Evaluating the quality of history in your school involves examining curriculum breadth, teaching effectiveness, pupil engagement, and progression in historical thinking. This page outlines key indicators of high-quality history education, including enquiry-based learning, use of sources, chronological understanding, and how well pupils develop critical thinking and coherent historical narratives.
In the classroom
- The lesson follows the scheme of work and it is clear what the main historical objectives are
- The teacher is clear whether they are offering pupils a broad overview of the topic or allowing them to enquire for themselves in depth
- Use of initial stimulus material to engage pupils’ interest and hook them in
- Children are working as historians , not just collecting information about the past; they look for explanations, changes, differences in versions of the past
- Resources used are stimulating appropriate to age and abilities of the pupils and sensitive to issues of equal opportunities and
