Gotherington Primary School

The Lawns, Gotherington, Cheltenham, GL52 9QT

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Our School  »  Our Curriculum  »  History


Our history curriculum aims to develop historical critical thinking skills and concepts which are transferable to whatever period of history is being studied and will equip children for future learning. Developing these skills enables the children to analyse evidence and appreciate different viewpoints. These key historical skills and concepts, which are revisited throughout different units, are: Chronological Understanding, Knowledge and Interpretation, and Historical Enquiry. We aim to provide the children with a rich and diverse history curriculum, which equips them with a coherent knowledge and understanding about Britain’s past and that of the wider world.

In order for children to know more and remember more in each area of history studied, there is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision of chronology, facts, and historical understanding are built into lessons. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. At Gotherington we provide the children with a variety of memorable experiences to deepen the children’s historical understanding. Our pupils participate in many exciting opportunities, including an unforgettable WW2 evacuation on GWR railway, visits to the Ashmolean Museum’s extensive Ancient Egypt collection and exciting re-creations of events such as the Great Fire of London in the school playground.

We want to ensure children across school love their history learning, therefore encouraging them to want to continue building on this wealth of historical knowledge and understanding, now and in the future. We use a range of strategies to assess what skills and knowledge the children have attained each term including the following: Assessment against end points,  Book looks, Pupil voice, regular formative and summative assessment opportunities.