Characteristics of a Historian
An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.
The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.
The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.
A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgments.
A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.
Aspirations For The Future!
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as a Historian:
Member of Parliament
For more careers, please visit First Careers.
Our pupils should be able to organise their knowledge, skills and understanding around the following learning concepts:
- Investigate and interpret the past
- Build an overview of world history
- Understand chronology
- Communicate historically
These key concepts underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Curriculum Progression- History
The impact of our curriculum is measured in terms of the extent to which pupils have developed new knowledge, understanding and skills and that they can use and recall this with fluency.
This will be measured by:
- Lesson observations and work scrutiny
- Termly testing and teacher assessments, pupil progress meetings, reporting to governors etc.
- Internal and external moderation
- Subject review, feedback and action plans
- Reporting to parents
- Pupil voice – questionnaires, pupil book reviews
- Subject Leader monitoring – Lesson visits, scrutiny of books, assessment, pupil interviews and questionnaires
- Outcomes at the end of EYFS, KS1 and KS2
- ASPIRE Awards
- Governor monitoring