History

What is history?

History is knowledge about the past, and how we interpret it.

Our Intent at TMS in history is that children:

• understand the unique sense of place of Cornish history in a world context, whilst developing a love of history and the narrative that goes with it
• use the disciplines of history to understand and explore substantive knowledge (recognising similarities and differences, cause and consequence, continuity and change) as well as the understanding of chronology, evidence and interpretations running throughout
• understand the substantive concepts of settlement, agriculture, governance, empire, invasion, civilisation, social structure, trade, migration, religion, education, medicine, monarchy.
• use historical enquiry in to underpin/structure their learning.
• learn explicitly the knowledge which is presented on the TMS launchpads

History is implemented by:

• clear sequential learning led by the TMS launchpads
• enquiry questions, leading the unit of learning
• learning substantive knowledge through the disciplinary content
• displaying a range of recording strategies to record the learning
• the substantive knowledge and disciplinary concepts are mapped out ensuring coverage through each key stage
• ensuring that there is 30-36 hours of history learning across the year
• learning activities to support the learning are selected and designed, providing engaging activities with an appropriate level of challenge to all learners, in line with the school’s commitment to inclusion.

The impact of learning in history is assessed by:

• children being able to talk about their learning. This may be prompted by icons.
• verbal questioning throughout all learning opportunities
• children having opportunities to ‘show what you know’ in history books. This may include icons, diagrams, or any other written form
• reference to recording of learning in books and children’s ability to discuss this making a clear distinction between task and learning outcomes
• misconceptions identified  and recorded on the subsequent session’s command module
• retrieval opportunities throughout the unit of learning
• weekly retrieval opportunities outside of the history lesson
• Socrative assessments half termly (KS2)

• have an excellent knowledge of people and events form different periods of history and historical concepts
• think, reflect, debate and discuss and evaluate the past through asking questions and enquiry
• show learning confidently in a variety of ways
• are passionate and curious at the past
• understand how people can interpret the past in different ways
• draw reasoned conclusions based on the view of others and a range of sources
• carry out challenging activities which include high quality research across a rage of historical topics

• an archeologist
• a film production
• a librarian
• a researcher
• a tour guide
• a politician
• a lawyer
• a journalist
• a National Trust guide
• and much, much more!