Goffs Oak Primary School History Policy
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- Claire Jenkins
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1 Goffs Oak Primary School History Policy Aims Our aims in teaching History are that the children will: Enjoy discovering and developing a curiosity about the past in Britain and the wider world Understand how events in the past have influenced and shaped the present. Develop a chronological awareness and knowledge of significant events and people. Foster a sense of identity and an increased understanding of pupils own position in their community and the world. Develop an ability to find out about the past using a variety of evidence. Develop a range of skills and be able to draw conclusions about what happened and what people then and now think about past events. Learn how to communicate historical knowledge and understanding, orally, visually and in writing using appropriate techniques and vocabulary. Appreciate how and why some aspects of the past are subject to different interpretations and develop understanding, respect and tolerance of the values, beliefs, attitudes and actions of others. Objectives In learning history the children will: Become increasingly skilled at organising and mapping out the past, using appropriate terminology to describe it. Learn how to use a range of sources including teachers and other adults, the local environment, TV and video extracts, diagrams, books, off site centres, photographs, portraits, stories, maps, artefacts, written evidence, ICT based resources and data. Investigate significant people, events and issues from the past. Develop the ability to work in different contexts including, individually, in groups, in pairs and as a whole class. Present their knowledge and understanding in different ways such as through drama, art, models, various writing styles, timelines, sketches and maps. Be able to identify and explain that the past is different and that there are reasons for the changes. Improve their skills in other areas of the curriculum. Develop thinking skills. Gain confidence and begin to ask and investigate questions about the past. Assessment: To assess pupils progress we: Gather evidence of what individual pupils know, understand and can do in history by observing them at work, asking questions, listening to their discussions with other children and adults and marking the work they produce. Complete the foundation subject profile in July. Teachers outline the main National Curriculum objectives taught and then colour to indicate the levels of the majority of the class. The names of the children who achieve above and below these levels are recorded. This information is passed to the subject leader and onto the next teacher at the end of the year. Report annually to parents about each child s achievements and experiences and what is required for them to make further improvements. History is taught through: Adapted units from the QCA Scheme of Work. Topics have been allocated to each year group based on QCA guidance and can be seen in the long term plan in Appendix 2. Subject discrete lessons. Topic based approaches, linking it with other curriculum subjects such as, Art and Design, Design Technology and Literacy. Mantle of the Expert style of teaching and learning. Theme days. Off site educational visits.
2 School journeys. Workshops Foundation Stage: In the area of Knowledge and Understanding of the World, the children in the Foundation Stage learn about past and present events in their own lives, and in those of their families and other people they know. Resources: The topic based resources are stored in the appropriate classrooms. These include artefacts, photographs, books and ICT resources. Pictorial evidence is kept in a labelled drawer in the hall. Artefact boxes and other resources may be borrowed from the Hertfordshire Development Centre. The budget allocated to history is the responsibility of the subject leader. Purchases are made in response to the action plan, the specific requirements of teachers and to update and replace existing resources. The role of the history subject leader is to: Collate work samples across both key stages and range of ability in order to support teachers, monitor skill and content progression and to ensure that the history curriculum is being delivered. Review existing resources and purchase what is needed to deliver the curriculum, within budget restraints. Support colleagues in teaching the subject content. Monitor practice and organise lesson observations. Carry out pupil interviews to find out the thoughts and experiences of the children in history across the school. Be aware of professional development opportunities and disseminate information to staff. Write an action plan as part of the overall school improvement plan. Ensure assessment is completed to show progression and continuity. Monitor teachers' planning. September 2011
3 Appendix 1 Key Stage 1 National Curriculum Programme of Study for History Knowledge, skills and understanding Chronological understanding 1 pupils should be taught to: a place events and objects in chronological order. b use common words and phrases relating to the passing of time. Knowledge and understanding of events, people and changes in the past 2 pupils should be taught to: a recognise why people did things, why events happened and what happened as a result. b identify differences between ways of life at different times. Historical interpretation 3 Pupils should be taught to identify different ways in which the past is represented. Historical enquiry 4 Pupils should be taught: a how to find out about the past from a range of sources of information. b to ask and answer questions about the past. Organisation and communication 5 Pupils should be taught to select from their knowledge of history and communicate it in different ways. Breadth of Study 6 During the key stage, pupils should be taught the knowledge, skills and understanding through the following areas of study. a changes in their own lives and the way of life of their family or others around them. b the way of life of people in the more distant past who lived in the local area or elsewhere in Britain. c the lives of significant men, women, and children drawn from the history of Britain and the wider world. d past events from the history of Britain and the wider world.
4 Key Stage 2 National Curriculum Programme of Study for History Knowledge, skills and understanding Chronological understanding 1 pupils should be taught to: a place events, people and changes into correct periods of time. b use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade. Knowledge and understanding of events, people and changes in the past 2 pupils should be taught: a about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past. b about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and in the wider world. c to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied. d to describe and make links between the main events, situations and changes within and across the different periods and societies studied. Historical interpretation 3 Pupils should be taught: a to recognise that the past is represented and interrupted in different ways, and to give reasons for this. Historical enquiry 4 Pupils should be taught: a how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT based sources. b to ask and answer questions, and to select and record information relevant to the focus of enquiry. Organisation and communication 5 Pupils should be taught to: a recall, select and organise historical information. b use dates and historical vocabulary to describe the periods studied. c communicate their knowledge and understanding of history in a variety of ways. Breadth of Study 6 During the key stage, pupils should be taught the knowledge, skills and understanding through a local history, three British history studies, a European history study and a world wide study. Local history study 7 A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual. British History 8 In their study of British history, pupils should be taught about: a The Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times; and either Victorian Britain or Britain since b Aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and about the history of Britain in its European and wider world context, in these periods.
5 Romans, Anglo-Saxons and Vikings in Britain 9 An overview study of how British society was shaped by the movement and settlement of different peoples in the period before the Norman Conquest and an in-depth study of how British society was affected by Roman or Anglo-Saxon or Viking settlement. Britain and the wider world in Tudor times 10 study of some significant events and individuals, including Tudor monarchs, who shaped this period and of the everyday lives of men, women and children from different sections of society. Victorian Britain or Britain since Teachers can choose between a study of Victorian Britain or Britain since Victorian Britain a A study of the impact of significant individuals, events and changes in work and transport on the lives of men, women and children from different sections of society. Britain since 1930 b A study of the impact of the Second World War or social and technological changes that have taken place since 1930, on the lives of men, women and children from different sections of society. A European history study 12 A study of on the way of life, beliefs and achievements of the people living in Ancient Greece and the influence of their civilisation on the world today. A world history study 13 A study of the key features, including the everyday lives of men, women and children, of a past society selected from, Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin, or the Aztecs. Appendix 2 History Units Autumn Term Spring Term Summer Term Year 1 N/A How are our toys different from those in the past? Castles and Homes Year 2 What do we know about the Great Fire of London? Remembrance Day Transport through History What were Seaside holidays like in the past? Year 3 What can we find out about Ancient Egypt from what has survived? Who were the Ancient Greeks? How do we use Ancient Greek ideas today? Year 4 Why have people invaded and settled in Britain in the past? Vikings Why have people invaded and settled in Britain in the past? Anglo-Saxons Why have people invaded and settled in Britain in the past? Romans Year 5 How did life change in our locality in Victorian times? What was it like for children living in Victorian Britain? Why did Henry VIII marry six times? What were the differences between the lives of rich and poor people in Tudor times?
6 Year 6 What can we learn from studying the life of a famous person? John Lennon Beatles Aztecs What was it like for children living during WWII? Britain since 1948
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