History Policy

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims

  • To stimulate an interest in the past.
  • To introduce pupils to what is involved in understanding and interpreting the past.
  • To understand that the present has been shaped by the past.
  • To develop an understanding of the concept of time.
  • To increase and understand the vocabulary associated with time.
  • To encourage questioning and develop investigational skills.
  • To provide natural links with other subjects.
  • To develop a sense of worth of their own heritage.
  • To develop closer links with the community.
  • To increase children’s knowledge and understanding of other countries and cultures.
  • To help pupils develop a sense of identity through learning about the development of Britain, Europe and the World.

Knowledge, Skills and Understanding

Chronological understanding

  • place events and objects in chronological order
  • use common words and phrases relating to the passing of time (for example, before, after, a long time ago, past)

Knowledge and understanding of events, people and changes in the past.

  •  recognise why people did things, why events happened and what happened
  • as a result
  • identify differences between ways of life at different times.

Historical interpretation

Pupils should be taught to identify different ways in which the past is represented.

Historical enquiry

  • how to find out about the past from a range of sources of information (for example, stories, eye-witness accounts, pictures and photographs, artifacts, historic buildings and visits to churches, the use of ICT-based sources eg/ Espresso).
  • to ask and answer questions about the past.

Assessment

Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception.The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.

 In Key Stage 1 children will be graded according to work produced, observations and discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto scholar pack.

Equal Opportunities and Inclusion

  • All children are given access to a broad and balanced History curriculum regardless of gender, ability, race or religion.
  • Provision will be made for individual needs in IEP’s.
  • Equal opportunities are provided and sessions are adapted for all children, including children with Special Educational Needs (SEND), those who are talented or gifted, children with English as an additional language (EAL) and children from different cultural backgrounds. They will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.
  • A feeling of self worth will be engendered throughout the activities.

 Enrichment/Extension activities for More Able Children

Aims

  • To recognise those children showing particular talent in History
  • To develop their motivation and self esteem
  • To have classroom activities that set challenging targets and provide opportunities for them to develop and apply their capabilities
  • To evaluate progress and adapt targets accordingly
  • To encourage self review

 Increase depth and breadth of knowledge through:

  • developing appropriate questioning skills
  • extending knowledge by using a range of reference materials including ICT
  • encouraging greater understanding of the reasons why people behaved as they did, why events happened and the consequences
  • beginning to select relevant information with initial guidance

 Health and Safety

  • All aspects of this policy and practice are carried out with regard to our health and safety procedures.
  • All relevant risk assessments should be read in conjunction with this policy.

Effective from:  November 2016               review November 2019