Attainment Targets: Classical Civilisation

Level 1
Pupils recognise the distinction between the ancient and modern worlds in their own and other people's lives.  They show their emerging sense of chronology by placing in a sequence a few events and objects, and by using everyday terms about the passing of time.  They are beginning to find answers to questions about the ancient world from sources of information.

Level 2
Pupils show their developing sense of chronology by using terms concerned with the passing of time, by placing in a sequence events and objects, and by making distinctions between their own lives and the ancient world. They demonstrate factual knowledge and understanding of aspects of the ancient world, including events and individuals. They are beginning to recognise that there are reasons ancient people acted as they did. They are beginning to identify some of the different ways in which the past is represented. They answer questions about the past, from sources of information, on the basis of simple observations.

Level 3
Pupils show their understanding of chronology by their increasing awareness that the ancient world can be divided into different periods of time, their recognition of some of the similarities and differences between these periods, and their use of dates and terms. They demonstrate factual knowledge and understanding of the main events, people and changes drawn from the appropriate programmes of study. They are beginning to give a few reasons for, and the results of, the main events and changes. They identify some of the different ways in which the past is represented. They find answers to questions about the past by using sources of information in ways that go beyond simple observations.

Level 4
Pupils demonstrate factual knowledge and understanding of aspects of the ancient world. They use this to describe the characteristic features of ancient societies and periods and to identify changes within and across periods. They describe some of the main events, peoples and changes. They give some reasons for, and results of, the main events and changes. They show how some aspects of the ancient world have been represented and interpreted in different ways. They are beginning to select and combine information from sources. They are beginning to produce structured work, making appropriate use of dates and terms.

Level 5
Pupils demonstrate an increasing depth of factual knowledge and understanding of aspects of the ancient world. They use this to describe and to begin to make links between features of ancient societies. They describe events, peoples and changes. They describe and make links between relevant reasons for, and results of, events and changes. They know that some events, people and changes have been interpreted in different ways, and suggest possible reasons for this. Using their knowledge and understanding, pupils are beginning to evaluate sources of information and identify those that are useful for particular tasks. They select and organise information to produce structured work, making appropriate use of dates and terms.

Level 6
Pupils use their factual knowledge and understanding of aspects of the ancient world to describe these societies and to make links between features within and across periods. They examine, and are beginning to analyse the reasons for, and results of, events and changes. Pupils describe and are beginning to explain different historical interpretations of events, people and changes. Using their knowledge and understanding, they identify and evaluate sources of information, which they use critically to reach and support conclusions. They select, organise and deploy relevant information to produce structured work, making appropriate use of dates and terms.

Level 7
Pupils make links between their outline and detailed factual knowledge and understanding of the ancient world. They use this to analyse relationships between features of a particular period or society, and to analyse reasons for, and results of, events and changes. They explain how and why different historical interpretations have been produced. Pupils are beginning to show independence in following line of enquiry, using their knowledge and understanding to identify, evaluate and use sources of information critically. They are beginning to reach substantiated conclusions independently. They select, organise and deploy relevant information to produce well structured narratives, descriptions and explanations, making appropriate use of dates and terms.

Level 8
Pupils use their outline and detailed factual knowledge and understanding of the ancient world, to analyse the relationships between events, people and changes, and between the features of past societies. Their explanations and analyses of, reasons for, and results of, events and changes are set in their wider historical context. They analyse and explain different historical interpretations, and are beginning to evaluate them. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out enquiries about historical topics, and independently reach substantiated conclusions. They select, organise and deploy relevant information to produce consistently well structured narratives, descriptions and explanations, making appropriate use of dates and terms.

Exceptional performance
Pupils use their extensive and detailed factual knowledge and understanding of .the ancient world, to analyse relationships between a wide range of events, people, ideas and changes and between the features of past societies. Their explanations and analyses of, reasons for, and results of, events and changes, are well substantiated and set in their wider historical context. They analyse links between events and developments that took place in different countries and in different periods. They make balanced judgements about the value of differing interpretations of historical events and developments in relation to their historical context. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out enquiries about historical topics and independently reach and sustain substantiated and balanced conclusions. They select, organise and deploy a wide range of relevant information to produce consistently well structured narratives, descriptions and explanations, making appropriate use of dates and terms.