropriate use of dates and terms
• use dates and vocabulary such as ancient, modern, AD, BC, century and decade.

During key stage 3, pupils are expected to:

• make appropriate use of a wider range of dates and the conventions of time, to describe historical periods.

However, chronological understanding goes beyond using dates and other conventions. Pupils also need to develop a sense of period in relation to a number of key periods of history, an ability to use related concepts such as change and continuity, and an enduring knowledge and understanding of broad outlines of British, European and world history.

Chronological understanding is important because:

• it helps pupils make sense of the past
• understanding of cause and effect will be incomplete without a precise understanding of the chronology of a study unit
• chronology enables pupils to see where their current learning fits into the ‘bigger picture’ of history
• a sense of chronology helps pupils to better remember historical people, periods and events and enables them to relate these to the present day
• the national curriculum expects that pupils will have acquired some understanding of chronology by the end of key stage 2.

The remaining sections of this guidance show how you can build up pupils’ chronological understanding as they progress through key stages 1 and 2 by making explicit links and connections between the various topics covered, and by revisiting and reviewing key events, individuals, themes and concepts in a more systematic way.

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