HISTORY POLICY 2014 Web viewunderstand the methods of ... In EYFS children enjoy finding out about...

History Policy

2014

Silkstone Primary School History Policy 2014

Purpose of study

“A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.” National Curriculum 2014, DfE

Aims

Through the implementation of National Curriculum for History, and through quality first teaching and learning Silkstone Primary School aims to ensure that all pupils:

o understand that the society in which they live has been shaped by developments in the past

o know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

o learn about the roles that individuals, movements and events have played in shaping modern society

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o know and understand significant aspects of the history of the wider world, such as the nature of ancient civilisations; the expansion and dissolution of empires;

o learn to study historical evidence, while developing speculation and questioning.

o develop the ability to communicate historical knowledge and understanding, orally, visually and in writing using appropriate techniques and vocabulary

o understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

o To help pupils come to an understanding of the nature of the society in which we live in the context of past social and political developments.

o To foster a sense of identity and an increased understanding of pupils’ own positions in their own community and the world.

o To promote the skills of hypothesis, chronology, observation, evaluation, research, argument, comparison, deduction and consideration of other viewpoints.

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Teaching Guidelines

The History Curriculum is taught on a topic basis, whereby each year group is allocated specific areas of the History Curriculum [See Appendix 1].

In EYFS children enjoy finding out about past and present events in their own lives and in those of family members and other people they know. They ask questions about why things happen and how things can change over time. Children begin to explore what it means to belong to a variety of groups and communities.

A variety of teaching and learning styles is used in our history lessons. Visual, audio and kinetic learning enhances pupils’ research and enquiry. Whole-class teaching methods combine with enquiry-based group work for research and practical activities. Visits are made to local areas of relevant historical interest, and also to places further afield.

Teachers incorporate individual, pair, class and group work into lessons. Pupils are taught through discussion, practical activity, games, investigations, problem solving and recording. They use IT for research and/or recording whenever it is felt appropriate and beneficial. The teaching style and methods are varied according to the subject matter and the pupils being taught.

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Pupils use a variety of data to support their learning, such as maps, books, pictures, first and second hand evidence, photographs, and IT. Pupils take part in role-play and discussions, and they report findings to the rest of the class. They engage in a wide variety of research activities.

Planning and organisation

Curriculum planning in history consists of three types; long-term, over one school year; medium-term, over one term; and short-term, weekly.

Our long-term plan maps the history topics studied by each year during each key stage. It is developed by the history coordinator in consultation with the teachers in each year group and is closely aligned with the requirements of the National Curriculum in history.

Our medium-term plans give details of the work covered by the individual class for each term. These plans are specific to each class and the teachers identify the skills needed by their pupils and plan activities to address the needs of the class. Monitoring and evaluation ensure that pupils have complete coverage of the National Curriculum in history.

Short term planning details the lessons taught over one or two weeks. These identify specific learning objectives for the class and for each group. In some cases individual targets are also set for specific pupils.

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Wherever possible the study of history is linked with the study of other subjects. Cross-curricular links are evident in Literacy, R.E., geography, art and music.

Monitoring and assessment

History provision is monitored by the history coordinator. She ensures all members of staff have appropriate training to enable them to deliver the curriculum to the expected standard.

The coordinator will keep a portfolio of evidence. This will include samples of children’s work; photographs etc.

Teachers assess pupils continuously on an informal basis; these assessments inform the teacher of the pupil’s current achievements, and guide the teacher in planning the pupil’s future learning.

Special Educational Needs

We recognise the fact that there are pupils of widely different abilities in all classes and we use a variety of methods to ensure suitable learning opportunities for all pupils, by matching the challenge of the task to the ability of the pupil. We achieve this by:

o effective use of AfL, so that work is well matched to ability

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o setting common tasks which are open-ended and can have a variety of responses;

o grouping pupils by ability and setting different tasks to each ability group;

o providing resources of different complexity according to the ability of the pupil;

o using classroom assistants to support the work of individual pupils or groups of pupils.

o giving additional teacher input to some pupils when needed.

Ensuring Equality

At Silkstone Primary School we are committed to ensuring equality of education and opportunity for all children as described in our Single Equality Policy. We follow the necessary regulations to ensure that we take the experiences and needs of all children into account when planning for teaching, learning and pastoral support. We do not take educational inclusion and equality for granted. We constantly identify those children who may be missing out, difficult to engage, or feeling in some way to be apart from what we seek to provide.

We aim to develop a culture of inclusion and diversity in which all pupils are able to participate fully in school life and

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achieve their learning potential. We will make reasonable adjustments to ensure that barriers to learning are removed and the school environment and the History curriculum are as accessible as possible.

Learning Dispositions

We recognise that children are much more likely to thrive in their learning if they develop positive and effective learning dispositions such as:

• independence

• self-motivation

• resilience

• concentration

• communication skills

• creativity

• optimism

• risk-taking

• self-control

• cooperation/collaboration

• curiosity

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These learning dispositions are what make children ready, willing and able to learn and to know how to learn in a range of ways. The development of positive learning dispositions underpins the teaching of Geography at Silkstone Primary School.

The role of the History Coordinator is to:

o take the lead in policy development and the production of schemes of work designed to ensure progression and continuity in History throughout the school

o support colleagues in their development of effective teaching and learning in History

o take responsibility for the purchase and organisation of central resources for History

o keep up-to-date with developments in History education and disseminate information to colleagues as appropriate.

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APPENDIX 1History

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims

The national curriculum for history aims to ensure that all pupils:

know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to

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make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory’.

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Subject content

Key stage 1Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

Pupils should be taught about:

changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life [Link with topics, e.g. Toys, History of the Seaside, Christmas, School (NS)]

events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries e.g. Guy Fawkes; Remembrance Day (NS)]

the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]

significant historical events, people and places in their own locality. [E.g. Coal mining NS]

Key stage 2

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Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Year Autumn term Spring Term Summer Term3 changes in

Britain from the Stone Age to the Iron AgeExamples (non-statutory)This could include: late Neolithic

Ancient Greece – a study of Greek life and achievements and their influence on the western world

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hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture

Year Autumn term Spring Term Summer Term4

the Roman Empire and its impact on BritainThis could include: Julius Caesar’s attempted invasion in 55-54 BC the Roman Empire by AD 42 and the power of its army

Britain’s settlement by Anglo-Saxons and ScotsThis could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon

the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the ConfessorThis could include: Viking raids and invasion resistance by Alfred the Great and Athelstan, first king of England further Viking invasions and

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successful invasion by Claudius and conquest, including Hadrian’s Wall British resistance, for example, Boudica ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity

invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne

Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 106


a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066Examples (non-statutory) the changing power of monarchs using case studies such as John, Anne and Victoria changes in an aspect of social

a local history studyExamples (non-statutory) a depth study linked to one of the British areas of study listed above a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) * a study of an aspect of history or

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a significant turning point in British history, for example, the first railways or the Battle of Britain

history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day a significant turning point in British history, for example, the first railways or the Battle of Britain

a site dating from a period beyond 1066 that is significant in the locality.Huskar Pit Disaster


the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; *Ancient Egypt; The Shang Dynasty of Ancient China

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

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NB Areas highlighted Blue = selected topics.

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