Introduction

• The policy reflects the school's values and philosophy in relation to the teaching and learning of History. It sets out a framework within which staff can operate and gives guidance on planning, teaching and assessment.
• The policy should be read in conjunction with the Programmes of Study for History in the National Curriculum, which sets out in detail what pupils will be taught.
• The policy is intended for all teaching staff who will have access to the most recent version in the staff computer area.  There will be an electronic copy available on the school website for other stakeholders.
• History is a foundation subject in the National Curriculum.

Aims

• To provide the children with the experience of History which is both valid and stimulating.
• To enable children to gain an understanding of the past, with relation to themselves, their families, their communities and the wider world, as appropriate to age, ability and aptitude.
• To encourage a lively and questioning approach to History which promotes enjoyment.
• To encourage an awareness that, though there are links between History and other subject areas, the study of the past is, in itself, a separate and important discipline.
• To develop an understanding that evidence about the past appears in different forms i.e. building and the landscape, artefacts, documents, books, electronically-stored information, people's memories.

History Curriculum

At both Key Stages 1 and 2 there are Key elements which are developed through the areas of study.

These curriculum elements are:

1. Chronological understanding.
2. Knowledge and understanding of events, people and changes in the past.
3. Historical interpretation.
4. Historical enquiry.
5. Organisation and communication.

History is taught in the reception class with reference to the Development Matters Guidance for the EYFS.  It is incorporated in the area of learning Understanding of the World- People and Communities.  Children are encouraged to reflect on past experiences in their own lives and in the lives of family members.

Planning using the History progression of skills is used to:

• set clear objectives
• ensure work is matched to pupils’ abilities, experience and interests
• ensure progression, continuity and subject coverage throughout the school.
• to incorporate other areas of the curriculum where possible and  appropriate.

Curriculum planning is reviewed annually (long-term) and is planned in more detail on a medium term (each term) and short-term (weekly) basis. Planning is the responsibility of individual teachers.

In learning History the children will have the opportunity to:

1. learn about their personal history
2. learn about their families and generations
3. learn about their community through study of journeys and homes
4. learn about ancient civilisations from Europe and the wider world
5. learn about important developments in Britain's past
6. investigate local history
7. learn about the past from a range of evidence

In order to achieve the objectives of the History Curriculum, the subject is taught either in topics or is integrated with other subjects.  Each class has its own resources including published schemes, teacher prepared materials, books, artefacts, visualisers, photographic evidence, and internet access.

Assessment

We use the level descriptors for the National Curriculum to assess children's knowledge and at the end of a unit of work the teacher makes a summary judgement of whether or not a pupil met the objectives of the unit taught. To do this we undertake both formative and summative assessment. For formative assessment we begin each topic with a KWL grid (Know, want to learn and learnt) to assess the children’s prior knowledge. The ‘want to learn’ section can inform teacher’s planning to ensure it is engaging for the children. The learnt section is to be added to at the each of each lesson to show understanding as children undertake the sequence of lessons. For summative assessment a teacher will set ‘key questions’ at the start of a new topic which will be displayed on the History display and featured on their knowledge organisers.  The sequence of lessons should contribute to answering these questions and the learning journey will be added to the working wall. These questions will then be answered as a ‘Hot task’ at the end of the topic to assess children’s knowledge from the topic. This should be compared against their ‘Know’ column on the KWL grid undertaken at the start to assess progress.  They then contribute towards the assessment of a child's progress at the end of the year. Examples of the forms of assessment may also include questioning, observation and visual evidence.

Each teacher is responsible for assessment and record-keeping in their own class.

Inclusion

In order to provide work that is appropriate to the learning experiences of the individual children it is necessary for the teacher to be aware of the statements/individual educational programmes (IEPs) and additional needs that apply to the children in her/his class.

A teacher should also be aware of current greater depth children in History in order to supply the appropriate provision in his/her class. Please refer to separate policies for Inclusion, EAL, G&T and Equality.

Teaching Assistants should be made aware of the intention of the lesson and informed of the expectations in the subject. Their role is to support children either individually or in groups.

Role of the History co-ordinator

The History coordinator should:

• Provide leadership and vision

• assist with planning and assessment of work
• monitor the standards of children's work and the quality of teaching
• develop policy in line with the national requirements and scheme of work with staff
• prepare subject development plan
• provide staff with training in form of INSET/planning activities
• specify, coordinate and order resources
• liaise with the History Subject Governor