TILERY PRIMARY SCHOOL
Together Promoting Success
History Policy
Date agreed: …July 2012…………………..
To be reviewed: …July 2014……………….
Rationale
History is about people; it allows us to examine the ways people behave, the ways in which they
live and the things that happen to them and shows us that we belong to a rich tapestry of
humanity.
Foundation Stage
“During the Foundation Stage the children will access History through the study of Knowledge and
Understanding of the World. Within K&U the
sub-section ‘Time’ – it is how children find out about past and present events relevant to their own
lives or those of their families. Children must be supported in developing the knowledge, skills and
understanding that help them to make sense of the world.” (Knowledge and Understanding of the
World – EYFS Framework)
Key Stage One
“During key stage 1 pupils' learn about people's lives and lifestyles. They find out about significant
men, women, children and events from the recent and more distant past, including those from both
Britain and the wider world. They listen and respond to stories and use sources of information to
help them ask and answer questions. They learn how the past is different from the present.” (Key
Stage One Programme of Study, National Curriculum.)
Key Stage Two
“During key stage 2 pupils learn about significant people, events and places from both the recent
and more distant past. They learn about change and continuity in their own area, in Britain and in
other parts of the world. They look at history in a variety of ways, for example from political,
economic, technological and scientific, social, religious, cultural or aesthetic perspectives. They
use different sources of information to help them investigate the past both in depth and in
overview, using dates and historical vocabulary to describe events, people and developments.
They also learn that the past can be represented and interpreted in different ways.” (Programme of
Study, National Curriculum.)
Through the implementation of the National Curriculum in our teaching of history, we must
motivate children to be enquiring and interested in events and objects often beyond their living
memory.
These concepts are difficult for very young children to grasp, but can begin to be understood when
presented in an exciting way which relates to their own lives. As skills develop, children can
pursue more complex issues in their quest for knowledge of the past and how it affects our lives
today.
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Aims
Foundation Stage
To give all children opportunities to develop their understanding of the world effectively through:
 imaginative and enjoyable activities;
 a stimulating environment that attracts children’s interest and curiosity;
 activities based on first-hand experience that encourage exploration;
 observation, problem solving, prediction, critical thinking and discussion;
 adult support in helping children to communicate and record orally and in other ways.
By the end of the foundation stage, most children will be able to;
 find out about and identify some features of the events they observe;
 look closely at similarities, differences, patterns and change;
 ask questions about why things happen;
 find out about past and present events in their own lives and in those of their families and other
people they know.
Key Stage One
To enable children to:
 develop enquiring minds and arouse an interest in the past;
 know some of the ways in which it is different from the present;
 have practice in putting things in “time” order;
 understand how we know about the past and be able to list some Historical Sources i.e. books,
pictures, objects, places etc;.
 have experience of historic sites and museum;
 know some history about themselves, locality and the wider world, including events;
 find out about significant men, women, children and events from the recent and more distant
past, including those from both Britain and the wider world;
 begin to understand how and why things change;
 begin to plan, organise, and communicate with their peers and adults,
co-operatively and independently;
 enrich other areas of the curriculum.
Key Stage Two
To enable children to:
 learn about significant people, events and places from both the recent and more distant past;
 learn about important episodes and developments in Britain’s past;
 investigate change and continuity in the history of the locality, where they live;
 learn about ancient civilisations and history from outside Britain;
 learn about changes in everyday life over long periods of time;
 develop a sense of chronology;
 explore other key historical concepts, looking at history from political, economic, technological
and scientific, social, religious, cultural or aesthetic perspectives;
 experience of ways of finding out about the past, using widen different sources of information
to help them investigate the past both in depth and overview, using dates and historical
vocabulary to describe events, people and developments;
 learn that the past can be represented and interpreted in different ways;
 pose relevant questions and give informed answers;
 present their knowledge and findings in varied ways.
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Roles and Responsibilities
The Governing Body
The Governing Body has the overall responsibility of ensuring the National Curriculum is taught
and that the needs of all pupils, as reflected in the school’s policies and practices are met. It is the
Governing Body’s responsibility to ensure the subject leader operates effectively, that policies and
practices are communicated and implemented throughout the school, assessment procedures and
systems for monitoring and recording progress contribute to the school assessment, recording and
reporting arrangements.
Headteacher
The Headteacher has overall responsibility for the leadership and management of the school. As
the leading professional, the Headteacher should ensure the school is well managed and
organised, providing leadership and direction. In order to support teachers and other staff they
should ensure there are appropriate policies and procedures in place, resources and
accommodation are used effectively and efficiently and good relationships are fostered within the
whole school community.
