EARLEY ST. PETER’S C of E PRIMARY SCHOOL
The aim of this policy is to:
develop children’s sense of identity through leaning about the development of Britain, Europe and the world;
to stimulate pupil’s curiosity about the past and learn that the past influences the present;
to develop an understanding and to value their own and others inheritance.
By the time they leave our school we expect our children to be able to
• describe the contribution made by people, events and developments in the recent and more distant history of Britain and other countries and make links across the periods of history studied;
• give some reasons for, and results of, main events and changes and provide explanations about why people in the past acted as they did;
• find out about the past by asking relevant questions and answering these using a range of sources of information;
• offer explanations for the different ways the past is represented and interpreted;
• use a variety of ways, using dates and historical terms, to record their knowledge and understanding of the past.
The children will leave enriched by the enthusiasm and commitment of the teaching staff.
(3) Key Points
The National Curriculum is divided into Key Stages with a different focus at each.
In Key Stage 1, history is about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British History.
In Key Stage 2, history is about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world.
Our scheme of work is closely linked to the QCA document and identifies 3 specific units of learning per year. This provides a consistent and progressive approach to teaching History from R to Year 6.
Throughout the school children learn history in subject based blocks, usually one half term unit per term, but will use other curriculum areas to enhance the topic as appropriate. The use of ICT is now essential within the history curriculum and teachers are given advice and guidance here. All teachers are familiar with the history scheme of work and have access to required resources.
For effective history across both key stages, the staff aim to consider the following elements of good classroom practice:
• clear learning objectives shared with the children
• work matched to meet individual needs
• appropriate organisation for the task
• effective classroom management
• appropriate use of resources
• good pace and use of time
• a clear focus for learning
In history there is no one right way to organise a class. At different times whole class teaching, group work or at times individual learning will be appropriate. As a staff the main criterion for choice is fitness for purpose.
How we organise our class will be determined by:
• the learning outcomes for the activity
• the children’s needs
• the teacher’s needs and level of adult support available
• the nature of the activity
• space and resources available.
All children are taught in a way that reflects the school’s teaching and learning policy, with equal opportunities for all, including these with special educational needs and the gifted and talented. Activities are carefully differentiated to allow all children access to the curriculum.
Children bring many different levels of experience and understanding of history to the classroom. Differentiated activities should build on these differences and past achievements by presenting appropriate challenges alongside high yet realistic expectations.
There are four main strategies for differentiation to consider when planning a unit of work:
• by task
- different tasks given to different groups or individuals;
- stepped tasks where each task is progressively harder;
- a main common task but with modification and extension for some children.
• by outcome
- same task to all children, but one that allows a variety of responses at different levels.
• by support
- teacher input and support
- specialist learning support i.e. TA/PSA
- other children acting as response partners
- use of technology.
• by resources
- variety of resources available: objects, pictorial and written evidence
- accessibility of all written materials.
Approaches will vary enormously, depending on the particular activity planned, the group of children in the class at any given time, and the availability of additional support.
It is essential to monitor progression of children within history. The progression that we aim to see will be demonstrated by:
• asking and answering more complex questions;
• making links and connections between different areas of learning;
• recognising patterns and categorising;
• understanding more abstract concepts;
• providing more reasoned explanations;
• understanding what is more and less important;
• appreciating the relevance of learning;
• using a greater depth and range of historical knowledge to back up judgements;
• becoming independent in learning.
Learning outcomes in each unit of work covered show how children can demonstrate what they have learnt within each unit. Children will be assessed at the end of each unit with an assessment piece built into the scheme of work. This work will be marked against given statements which determine the level of the work produced. A copy of a more able, an average and a less able piece of work should then be given to the co-ordinator to file in the portfolio.
The portfolio will then become part of the monitoring system to ensure progression is happening throughout the school.
Monitoring is to be carried out by reviewing plans and evaluations, observing teaching and learning, scrutiny of work and discussion with the children.
Resources are managed by the history co-ordinator with the help of the teaching staff. Resources are updated and added to on a regular basis, either at the end of a unit of work or in the term prior to. The history co-ordinator consults staff where and when necessary.
New and exciting resources are readily available and it is important to keep up to date. In considering choices, teachers must ask the following questions:
• Are the resources attractive and able to motivate children?
• Do they encourage further research and historical enquiry?
• Do they meet the requirement of the National Curriculum?
There is also the importance and validity of display as a classroom/school resource:
• as a starting point
• as an information board to be added to as the unit progresses
• as a means of displaying examples of quality pieces of children’s work
• as a point of stimulating historical enquiry and excitement for learning.
(ix) Links with ICT
ICT allows children to organise and communicate historical information, to investigate sources which otherwise would be difficult to manage and organise in the classroom.
ICT opportunities are as follows:
• CDRoms to research and select information relevant to a particular unit of study
• Internet research – websites
• Word-processing program to produce newspaper headlines and stories about past events
These in turn help children’s learning in history:
• by enhancing historical enquiry skills
• by providing access to a range of information sources, many of which are unavailable in any other form
• by supporting the understanding of historical patterns and processes
(x) PHSE and Citizenship
There are many opportunities in history teaching to contribute to PHSE and citizenship education:
• developing confidence and responsibility and making the most of children’s abilities
• preparing to play an active role as a citizen
• developing good relationships and respecting the difference between people