Achieve our Best
Celebrate Success
GRANGETOWN PRIMARY SCHOOL
HISTORY POLICY
Date of Ratification:
25th November 2015
Review Date:
December 2017
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“If you don’t know History then you don’t know anything. You are a leaf that doesn’t know it is part
of a tree.”
Michael Crichton (1942-2008)
1. Aims and Objectives
The aim of History teaching here at Grangetown Primary School is to stimulate the children’s
interest and understanding about the lives of people who lived in the past. We teach children a
sense of chronology, and through this they develop a sense of identity and a cultural
understanding of Wales, based on its historical heritage. Thus children learn to value their own
and other people’s cultures in modern multicultural Britain and, by considering how people lived in
the past, they are better able to make their own life choices today. In our school, History
contributes to pupils’ understanding of how societies function in different times and places. We
teach the children to understand how events in the past have influenced our lives today; we also
teach them to investigate these past events and, by so doing, to develop the skills of enquiry,
analysis, interpretation and problem-solving.
1.1
1.2
The aims of History in our school are:
 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 Historical events in Wales, Britain and
beyond and to appreciate how things have changed over time;
 to develop a sense of chronology;
 to understand how Britain and its past is part of a wider European culture by studying
aspects of European history;
 to help children understand society and their place within it, so that they develop a
sense of their cultural heritage;
 to develop in children the skills of enquiry, investigation, analysis, evaluation and
presentation
 to provide opportunities for children in History to acquire and apply, the literacy and
numeracy, skills and concepts they have learned to complete tasks appropriate for their
stage of development.
2. Learning and Teaching
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.
2.1
We recognise the fact that in all classes there are children of widely different abilities,
languages and cultures 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:
2.2
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setting common tasks which are open-ended and can have a variety of responses;
grouping children by ability and setting different tasks for each group;
providing appropriate resources
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using classroom assistants to support children individually or in groups where
appropriate
providing opportunities for children’s different and preferred styles of learning by the
teacher - those who are visual, auditory and kinaesthetic learners
the teacher will use a range of teaching methods and children will be provided with a
variety of experiences and activities. These will include the use of story, discussion,
role-play, video, primary and secondary sources of information, artefacts and visits to
places of historical interest.
2.3
The LNF is embedded into the learning and teaching of History. Learning and teaching
in History focuses on the learners’ acquisition of, and ability to apply, the literacy and
numeracy, skills and concepts they have learned to complete tasks appropriate for their
stage of development, these are all taken directly from the LNF.
2.4
The teaching and learning of History is inclusive of all children regardless of ethnicity or
ability (see equal opportunities section for more information).
3. History Curriculum Planning
3.1
The LNF is at the heart of History curriculum planning. It is used as a curriculum planning
tool to build upon the good practice already in place in History, to ensure that literacy and
numeracy skills are embedded into the History curriculum.
We use Curriculum 2008 and the Foundation Phase Framework as the basis for our
curriculum planning in History, but we have adapted this to the local context and the Context for
Learning themes in each year group. We ensure that there are opportunities for children of all
abilities to develop their skills and knowledge in each context and we build planned progression
into the work of each year group so that the children are increasingly challenged as they move up
through the school.
3.2
We carry out curriculum planning in History in three phases (long-term, medium-term and
short-term). The long-term plan, i.e. the curriculum map, outlines the History topics studied in each
year. In Key Stage 2 each year group will undertake one History led Context for Learning, whilst in
Foundation Phase History is combined with other subjects across the curriculum. Details of the
range covered is included on the medium term planning ,whilst individual lesson plans , activities
and learning objectives are included on the short term planning. We teach the knowledge, skills
and understanding set out in Curriculum 2008 through the corresponding programme of study.
3.3
Year Groups
Autumn Term
Spring Term
Summer Term
1
Houses & Homes
Houses & Homes
Castles
2
Bonfire Night & A Famous
Victorian
People
Christmas
Romans
3
4
Welsh Castles
Tudors
3
5
6
Victorians
WW2 & 1960s
3.4. Medium-term Planning
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In the Foundation Phase, History skills and objectives are detailed in the Anticipated
Learning Outcomes for each year group.
