>knowledge<
#Name# knows the difference between the present and past in peoples lives.
#Name# can order events in #his# own life and past times.
#Name# is aware that the past can be divided into different periods of time.
#Name# has knowledge of the history of Britain and other countries.
#Name# has a good depth of understanding of Britain and other countries.
#Name# can use #his# knowledge of history to describe past societies and periods, and to see similarities with other periods.
#Name# makes use of #his# knowledge of history to analyse the relationships between events, people and changes.
#Name# makes good use of #his# historical understanding to analyse the relationships between a wide range of events, people, ideas and changes.

>analyse<
#He# uses everyday terms when talking about the passing of time
#He# demonstrates factual knowledge of the past beyond living memory
#He# understands some of the similarities and differences between periods
#He# can make links between events and changes
#He# analyses the links between events and developments

>analyse 2<
.
 and can describe the main events #he# has studied.
 and can describe features of past periods, identifying changes within the period.
 and uses dates and terms to identify them.
 and is beginning to link features of past societies.
 and is beginning to give a few reasons for main events and changes.
 and can give reasons for events and changes in a period.
 and sets reasons for events in a period within the wider historical context.

>commenting<
#Name# is beginning to recognise why people in the past acted as they did.
#Name# can recount some of the main events, people and changes from history.
#Name# can explain different historical interpretations of events.
#Name# is beginning to evaluate #his# analyse and to explain different historical interpretations.
#Name# makes balanced judgements about the value of differing interpretations in relation to their historical context.

>historical sources<
#He# is beginning to find answers to questions about the past from sources of information and
#He# can answer questions about the past on the basis of simple observations and
#He# can answer questions about the past from sources of information and
#He# can select and combine information from various sources and
#He# is beginning to evaluate sources of information, selecting those that are useful and
#He# evaluates sources of information critically to reach #his# own conclusions and
#He# can explain why there are different historical interpretations and

>critical evaluation<
 is beginning to see the different ways in which the past is represented.
 can show how the past has been interpreted in different ways.
 can suggest reasons why some events have been interpreted in different ways.
 is beginning to reach substantiated conclusions independently.
 can follow lines of enquiry on #his# own, evaluating #his# information critically.
 carries out #his# own critical enquiries about historical topics, reaching substantiated conclusions.

>conclusions<
#Name# knows and can recount some of the episodes from stories about the past and
#Name# can produce structured work, making appropriate use of dates and terms and
#Name# selects and organise #his# information clearly making appropriate use of dates and terms and
#Name#s descriptions and explanations are organised in well structured narratives using dates and terms and
#Name#s descriptions and explanations are organised in consistently well structured narratives, descriptions and explanations and

>Personal<
 has improved greatly.
 has done some excellent work this year.
 overall I am pleased.
 has obvious interest in #his# work.
 I am satisfied with #his# effort.
 I am pleased with #his# work.
 #he# has worked hard over the year.
 #he# seems to enjoy #his# work.

