Lickhill Primary School understands the need for all pupils to learn about historical events as an essential component of all subjects and as a subject in its own right. A good understanding of historical events, knowledge and conceptual understanding helps to support pupils work across the curriculum. We recognise that educational trips to historical places plays an important part in developing skills and enhances the learning outside of the classroom.
1.Aims and Objectives
1.1 The aim of history teaching at Lickhill Primary School is to stimulate the children’s interest, curiosity and understanding about the past. Through the curriculum, pupils will gain a knowledge and understanding of Britain’s past and that of the wider world. We aim to teach children a sense of chronology and through this develop a sense of identity and an awareness of the challenges of their time. Teaching should equip children to ask questions, think critically, weigh evidence and develop perspective and judgement. History teaching should help pupils to understand the complexity of pupil’s lives, the process of change, the diversity of societies and the relationship between different groups. The curriculum delivers the 5 disciplinary concepts (cause and consequence; significance; continuity and change; similarity and difference; evidence). Wherever possible, these are delivered via an enquiry approach which allows children to answer historical questions by gathering evidence.
· To foster in children an interest in the past and to develop an understanding that enables them to enjoy all that history has to offer;
· To enable children to know about significant events in British history, to appreciate how things have changed over time and understand how Britain has influenced the wider world.
· To develop a sense of chronology and understand how they fit into the framework of the past, present and future.
To know and understand how the British system of democratic government has developed and, in doing so, to contribute to a child’s citizenship education.
· To understand how Britain is part of a wider European culture and to study some aspects of European history.
· To have some knowledge and understanding of historical development in the wider world, including ancient civilisations, empires and past non-European societies.
• To help children understand society and their place within it, so that they develop a sense of their cultural heritage;
· To develop children’s skills of enquiry, investigation, analysis, evaluation and presentation.
· To ask historical questions and create their own structured accounts, including narratives and analysis.
· To gain and use historical vocabulary.
· To gain historical perspective by placing their growing knowledge into different contexts.
· To understand historical concepts such as continuity and change, cause and consequences and use them to make connections.
2. Teaching and Learning Style
2.1 We use the National Curriculum for history as the basis for our curriculum planning. History teaching focuses on enabling children to think as historians. We place an emphasis on examining historical artefacts and primary sources. In each Key Stage we give children the opportunity to visit sites of historical significance. We encourage visitors to come into the school and talk about their experiences of events in the past. We recognise and value the importance of stories in history teaching and we regard this as an important way of stimulating interest in the past. We focus on helping children understand that historical events can be interpreted in different ways and that they should always ask searching questions, such as “how do we know?”, about information they are given. We recognise the fact that in all classes there are children of widely-different abilities in history and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this by:
· Setting common tasks which are open-ended and can have a variety of responses;
· Setting tasks of increasing difficulty. Not all children complete all tasks;
· Providing resources of different complexity depending on the ability of the child;
· Giving additional support particular children: individually or in groups.
3. History Curriculum Planning
3.1 We ensure that there are opportunities for children of all abilities to develop their skills and knowledge in each unit and we build planned progression into the scheme of work so that the children are challenged as they move up through the school. We carry out curriculum planning in history in three phases (long-term, medium term and short-term). The long-term plan maps the history topics studied in each term during each Key Stage; the history subject leader works this out in conjunction with teaching colleagues in each year group and the children may study history topics in conjunction with other subjects, especially at Key Stage 1. Some topics have a particular historical focus and in Key Stage 2 we place an increasing emphasis on independent historical study. We teach the knowledge, skills and understanding set out in the National Curriculum through the corresponding programme of study. Teachers are free to use commercial planning and or their own planning as they see fit, but must ensure coverage of the curriculum and must deliver the 5 disciplinary concepts within an enquiry approach wherever possible.
In Pre-school and Reception, history is taught as an integral part of the Understanding the World work covered during the year. As the reception class is part of the Early Years Foundation Stage of the National Curriculum we relate the history 4 side of the children’s work to the objectives set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five. History makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world through activities such as exploring historical artefacts, looking and discussing pictures of famous people in history or discovering the meaning of new and old in relation to their own lives. Historical vocabulary is also introduced and developed to enable children to discuss their ideas fully.
