ST MARY S CATHOLIC PRIMARY SCHOOL. History Policy

Transcription

1 ST MARY S CATHOLIC PRIMARY SCHOOL Melbourn Road, Royston, Herts. SG8 7DB Telephone: Website: admin@st-marys-royston.herts.sch.uk History Policy Document Date: June 2016 Review Date: June 2019 Give your heart to everything that is good. Be a real family, warm-hearted in your care for one another.

2 Introduction History is an important Foundation Subject within the National Curriculum. It is important because it helps children develop a sense of identity and understanding of people s positions in their communities and in the world. It also helps them to see where people and events fit within the chronological framework and to identify similarities, differences and connections between ways of life in different periods. This policy outlines the current History teaching and practice at St. Mary s School and should be used alongside the Teaching and Learning Policy. At Saint Mary s we recognised that every subject encourages us to appreciate God s world. Aims At St Marys we aim to offer opportunities for the children to: Fire children s curiosity about the past in their own locality, Great and the world. Develop a range of skills; how to carry out historical enquiry using a variety of sources; Learn how to be selective and organise historical information. Investigating how and why the past is interpreted in different ways. Develop a chronologically secure knowledge and understanding of British, local and world History and develop a sense of identity from studying History. Address and devise historically valid questions about change. Cause, similarity and difference and significance. Look for similarities and differences between life today and in the past and think about how the past influences the way people think and behave today. Promote children s awareness and understanding of cultural, spiritual and moral; issues. Use appropriate vocabulary.

3 Teaching and Learning In EYFS History is covered under "understanding the world". The children learn through play experiences as well as topics and themes which are adult initiated. Children think about themselves and their past lives, families and objects of significance that are around them They are encouraged to ask questions; be inquisitive; make observations; explore objects, photographs and pictures; take part in role plays; listen to stories, poems and rhymes; compare, sort, match and sequence objects; develop their thinking and language skills. They are also encouraged to show respect and sensitivity to the feelings, cultures and beliefs of others. In Key stage 1 and 2 History is taught in line with the National Curriculum See teaching and learning policy for more information. Roles and Responsibilities Subject Co-ordinator Co-ordinate the teaching of History throughout the school Monitor the teaching and learning. Monitor standards and assessments in History through formal an informal assessment, displays, scrutinise books, children/teacher interviews, lesson observations. Organise special days for History. Check the curriculum is being implemented and there is progression and skills development throughout the school. Organise the acquisition of resources and audit for adequate resources in the school. Advise or help teachers find answers to questions or needs. Class Teacher Teach the History curriculum as agreed by the staff, plan interesting lesson in which to deliver it. Assess the teaching and learning of their class. Mark History work according to the marking policy. Organise visits out or into school Use a variety of teaching methods to accommodate different learning preferences Be inclusive to enable all children to access the curriculum.

4 Challenge the more able children. Seek training/help when necessary. Maintain resources and inform co-ordinator of gap in resources. Report to parents at parents evening and in the annual report. Appendices 1 = Resources Many different resources are used, which may include: film; photographs; books; ICT; recordings; artefact/museum/visitors in school; trips/museum visits outside of school; artwork; written sources; data; the children s own investigations. Artefacts used in school may be borrows from Museum or from private sources. 2= Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 Homes Queen- Victoria Homes Toys Peiter Bruegel Toys Seaside Seaside Year 2 Guy Fawkes - The gunpowder plot Remembrance day Florence Nightingale Local History The Great Fire of London Queen Elizabeth 1 Mary Seacole Neil Armstrong Year 3 The Romans and impact on The Romans and impact on The Anglo- Saxons and impact on The Anglo- Saxons and impact on The Vikings The Vikings

5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 4 The Victorians and the way they influenced us Local History Stone Age Iron Age Ancient Greece the early achievements of an early civilisation Ancient Greece continued Year 5 The Tudorslife, food, houses. The Spanish Armada Henry V111; the founding Church of England. The Mary Rose Galileo. Christopher Columbus Mary, Queen of Scots Mayan Civilisation Mayan Civilisation continued Year 6 A study of an aspect or theme in British History that extends knowledge beyond Battle of A study of an aspect or theme in British History that extends knowledge beyond Battle of Continued From World War 11 to present day on Great From World War 11 to present day on Great Ancient Egyptians Ancient Egyptians continued

6 3 = Health and safety Health and safety is important, particularly when working with tools, equipment and some resources. Children need to be taught to Use tools and equipment correctly Recognise hazards and risk control Risk assessment will be carried out by the History teacher or TA for activities where a risk assessment is deemed appropriate. 4 = Assessment Report annually to parents on the child s achievements and comment at parents evening. Assess using Herts Guidelines. At the time of writing this policy it is in the process of being set up. Also against teaching objectives. EYFS assess using their current assessment tools. Gather evidence of what the children know, understand and can do in History by observing them at work. Listening to and discussing with them and evaluating the work they do. This helps inform the teacher of future work. 5 = Marking See marking policy This policy has been formally adopted by the Governing Body of St Mary s Catholic Primary School. It will be reviewed by the Governors and Headteacher in conjunction with the staff two years from the date below. Signed (Chair of Governors) Date.