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Gilmour Infant School

Learning Together, Growing Together



Gilmour Infant School aims to provide a high-quality history education, which will enable children to develop a coherent knowledge and understanding of the history of Liverpool, Britain and the wider world. The childrens’ historical journey throughout Key Stage 1 will be stimulating and enjoyable, ensuring that they develop a genuine love for the subject. Through an engaging curriculum, we aim to inspire childrens’ curiosities about the past. Effective teaching will equip children with historical skills and knowledge, enabling them to ask questions, think critically, weigh evidence, scrutinise arguments, and improve perspective and judgement. 


Curriculum Intent

Our young historians begin their journey in the Foundation Stage, where they are provided with experiences in which enable them to develop skills of enquiry and critical thinking. By providing the children with the opportunity to discuss changes in their own lives and the lives of others, we set the foundations of chronology. This stimulates children with a curiosity to learn about lives of others beyond their living memory.

As the children progress into Key Stage 1, the foundations developed in the Early Years are built upon.  The rich culture of our city is injected into our curriculum, which in turn provides children with a sense of identity and an understanding of their own locality. We provide the children with opportunity to develop an understanding of how past events have influenced life today. The children learn about events which are significant both nationally and globally and how the achievements of individuals has had a significant impact on people in the past and the present day. We ask questions about changes which have happened in our lifetime and through a series of drama workshops, field trips and engaging lessons, our children develop a thirst for learning!


Curriculum Implementation

The starting point of the curriculum design for History is the content outlined in the National Curriculum Programme of Study. We have developed a curriculum which provides children with understanding of both local and national historical events. Foundation subjects in Gilmour are taught in two week blocks, which enables children to be fully immersed within the topic. The journey through each topic is displayed on our working walls, and revisited to ensure that key knowledge is remembered. Our medium-term plans are planned around a series of key questions. Children are provided with challenge and the progression of skills ensures that children are equipped with the skills needed to think critically, ask questions and conduct their own research. As the children progress through Early Years and KS1, their prior learning is revisited and comparisons are made. By the end of Key Stage 1, children will have an excellent understanding of chronology and be able to make links between the topics that they are taught.


Curriculum Impact

History at Gilmour Infants is assessed in a variety of ways to check children’s knowledge and understanding. Activities are planned to be accessible to all children, taking into account different abilities and learning styles. Children are encouraged to conduct research, make predictions and discuss ideas. Learning is recorded in a number of ways. For example, children express what they have learnt through art, role play, writing and drama. The children’s learning journey through each topic is displayed on working walls and recorded in Working Historically books. This provides children with an opportunity to revisit prior learning throughout the Key Stage.

We use ‘I can . . .’ assessment sheets, with statements taken directly from the National Curriculum Programmes of Study. As each unit of work is covered, we use intended learning to recognise children who are working at or beyond age related expectations. We also identify and work with children who may require extra support.

Monitoring in history includes scrutinising work books, lesson observations and learning walks. Pupil voice is considered through interviews and questionnaires. The monitoring system in place allows the History Coordinator to determine effective curriculum coverage, the quality of teaching and learning, alongside the children’s experiences and attitudes to history. This information is then used to further inform curriculum developments and provision.