5.The Contribution of History to Other Subjects
History contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that we use in English are historical in nature. Children develop oracy through discussing historical questions or presenting their findings to the rest of the class. They develop their writing ability by composing reports and letters and through using writing frames. Often, the class novel will link to the History topic being taught as a way of enriching the topic. Extended writing will take place in history, not just in English.
History teaching contributes to the teaching of mathematics in a variety of ways. Children learn to use numbers when developing a sense of chronology through doing activities such as time-lines. Children learn to interpret information presented in graphical or diagrammatic form, for example Roman numerals are taught in history as well as maths.
We use ICT in history teaching where appropriate and we meet the statutory requirement for children to use ICT as part of their work in history at Key Stage 2. Children might use ICT in history to enhance their skills in data handling, in presenting written work and researching information using the internet. Children may have the opportunity to use the digital camera to record and use photographic images and may communicate with other children in other schools and countries by using e-mail.
Personal, Social and Health Education (PSHE) and Citizenship
History contributes significantly to the teaching of personal, social, citizenship and health education including British Values. Children develop self-confidence by having opportunities to explain their views on a number of social questions such as how society should respond to poverty and homelessness. They discover how to be active citizens in a democratic society by learning how laws are made and changed. They learn how to recognise and challenge stereotypes and to appreciate that racism is a harmful aspect of society. They learn how society is made up of people from different cultures and start to develop tolerance and respect for others.
Spiritual, Moral, Social and Cultural Development
When teaching history, we contribute to the children’s spiritual development where possible for example, providing children with the opportunity to discuss moral questions, or what is right and wrong, when studying topics such as child labour in Victorian Britain. Children learn about the role of the church in Tudor times and they find out how British society has changed over time.
The history programme of study enables children to understand that Britain’s rich cultural heritage can be further enriched by the multi-cultural British society of today. British values of democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs are integrated into the Curriculum according to the 2011 Prevent Strategy.
6. Inclusion and the History Curriculum SEND
At Lickhill Primary School we teach history to all children whatever their ability. History forms part of the school’s curriculum policy to provide a broad and balanced education to all children. We provide learning opportunities matched to the needs of children with learning difficulties and we take into account the targets set for individual children in their Individual Provision Maps (IPMs). Teachers take account of the three principles of inclusion that are set out in the National Curriculum:
· Setting suitable learning challenges.
· Responding to the diverse learning needs of pupils.
· Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
7. Equal Opportunities
It is the responsibility of all teachers at Lickhill Primary School to ensure that children irrespective of ability, race, gender, age, faith, sexual orientation, and disability are given full access to the history curriculum and make the greatest possible progress in accordance with recent legislation. Please refer to the schools Equal Opportunities Policy.
8. Assessment and Recording
We assess children’s work in history by making informal judgements as we observe them during each history lesson. On completion of a piece of work the teacher marks the work and comments as necessary. Reports to parents are completed during the academic year when indicators are made to the individual’s progress in this area of the curriculum.
9. The role of the subject co-ordinators
1) Producing an agreed history policy and key stage plans which are compatible with the school’s overall curricular aims and which meet the statutory requirements
2) Providing advice to teachers on appropriate resources, teaching strategies and approaches to assessment
3) Developing an overview of the history curriculum in the school to ensure that pupils experience a sufficient variety of key entitlement experiences and that the subject policy is put into practice
4) Co-ordinating the purchase, organisation and storage of appropriate resources;
5) Collecting a portfolio of pupils’ work and teacher assessment in the subject to ensure consistency of standards and monitoring approaches to assessment to ensure that there are a sufficient variety of tasks
6) Assisting with the regular evaluation and monitoring of the quality of provision in the subject, participating in the identification of agreed development tasks each year and reviewing the history policy and key stage plans as appropriate;
7) Keeping abreast of recent developments in the subject, attending relevant in-service courses and participating in the planning and delivery of school-based INSET and discussions.
have sufficient resources in our school to be able to teach all the history topics. We are looking into a range of educational software, that is relevant and up to date. In the library we have a good supply of historical topic books to support the children’s individual research.