Wybunbury Primary SchoolWybunbury Primary SchoolWybunbury Delves C of E Aided Primary School
Wybunbury Primary School
Wybunbury Delves 248
Wybunbury Delves 247
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History

History Curriculum Policy

Rationale

At Wybunbury Delves we aim to 'light the spark for a love of learning and of life' and believe History is a subject which offers the very best opportunities to achieve this. We adapt the SPARK approach to learning to foster and maintain children's curiosity in the world around them.

Why do we teach History?

Our past is of crucial importance because we cannot know who we are today without knowing where we came from yesterday; History allows us to do this. At Wybunbury Delves, we want our children to develop a curiosity about the past which will allow them to find out who they are as individuals, who they are as part of a society and who they are as part of the human race; a species that has lived and evolved on planet Earth for thousands of years.
We want our children to understand that History is all about people, cultures and places of the past, how we know about them and what we can learn from them. Our children will be given the opportunity to develop a coherent knowledge and understanding of Britain's past and that of the wider world. At Wybunbury, children gain the skills they need to effectively inquire about the past and how it has shaped modern Britain. They are taught to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.
The aims of History in our school are:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day
  • How people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • Know and understand significant aspects of the history of the wider world:
  • The nature of ancient civilisations
  • The expansion and dissolution of empires
  • Characteristic features of past non-European societies
  • Achievements and follies of mankind
  • Gain and deploy a historically grounded understanding of abstract terms such as 'empire', 'civilisation', 'parliament' and 'peasantry'
    Understand historical concepts such as:
  • continuity and change, cause and consequence, similarity, difference and significance and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between:
  • local, regional, national and international history
  • cultural, economic, military, political, religious and social history
  • short- and long-term timescales.

    Curriculum & School Organisation
    Coverage of History in each year group is integrated where possible into termly Study Work plans. Medium term planning is incorporated into termly holistic plans and is developed in staff Planning Journals. Planning for learning and a sample of learning outcomes can be evidenced through staff Planning Journals, smart board files, children's books and photographs. We aim to teach History as part of a broad and balanced curriculum. We seek every opportunity to develop History with cross curricular links to Maths, Literacy, Computing and Design and Technology and any other subject when suitable.

    EYFS Area: Understanding of the World
    By the end of Reception children should:
    People and Communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don't always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

    Key stage 1 and 2 History is planned from the statutory programmes of study within the National Curriculum.
    There is a link to the National Curriculum from our website.
    Teaching and learning style
    History teaching at Wybunbury Delves focuses on maintaining curiosity. In every series of lessons, we aim to give children opportunities to ask questions about the past and use primary and secondary sources to find answers. The teacher must also ensure children understand the reliability of the sources they are using and take into consideration the possibility of bias.

    History is linked to study work topics where possible. However, where links might be considered tenuous, it will be taught as a discrete subject. Where work is cross curricular, children may experience History through:

  • Enquiry based research
  • Use of data — statistics, graphs, pictures and photographs
  • Computing to gather research or present information
  • Role play
  • Problem solving
  • Outdoor education and visits
  • Literacy and Numeracy lessons
  • Links to other subjects
  • Current affairs

    The learning environment
    The learning environment is of great importance at Wybunbury Delves. History resource area and work in classrooms will:

  • Promote and maintain curiosity;
  • Provide a stimulus for the history focus being taught and learned;
  • Create safe investigative environments for children to explore history, pose questions and find answers;
  • Provide access to the resources necessary for children to question, enquire, analyse and discover;
  • Provide an interactive learning focus to engage children with History;
  • Celebrate pupils' learning and achievements and showcase the Science taking place in school.

    Curriculum enhancement opportunities
    School visits with links to history, visitors to school, history experiences during study work theme days and whole school projects all provide further opportunities to participate in history. Spot light on History days include Remembrance Day and St. George's Day.