Role of the Subject Leader
The role of a subject leader is to provide professional leadership and management for a subject to
secure high quality teaching, effective use of resources and improved standards of learning and
achievement for all pupils.
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A subject leader provides leadership and direction for the subject and ensures that it is
managed and organised to meet the aims and objectives of the school and the subject.
A subject leader has responsibility for securing high standards of teaching and learning in
their subject as well as playing a major role in the development of school policy and
practice.
Throughout their work, a subject leader ensures that practices improve the quality of
education provided, meet the needs and aspirations of all pupils, and raise standards of
achievement in the school.
A subject leader plays a key role in supporting, guiding and motivating teachers of the
subject, and other adults. Subject leaders evaluate the effectiveness of teaching and
learning, the subject curriculum and progress towards targets for pupils and staff, to inform
future priorities and targets for the subject. Evaluations and analysis are to be reported to
the Governors Curriculum and Community Working Party on an annual basis.
A subject leader identifies needs in their own subject, producing an annual action plan
which will be part of a school Foundation Subject Development Plan. It is important that a
subject leader has an understanding of how their subject contributes to school priorities and
to the overall education and achievement of all pupils.
Role of the Class Teacher
Class teachers will be expected to accept responsibility for an area of the curriculum as part of
their professional duties. These include:
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Planning and preparation;
Meeting the needs of all pupils;
Setting and marking of work ;
Assessing, recording and reporting on the development, progress and attainment of
pupils.
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Organisation of Teaching and Learning
Schemes of work are planned to meet the requirements of the programme of study at both Key
Stages, as set out in the guidelines of the National Curriculum. Material may be selected from
earlier or later Key Stages to enable individual pupils to progress. A cross curricular approach can
be successful depending on topics to be covered in other areas of the curriculum.
Foundation Stage will use a school topic approach, where appropriate. However history will also
be taught through story, pictures, computer programmes, videos, objects and artefacts, their
environment and buildings as well as visits of historical interest.
Key Stage 1 & 2 will address the programmes of study set out in the National Curriculum
Document through a school framework supported by Focus Key Skills (Classroom
Monitor)/LCP/QCA/DFEE units as appropriate. During the Key Stage pupils will be taught the
knowledge, skills and understanding through the areas of study set out in the ‘Breadth of study’
section of the National Curriculum Document.
Cross Curriculum Links
Literacy
The use of historical texts can enhance literacy greatly.
History provides a natural vehicle for the development of skills, which are central to the study of
literacy.
 Speaking/listening- descriptive, analytical, imaginative language
 Writing for varied purpose/audience: various genres Recount, report, instructions, explanation, persuasion and discussion
All of these examples of writing will also be interpretations of history.
 Interviewing- Question and Answer skills
 Role play activities
 Reading for information
 Observational Skills
Geography
The natural links between History and Human Geography readily overlap in many topic areas.
 Transport
 Settlement
 Migration
 Industrialisation
 Agriculture
 Urbanisation
 Population
Science
 Links with science reinforce understanding of Science and Technology of building, warfare,
transport, household artefacts, agricultural and industrial progression.
 The study of famous men and women who pushed forward the barriers of human knowledge
and understanding.
Mathematics
Pupils use mathematical skills in historical study depending upon their mathematical competence
and understanding.
 Sequencing events
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 Time lines
 Using dates to reinforce time lapses
PSHE and citizenship
Part of PSHE/citizenship involves pupils in ‘learning to understand and respect our common
humanity, diversity and differences’. History allows us to develop this understanding by:
 viewing the rich diversity of human experience over different periods of time
 investigating events in the past and considering social and moral dilemmas
 questioning people’s emotions and motivation and considering consequences of choices made
 discussing rights and wrongs of historical characters’ actions
There are many opportunities in the units to contribute to this area of the curriculum addressing
the ‘knowledge, skills and understanding’ statements for PSHE. These will be presented in more
detail in the History Scheme of work.
ICT
 Word processing and desktop publishing - sort, edit, reorganise and present information
 Databases and data files - Information Workshop, CD-ROMS and encyclopaedias
 Timelines
 Multimedia - Hyperstudio
 The Internet
 Opportunity to use e-mail
 Interactive whiteboard
Planning, Recording and Evaluation
Planning is used to:
a) Set clear objectives, which are shared with the children;
b) Ensure work is matched to pupils’ abilities, experiences and interests;
c) Ensure progression, continuity and subject coverage throughout the school.
