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