History Policy

 

Parklands Primary School

History Policy

 

Purpose of Policy

 

History is a foundation subject in the National Curriculum. This policy will form the basis upon which we map out the statutory requirements for history at Key Stage 1 and 2. Outcomes and aims have been used from the 2014 National Curriculum. It will outline the purpose, nature and management of how history is taught and learned in our school and will inform new teachers of expectations.

 

Staff have access to the policy via the school’s server in the shared staff area. Parents requesting to see a copy of the policy can do so by making their request to the Head Teacher.

 

Aims and Outcomes

 

  • To ensure children have a secure understanding of the passing of time – chronology.
  • To ensure that pupils acquire key historical skills in relation to particular knowledge.
  • To gain secure knowledge and understanding of Britain’s past and that of the wider world.
  • To inspire pupils’ curiosity to know more about the past.
  • To equip pupils with skills to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
  • To help pupils 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.

 

History and the Primary Curriculum

 

At Parklands Primary School, our history topics are based on the revised National Curriculum, focusing on the key historical skills:

 

  • Chronological understanding
  • Characteristic features of period/society studied
  • Continuity and change
  • Cause and consequence
  • interpretation of the past
  • Significance
  • Historical enquiry
  • Connections between local, national and international history
  • Historical perspective

 

In Key Stage 2, Our history lessons have been adapted and our plans now use a BAD learning (Basic, Advanced and Deep) provision.  By moving a child through three cognitive domains or levels of understanding they will acquire increased levels of fluency, application and understanding.

 

Our lesson structure is:

 

Lesson 1 – A lesson where children can explore and examine artefacts, and develop historical questions.  External agencies are also highly recommended for this lesson to promote a further love of this subject.

 

Lessons 2, 3 and 4 – Children learn and explore three areas within the topic of study.  This is focused on the key historical skills.

 

Lesson 5 – A child led study where children will select a chosen area and will explore this in more depth using a range of sources.

 

Lesson 6 – Children will present their findings in a fabulous finale to their class or even other year groups.

 

Through planning in this child-led enquiry approach, we feel children will gain further interest and curiosity and explore their findings deeper.

 

In Key Stage 1, the history curriculum is taught through a cross-curricular approach to develop an understanding as well as knowledge of certain aspects within their own lifetime and beyond.

 

In the Foundation Stage there are seven different areas of learning and a variety of structured play and practical activities are planned to help children develop in the following areas of learning:

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design​

We teach history through this framework as an aspect of ‘understanding the world’ using themed based learning that excites the children.  ​

 

 

The role and responsibility of the subject leader

 

  • To support and guide the classroom practice of teachers and support staff
  • To ensure coverage, continuity and progression in planning
  • To monitor and evaluate the effectiveness of history teaching and to update documentation where necessary
  • To produce action plans for the School Development Plan and manage the budget allocated effectively
  • To liaise and consult with outside agencies where appropriate
  • To prepare and lead INSET
  • To attend relevant INSET training
  • To review regularly the contribution made by history to a meaningful curriculum
  • To carry out assessments to monitor progression and attainment of all pupils in history

 

Equal Opportunities and Inclusion

 

All children will be given an equal opportunity to maximise their individual potential; this is regardless of ability, gender, race, religion/beliefs, disability or talent. Activities both within and outside the classroom are planned in a way that encourages full and active participation by all children, matched to their knowledge, understanding and previous experience.

 

Equal emphasis will be given to the roles of both men and women in society, at all levels of History study. Every effort will be made to ensure that activities are equally interesting to both boys and girls. Special events like Black History Month, the Olympic Games and Remembrance Day are to be commemorated sensitively.

 

Teaching and Learning

 

Children to be given opportunities to:

 

  • Develop a sense of enquiry which encourages pupils to question and make suggestions about people, places events and facts;

 

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

 

  • 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.

 

Assessment, Recording and Reporting on Progress

 

Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work. Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations, looking at their drawings, models, diagrams, plans and written work, by photographing and recording their finished products.

 

The history leader monitors teaching and progress by:

 

  • Informal discussions with teachers, LSAs and children
  • An annual resource audit
  • Assessing work and progress including book scrutiny and selected examples from each class being analysed against a progression table
  • Observing lessons
  • Target tracker to assess learning and progression

 

Resources

 

Most resources are stored in our History Museum where children and staff are encouraged to use them in lessons and for classroom displays.  New resources are purchased when funding is made available. The History leader is responsible for completing an annual financial bid for the maintenance and development of the subject, in which new resources are highlighted.

 

Review

 

This policy is reviewed by staff and governors every three years. Parents are most welcome to request copies of this document.