Careful planning supported by QCA and Focus Key Skills is essential so as to monitor progress.
Long, medium and short term planning must be shared in Team Meetings so as to ensure equal
provision for all children and avoid repetition. Planning is handed in to team leaders on a weekly
basis. History covered at all levels throughout the school is apparent by referring to long, medium
and weekly planning sheets.
Recording of work will be done at a level, which is appropriate to the task and the level of ability of
the children involved. This will range from a teacher led introductory session, or a book made from
photographs and memories of a topic in the early years, through to group/individual recording
which can then be shared by larger group.
Children will be encouraged to evaluate their own work and to have a positive attitude towards
other people’s work. Children’s work must be well displayed to arouse and maintain interest and
to give credibility and value to their efforts. Samples or photographs of children’s work will be
kept, (dated with relevant details), as a record of progress. Staff will add relevant photographs to
the whole school History evidence file as they cover each topic.
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e-Learning
New technologies can enable children to enhance their history skills in data handling and in
presenting written work. E-Learning technology should be used when appropriate and matched to
both the level and ability of the children. It should not detract from the historical content of a
lesson. Opportunities for using e-learning tools are identified in the Stockton ICT Scheme of Work.
Digital and video cameras enable the children to record and present their work in a variety of
multimedia, including slideshows, animations and movies. The Internet can be used to research
information, including text, photos and video. E-mail and video conferencing can also be used to
communicate with pupils and experts from other localities. However this must only be done in
accordance with the school’s e-Safety Policy.
Inclusion
Tilery Primary school is committed to inclusion. Our ethos encourages a strong sense of
community and belonging and our curriculum is designed to provide opportunities for all our pupils.
We believe that everyone should be equally valued in school. We strive to eliminate prejudice and
discrimination and to develop a learning environment where all children can flourish and achieve.
We aim to provide effective learning opportunities for all pupils based on their cultural, physical
and learning needs. Whenever possible, curriculum resources should be multicultural and nonsexist, containing positive images of all groups including those with disabilities. Please see the
Whole School Policy for inclusion, pages 2 – 4 for further guidance regarding inclusive classroom
practice.
Organisation of Resources
KS1 Resource boxes are stored in the North Building resource cupboard, next to Y1 classrooms.
KS2 Resource boxes are stored in the large cupboard at the end of the hall in the North Building.
Key hung behind the door in small store room in the school office.
Resources are stored in labelled crates covering each history topic. Crates will hold relevant
books, photographs, artefacts, written documents, maps, video materials, tapes, relevant web
addresses, computer software, and access to sites, museums and history through local historians
providing role play. These resources can be added to and reviewed each time a topic is
presented. Espresso can also used to support each topic.
Monitoring and Assessment
The school’s online assessment application (Classroom Monitor) should be used by teachers to
plan appropriate learning activities which enable the children to make good progress, and fulfil the
requirements of the National Curriculum. Classroom Monitor should be updated at least every half
term, indicating the objectives that the children have met, almost achieved and those that are
targets for future learning. The History co-ordinator will use Classroom Monitor to analyse areas of
strength and development of the subject together with samples of planning and children’s work.
This will enable the co-ordinator to report on the quality of teaching and learning to the school’s
Governing Body.
To further support assessment and attainment at the end of a key stage, teachers should refer to
the level descriptions provided in the national curriculum, judging which level best fits the pupil’s
performance.
Key Stage 1
Key Stage 2
range 1 - 3 expected attainment at age 7 - Level 2.
range 2 - 5 expected attainment at age 11 - Level 4.
Progress can be discussed at any of the three parental consultations during the year.
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Health and Safety
Risk assessments must be carried out prior to any visit – following the guidelines in the school risk
assessment policy.
Visits
Curriculum visits should be planned well in advance, with careful
consideration given to the aims and objectives of the trip and the nature of the
activities to be experienced. All visits must be authorised by the Headteacher.
Whenever possible a prior visit should be made by the person organising the
trip in order to assess its suitability and to help carry out a risk assessment.
A risk assessment must be completed and given to the Headteacher before
every visit.
The annual consent form must have been completed and returned for all
children going on the visit and parents should be sent details of the trip,
including time, place, clothing, lunch arrangements, planed activities and any
special arrangements. Please see the School Visits Policy for more
comprehensive information.
This policy was reviewed and amended after consultation with the Subject Working Party and
staff.
Signed: …………………………………. Curriculum Co-ordinator / Leader
Date: ………………………
Signed …………………………………. Chair of Governors
Date: ………………………
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