Madley Brook Primary School History Policy
Introduction
Our policy outlines the teaching, organisation and management of the History taught and
learnt at Madley Brook Primary School. It reflects the school’s values and ethos. The
implementation of the policy is the responsibility of all the teaching staff.
1. Aims
Good History teaching aims to help and equip pupils to:
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gain a coherent knowledge and understanding of Britain’s past and that of the wider
world
inspire curiosity to know more about the past
ask perceptive questions and think critically
weigh evidence, sift arguments, and develop perspective and judgement
understand their own identity and the challenges of their time.
And to understand the:
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complexity of people’s lives
process of change
diversity of societies and relationships between different groups
(Taken from the New Primary History Curriculum -Reference: DFE-00173-2013)
2. Teaching and Learning Style
Teaching time
In order to achieve the objectives of the History Curriculum, the subject is taught either as an
isolated topic or is integrated with other subjects through a half termly or termly topic and
other subjects are linked in with it.
Organisation
In lessons a variety of approaches will be used to ensure continuity and progression.
Lessons will include a blend of whole class teaching, group work and individual work.
History teaching focuses on enabling children to think as historians. We place an emphasis
on examining historical artefacts and primary sources. We encourage visitors to come into
the school and talk about their experiences of events in the past. We recognize 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.
3. History Curriculum Planning
The school uses the National Curriculum Document for History 2014 as the basis for
curriculum planning. All teachers have a copy of the National Curriculum within their
planning folders and should be familiar with its contents.
We carry out our curriculum planning in 3 phases – long, medium and short term. Long term
being a plan for the whole academic year, divided into 3 terms and outlining the History
topics to be covered each term by each year group.
Medium term is based on each of the 6 half terms and is divided into weeks. The teachers’
outline in greater detail the units to be covered. They also put a general objective/ teaching
element for that unit. It highlights the learning objective, success criteria, specific activity,
differentiation and end of lesson assessments.
History may not be explicitly taught in every term; however the History objectives should be
covered throughout the two year cycle.
Foundation Stage
History in the Foundation Stage is included in the learning areas ‘Understanding the World’
and ‘People and Communities’. Children talk about past and present events in their own
lives and in the lives of family members; they know about similarities and differences; and
they identify significant events in their own experiences.
Key Stage 1
Pupils should develop an awareness of the past, using common words and phrases relating
to the passing of time. They should know where the people and events they study fit within a
chronological framework and identify similarities and differences between ways of life in
different periods. They should use a wide vocabulary of everyday historical terms. They
should ask and answer questions, choosing and using parts of stories and other sources to
show that they know and understand key features of events. They should understand some
of the ways in which we find out about the past and identify different ways in which it is
represented.
Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of
British, local and world history, establishing clear narratives within and across the periods
they study. They should note connections, contrasts and trends over time and develop the
appropriate use of historical terms. They should regularly address and sometimes devise
historically valid questions about change, cause, similarity and difference, and significance.
They should construct informed responses that involve thoughtful selection and organisation
of relevant historical information. They should understand how our knowledge of the past is
constructed from a range of sources.
4. Assessment and Recording
Assessment will take place at three connected levels: short term, medium term and long
term. These assessments will be used to inform teaching in a continuous cycle of
planning, teaching and assessment. Short term assessments will be an informal part of
every lesson to check pupil understanding and give information, which will help teachers
to adjust day to day lesson plans.
Medium term assessments will take place after each unit from the Scheme of Work has
been completed.
Long term assessments will take place towards the end of the school year to assess and
review pupil’s progress and attainment. These assessments will be drawn from teacher
assessment and records and medium term plan assessments. This will be passed on to
the pupil’s next teacher in line with the schools non-core assessment procedure.
Assessment information is collected on the following occasions:
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At the end of a taught programme of study.
An interim report mid-year.
A written report to parents at the end of each academic year
5. Monitoring
It is the responsibility of the head teacher to establish a whole school approach, keeping
governors, parents and staff well informed, and providing necessary support and resources.
The governors are responsible for adopting the History policy and monitoring the progress of
History.
The History co-ordinator is responsible for:
 Monitoring the standards of children’s work and the quality of teaching in History.
 Supporting colleagues in the teaching of History.
 Being informed on current developments and for providing direction for the subject in
school.
 Creating an action plan yearly.
 Ensuring resources are in place for the subject to be taught effectively.
A co-ordinator’s report is given to the head teacher and governors, three times a year, in
which strengths and weaknesses are evaluated and areas for further improvement are
indicated. The co-ordinator has allocated time for reviewing children’s work and observing
teaching of History.
6. Equal Opportunities
In line with our Equal Opportunities Policy we are committed to providing a teaching
environment conducive to learning. Each child is valued, respected and challenging
regardless of race, gender, religion, social background, culture or disability.
7. Health and Safety
This policy needs to be read alongside the school’s procedures for arranging school trips
and our Health and Safety Policy.
Signed
Kirsty Ellis
Gwen Jenkins
Date