Our History curriculum gives children opportunities to think about how things have changed over time and to reflect on the actions of people from the past. Children are encouraged to develop their skills of enquiry, thinking, investigation and presentation whilst developing their confidence and interest in the past.
- To stimulate an interest in the past.
- To develop an understanding of the concept of time.
- To increase and understand the vocabulary associated with time.
- To encourage questioning.
- To provide links with other subjects.
Knowledge, Skills and 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.
Pupils should be taught to identify different ways in which the past is represented.
- how to find out about the past from a range of sources of information (for example, stories, pictures and photographs, artefacts, the use of ICT-based sources eg/ Espresso).
- to ask and answer questions about the past.
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.
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.
- 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 2017 reviewed April 2020