Intent

The teaching of history at TGMS combines the acquisition of knowledge with the development of historical enquiry skills; this instils a curiosity in our children to want to learn about the past and to have the skills required to explore their own interests. Pupils use a range of data, sources and artefacts to better understand the past. There are many opportunities for the curriculum to be enriched and depth to be added to the children’s understanding of historical themes, through historical visits, events and visitors.

Our teaching of history will help pupils gain a secure knowledge and understanding of Britain’s past and that of the wider world. Teachers deploy effective planning, teaching and assessment of history to make comparisons between historical periods previously taught, developing children’s chronological knowledge and understanding from the Stone Age to the present day. We enable our children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgment. Children need to develop a sense of identity through learning about the past and we want them to know how history has shaped their own lives.

Implementation

Teachers use a variety of teaching and learning styles in their history lessons to develop pupils’ knowledge, skills and understanding in history.

At TGMS, we provide many opportunities for our children to develop their historical knowledge and skills:

• They have access to, and are able to handle artefacts
• They go on visits to museums and places of interest
• They have access to primary and secondary sources, such as books, letters, newspaper articles and photographs
• Visitors talk about personal experiences of the past
• They listen to and interact with stories from the past
• They undertake fieldwork by interviewing family and older friends about changes in their own and other people’s lives
• They use drama and dance to act out historical events
• They are shown, or use independently, resources from the internet, such as videos
• They use non-fiction books for research
• They are provided with opportunities to work independently or collaboratively, to ask as well as answer historical questions.

We recognise that there are children of differing abilities in all our classes, and so we provide suitable learning opportunities for all children. We achieve this through a range of strategies which are differentiated by expected outcomes and support from peers or adults.

Impact

Assessment in history is an ongoing process. Teachers will make informal judgements about pupil’s progress and attainment as they observe them throughout lessons and mark their work. 

At the end of each term, teachers will decide on a pupil’s level of attainment, noting which children are: 

• Working below the age-related expectations (Emerging)
• Working towards the age-related expectations (Developing)
• Working at the age-related expectations (Secure)
• Working above the age-related expectations (Above)

These judgements will be made in line with the National Curriculum. Progress is closely monitored by the subject leader and senior leadership team. Monitoring includes lesson observations, learning walks, book and planning scrutiny. Other methods that we use are pupil voice interviews, staff meetings for teacher CPD and disseminating best practices.

The findings of this monitoring will be used to inform the next steps for the children and the implementation of history across the school as a whole.