Hylands Primary School

Policy for History

Our Aims
Our aim is to provide a secure and caring environment within which every child is encouraged to reach his/her potential academically, physically and socially. We will ensure that the requirements of the National Curriculum are met and that each child receives a broad and balanced education in preparation for their future.

History in our School

History fires pupils curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics and what beliefs and cultures influenced peoples actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In History, pupils find evidence, weigh it up and reach their own conclusions. To do this they need be able to research, sift through primary and secondary sources of evidence, study a variety of artefacts and argue for their point of view skills that are prized in adult life. Since History is used to make sense of time and to order human actions, it draws on ideas that children encounter in the many forms and uses of story. Indeed History can be explained to children as; Using questions and evidence to take apart and put together again real stories about the past. All children have the entitlement to access the curriculum at the appropriate level, regardless of gender, culture, race or religion. All pupils with learning difficulties should be included and supported according to their individual learning plans.

School Procedures and Rationale

During the Foundation Stage History is taught as part of the Knowledge and Understanding of the World area of the EYFS curriculum. Activities are based on firsthand experience that encourages exploration, observation, prediction, critical thinking,

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decision making and discussion. The children need opportunities that help them become aware of the changes that occur in their own life and those of their families. At Key Stage 1 children learn about peoples lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present. During Key Stage 2 children learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in their own area, Britain and other areas of the world. They look at History in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They use different sources of information to help them investigate the past both in depth and in overview, using dates and historical vocabulary to describe events, people and developments. They also learn the past can be represented and interpreted in different ways. Long term plans (Scheme of Work) are created and managed by the subject leader in compliance with the National Curriculum and any relevant LA guidelines. The plans include practical opportunities for assessment and resource guidance. Teaching staff and the subject leader are responsible for medium term plans which then inform weekly plans which are checked weekly by the Head and Deputy.

Resources
Organisation, storage, maintenance and updating of resources for history is the responsibility of the history subject leader. However, all members of staff using resources have a collective responsibility to ensure that they are looked after when used in the classroom and put back where they belong when finished with. If you find there is a shortage of History resources, please inform the subject leader. If you wish to extend the breadth of your topic and identify any additional resources to support your teaching, please check there is sufficient funding before any resources are purchased. Resources are kept in topic boxes and include DVDs, books and artefacts.

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Assessment and Record Keeping

The ongoing form of assessment in History is ongoing task assessment. This may take the form of dialogue with the pupil, observations or a recorded piece of work. Teachers will make evaluations of their teaching in line with our Assessment Policy. Question or command words such as; who, what, how, where, why, in what order, which, whether, did, can, try, find, search, could, might, research, enquire, should, choose, because, since, compare, think, remember, tell, explain, show, list, order will be used as a basis for planning and assessing learning in History. Parents will receive one written report a year relating to History and will have the opportunity to discuss their childs progress in History during their termly parents meeting if desired. For further guidance see our Assessment and Marking policies

Links to ICT
ICT is a key skill and appropriate opportunities for using ICT to support learning in History will be identified and recorded on plans in purple.

Provision for pupils with SEN/Able children/Looked After Children

Within their planning, teachers and subject leaders identify differentiated activities for the wide spectrum of ability within a class. However, if a child has been identified as having SEN, reference in planning will be made to their IEP where appropriate. Children placed on the G&T list will be offered further opportunities within class and as part of the Borough scheme.

The Every Child Matters Agenda

At Hylands Primary School we aim to promote the childrens wellbeing and enable them to develop their potential as healthy, enterprising and responsible citizens. The Every Child Matters Agenda (DfES 2004) states that every child, whatever their background or circumstances, should have the support they need to: be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing. These five outcomes are at the heart of everything we do as a school and are reinforced through

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every aspect of our curriculum lessons, events, routines, the school environment and learning experiences both in and out of school. 1. Being Healthy Hylands Primary School aims to improve our physical, emotional and mental well-being. 2. Staying Safe at Hylands Primary School we develop critical thinking skills and selfdiscipline, encouraging pupils to form and express opinions. 3. Enjoying and Achieving at Hylands Primary School we provide a rich, motivating curriculum that covers the range of pupils needs within a safe and secure learning environment. 4. Making a Positive Contribution at Hylands Primary School children contribute to school life as performers, listeners and organisers as well as being able to be a leader or supporter within group situations. 5. Achieving Economic Wellbeing At Hylands Primary School we ensure that basic skills for economic wellbeing are enhanced within a curriculum that will help pupils make the next step on their journey through life and, ultimately, into the world of work. Subject teaching offers opportunities for open-ended investigation, creativity, experimentation and teamwork as well as involving real experiences through activities beyond school, parental involvement, meeting experts from within the community, taking responsibility for events and activities and encountering challenging and unfamiliar contexts. A more detailed approach to ECM can be found in our current School Development Plan.

The History Policy is written and implemented in compliance with our overarching policies on Anti-bullying, Attendance, Behaviour and discipline, Child Protection, Equal Opportunities, Gifted and Talented, Health and Safety, Marking, Race and Equality, SEN, Teaching and Learning etc as well as the Every Child Matters agenda and the school rules.. Updated: October 2009 To be reviewed: June 2011

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