    Assessment, Recording and Reporting
    We currently assess children's learning at the end of a series of lessons through class teacher's judgments, AfL and an assessment task (outcomes stored in Subject Leader folders). The children are assessed as 'above expectation', 'online' or 'below expectation' and this information feeds into a termly cohort percentage grid of achievement. This information is collated annually by class teachers.

    The History Subject Leader monitors coverage, standards and progression through cohort assessment folders and cohort percentage grids, lesson observations and pupil voice. The History Subject Leader produces a curriculum review at year end and this feeds into action plans and an annual report to governors.

    Monitoring, review and evaluation
    Monitoring the standard of children's work and the quality of teaching in History is the responsibility of the History Subject Leader. The History Subject Leader is also responsible for supporting colleagues in the teaching of History, informing staff of developments in the subject and for providing a strategic lead and direction for the subject in the school.

    The History Subject Leader provides an annual curriculum review and feedback form which will be shared with Governors at the annual Curriculum meeting. The professional development needs of staff are assessed through monitoring and where necessary further training is provided. This may be Professional Development Opportunities provided internally or external courses as appropriate.

    Our Critical Friend will also be invited into school to monitor History. This may be to talk to children, observe History being taught and meet with the History subject-leader to discuss the standing of History in school. Each year the Critical Friend will complete feedback which will inform future monitoring.

    Coverage and progression is monitored by the Subject Leader. The introduction of the new curriculum in 2014 does mean there will be a four year period (2014 -2018) where standards may fluctuate.
    The History Subject Leader ensures policy is in practice and is implemented across the school.

    Resourcing
    Resources are centrally stored the Year 3 cloakroom. Resources may also be found along the history display and within classrooms. These resources are accessible to all staff when required. Teachers are responsible for collecting and returning the resources. The contents of the resource boxes are updated annually after an audit of resources, and also on an on-going basis when teachers identify need.

    Websites and Espresso can be used through the desktops and IWB in each classroom.
    Wybunbury Delves provides children with the opportunity to maintain curiosity beyond the classroom through outdoor areas, educational visits, learning log homework tasks and, wherever possible, through visitors to school.

    CPD
    The History Subject Leader attends regular courses for latest developments in History and this is shared with staff formally (staff meetings) and informally (ongoing professional dialogue). Where staff request further CPD, the Subject Leader will arrange in liaison with the head.

    Curriculum Risk Assessment
    Staff are asked to use professional judgment with regard to pupil safety in individual lessons. Where it is deemed necessary, individual lesson risk assessments will be completed. The pro forma for this is in the Subject Leader folder on the t:drive.

    Links with other subjects
    We seek every opportunity to develop history with cross curricular links to all areas of the curriculum when appropriate.

    Appendix
    Features of Progression

  • Move from using common words and phrases to describe the past to specific historical vocabulary and key vocabulary for the time period/era they are studying.
  • Children should initially have a basic chronological understanding of the historical period being studied and be able to say whether it came before or after major historical milestones (e.g. dinosaurs, birth of Christ, 20th Century inventions/discoveries such as the internet.) As children progress through school, they should be able to place the historical era they are studying in a chronological timeline (know which eras of history came before and after the era they are studying).
  • Our children will be able to describe the basic characteristics of the time period/era they are studying. This knowledge will be built upon as the children move through school so children are able to note connections, contrasts and trends over time.
  • Children should be able to ask and answer questions about the past. As our children progress through school, our children should be able to ask historically valid questions about change, cause, similarity and difference and significance.
  • Children should know how to find out about the past and eventually be able to select and organise a variety of relevant historical information
  • Children should be able to using a variety of sources to gather their information (pictures, written evidence, artefacts, primary quotes/recounts from the eras) and understand the difference between primary and secondary evidence by the end of Year 6.
  • Children should understand some of the ways in which we find out about the past and how it is represented. As children move up through school, they will be made to question the reliability of the sources they are using and make a judgement about their validity.

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