What should high quality history provision include?
The use of historical skills and concepts
These should be encouraged and developed and clearly stated in the learning objectives, for example interpretation of evidence, posing relevant questions and hypotheses about historical event, understanding causation and consequences, evaluation of evidence and processes, chronological understanding – historical element must not be purely contextual.
Using ICT effectively to support learning
ICT should not be limited to videos but also needs to incorporate elements that encourage use of historical skills or introduces historical concepts, not simply knowledge transfer.
Communication and Engagement
Lessons should include engaging activities that motivate children to learn and stimulate their sense of curiosity and enquiry. Additionally, children should be provided with the opportunity for to communicate ideas, judgements and views in a variety of formats, including Speaking and Listening, writing, pictorial representation, and other medium (video, audio recording, photography).
Resorces
Children should have access to a range of research resources to support independent learning and enquiry and be encouraged to engage with and handle artefacts or use the locality, as well as using other relevant resources/evidence.
Independent learning
Children should be encourage to take ownership and responsibility for their learning through independent, enquiry-based activities and relate their historical learning to their own experiences and life.
Assessment and progression
Lessons should have clear continuity and progression of skills and knowledge development evident in planning and delivery, including an understanding of ‘Chronology’ where appropriate. There should also be clear opportunities to assess historical learning objectives, including opportunities for self-assessment.