History Policy

INTRODUCTION

This document is a statement of the aims, objectives and strategies for the learning and teaching of history at our school.

WHAT IS HISTORY?

We believe history to be about people in the past and how their actions have affected and shaped our lives today. This view of history is reflected in the aims and objectives we set for teaching history to our pupils. These aims are in harmony with, and give further definition to, the general school aims in relation to learning.

AIMS OF HISTORY TEACHING

To develop a critical awareness and a natural curiosity about the past and how it was similar to/different from the present and future world in which the children will live

To help children make sense of the environment in which they live and encourage them to develop a sense of identity as citizens in a local, European and world context.

T o develop an awareness that history is all around them and help children to appreciate and conserve their built and natural environment - a sense of pride in their local area.

To stimulate children's interest into finding out more about the past by developing research and enquiry skills to support their learning.

To help children understand how we find out about the past e.g. oral, written, artefacts and physical remains.

To teach children in a cross-curricular way and to foster learning through the development of language and other key skills.

To develop an understanding and respect both for people in the past and those alive today who have had or have different /similar experiences, attitudes, values beliefs and technologies.

To develop an understanding of events and issues in the context of the local, national, and wider world and the interaction between them as citizens of the global village.

To foster the development of self esteem and pride in their work as independent learners.

OBJECTIVES

We will address these aims:

By introducing our pupils to aspects of their history and cultural heritage as outlined in the Programme of study for History.

Through those things and events which are familiar to them in their own lives and the lives of their families and those around them (KS1)

Later extended to past events in their own community, country and wider world (KS2)

By introducing our pupils to key ideas and concepts of history such as:

Those specific to sequence and the passing of time e.g.

Before and After = KS1
Now /then = KS1
Older/Younger = KS1

Sequence = KS1/KS2
Past /present = KS1/KS2

Time descriptions - decade, century, ancient/modern BC/AD = KS2

Those, which are time, related e.g.

CHANGE AND CONTINUITY

Investigation in History centres on key questions such as:

What happened? When did it happen?
Where did it happen? Who was involved?

Discussion about change should be related to a simple chronological framework to begin with (lower KS1) e.g.TODAY, TODAY/YESTERDAY, THIS WEEK, and becoming more complicated as the children get older e.g. VIKING TIMES, EARLY AND LATE VICTORIANS.

We recognise the importance of timelines to achieve this end particularly at the end of KS2.

The types of questions that might be associated with continuity and change could be as follows:

(KS1)

Which of these objects do we still use today and which were used long ago?

How was Christmas celebrated when granny was your age?

(KS2)

How did the opening of the railway, canal etc affect peoples lives?

Why is the canal/railway still important even though it is no longer used for transport?

CAUSE AND CONSEQUENCE

Investigation in history is also concerned with trying to explain why things happened or have changed and also what the results or consequences have been. This involves asking questions about the factors which caused, prevented, or delayed the change.

The types of questions which might be associated with Cause and Consequence could be as follows:

(KS1)

Why are there different types of building in our school?
Why do buildings look different?

(KS2)

Why did the first settlers live close to the rivers?
Why did the Vikings leave their homelands?
Why did so many children not go to school in Victorian times?

By introducing our pupils to ideas about evidence such as:

The variety of evidence.

That the variety and volume of evidence increases as we approach modern times.

That evidence is incomplete and its survival is often a matter of chance.

We will provide opportunities for them to examine evidence e.g. objects, artefacts, photos and pictures, maps and documents.

Provide opportunities for them to realise that there is sometimes a gap /deficiency of evidence and that they may need to find the answer elsewhere.

We will develop the children's ENQUIRY skills:

Through the use of questioning:

WHAT?

What does this picture tell you?
What is similar /different about these two pictures?

WHEN?

When was the object made/drawn/written?

WHERE?

Where did the event take place?
Where did the emigrants go?

WHO?

Who might have said/written/drawn this?

WHY?

Why was it made /drawn/written?

By setting the children tasks and exposing them to experiences which will help develop their study/information finding skills.

Through the wide use of a variety of appropriate resources which provide information of clues about the past and which are suitable to the age and abilities of the pupils such as:

The pupils own experiences.

The experiences of those people known to them.

The experiences of visitors and invited guests.

The school and its grounds.

School broadcasts.

Library reference books.

History texts.

Other written documents.

Maps and atlases.

Visits to local sites and other places of history interest e.g. museums.

Use of ICT.

By encouraging the development of attitudes such as:

Empathy /tolerance/concern for others and for their environment.

Self confidence /self esteem.

Independence / knowledge of how they learn.

Co-operation.

APPROACHES

The approach to teaching history at Key stage 1 will be to integrate it strongly into normal classroom topics.

In key stage 2 the approach will be more subject led but still retaining strong cross-curricular links.

A variety of approaches will be used to cater for different learning styles - visual, auditory and kinaesthetic.

Story, Timelines, Individual/group/class projects, Classroom displays, Role play and drama, Artwork/model making/craftwork, Map work, Use of photos, ICT, Fieldwork - site and educational visits.

Excellence in history is celebrated in:

The mounting of children's work; performance in the form of feedback by the children to the rest of the class and whole school assemblies.

DIFFERENTIATION

The varying needs and abilities of the children will be catered for through tasks differing in difficulty and outcome and work will be catered for within whole class/group or individual work. Appropriate strategies will be employed for very able pupils and those with special needs.

CROSS CURRICULAR DIMENSIONS

We see history as a natural context for the development of literacy, numeracy and ICT. Teachers will identify opportunities in their planning to support the development of these skills.

FIELDWORK

We believe that fieldwork gives children an understanding that history is about real people and about places familiar to them.

In our school, the children will have opportunities for first hand exploration of the built/natural environment.

Initially this will be within the school and its grounds, but later will involve exploration outside the school in the locality and further afield.

RESOURCES

We will use a wide range of resources to provide a variety of information about the people and places being studied and which are suitable for the ages and abilities of the pupils.

These include:

The children's own experiences;
The experiences of people known to them;
The experience of visitors and invited guests;
The classroom, school and its grounds,
The children's homes;
The local environment;
The use of story, pictures, illustrations, photographs, artefacts, textbooks, library reference materials, school broadcasts, a variety of maps and atlases;
Visits to local and other sites; links with schools in other places and information technology.

HOMEWORK

Homework will be given as appropriate to the particular programme being studied and in accordance with the school policy on homework. This may take the form of finding out information, research for a written or oral presentation and extending work commenced in class.

ASSESSMENT, RECORD KEEPING & REPORTING

Assessment will be on a continuous monitoring basis involving informal techniques such as teacher observation, small group discussions and answering questions asked about tasks.

Reporting is done once a year through interviews and annually through a written report.

MONITORING / REVIEWING

We recognise the need to review our policy in the light of practice, and if problems are identified appropriate remedial action will be taken.