In KS2, History is planned for in each year groups Medium-term planning.
3.5 Short-term Planning
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All short-term History planning focuses on the learners’ acquisition of, and ability to apply,
the literacy and numeracy, skills and concepts they have learned to complete tasks
appropriate for their stage of development, these are all taken directly from the LNF.
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The two components of the LNF are divided into the following strands.
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Within literacy the strands covered in History planning are:
• Developing oracy skills in History.
• Developing reading skills in History.
• Developing writing skills History.
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Within numeracy the strands covered in History planning are:
• Developing numerical reasoning in History.
• Developing using number skills in History.
• Developing using measuring skills in History..
• Developing using data skills in History.
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History planning also includes opportunities for the amalgamation of literacy and numeracy
skills as they themselves are linked and intertwined. History planning ensures that the
development of literacy – oracy, reading and writing across the curriculum – is linked to
numeracy development and that the strands, elements and aspects of the LNF are
interrelated as a whole.
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In Reception, History is part of the LLC planning. Further opportunities for HISTORY are
detailed in the Continuous Provision planning.
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In Y1 and Y2 History is planned for on the LLC planning and further opportunities for the
development of History skills are detailed in the Continuous Provision planning.
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In KS2 History is planned for in the weekly Context for Learning Planning with opportunities
for development in the Language Lab, Data Den and Creative and Engineering lessons.
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All short-term planning includes, WALT, WILF, a brief description of the activity,
opportunities for thinking skills and AfL, differentiation and resources needed,
3.6 The History co-ordinator reviews plans as required. (See Section 11)
4. Foundation Phase & Key Stage 2
4.1
We teach History in Foundation Phase as an integral part of the context work covered
during the year. We relate the History side of the children’s work to the objectives set out in the
Desirable Outcomes of the Foundation Phase Framework. History makes a significant contribution
to developing an awareness of the past through stories, role play, visits and construction.
4.2
In Key Stage 2 History is the lead subject for one terms Context for Learning. It is taught
through Literacy, ICT, Art & Design, role play and through fieldwork in the local area and to
historical sites.
5. Learning across the Curriculum
5.1
Curriculum Cymreig
History contributes to the Curriculum Cymreig by making local and Welsh History a focus of the
study and helping learners to understand the factors that have shaped Wales and other countries
today. Pupils are given opportunities, where appropriate, to develop and apply knowledge and
understanding of the cultural, economic, environmental, historical and linguistic characteristics of
Wales.
5.2 Personal, Social and Health Education (PSHE)
History contributes to learners personal and social education by developing their skills of enquiry and
critical thinking; their understanding of different views and interpretations of people and events, and of the
way in which people have affected their environment in the past. It gives learners an historical context in
which to set their lives.
5.3
Spiritual, Moral, Social and Cultural Development
When teaching History, we contribute to the children’s spiritual development where possible. We
also provide 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.
6. Skills across the curriculum
The LNF
6.1
Within the teaching of History at Grangetown Primary School there are abundant
opportunities for children to acquire and apply, the literacy and numeracy, skills and concepts they
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have learned to complete tasks appropriate for their stage of development, these are all taken
directly from the LNF.
6.2
Within literacy the skills covered in History are:
• Developing oracy skills in History.
• Developing reading skills in History.
• Developing writing skills in History.
History contributes significantly to the teaching of English in our school by actively promoting the
skills of reading, writing, speaking and listening. A number of the texts that we use in Literacy 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.
6.3.
Within numeracy the skills covered in History planning are:
• Developing numerical reasoning in History.
• Developing using number skills in History.
• Developing using measuring skills in History.
• Developing using data skills in History.
History teaching contributes to the teaching of Mathematics in a variety of ways. For example,
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 diagrammatic form.
6.4
The development of the above skills in History also includes opportunities for the
amalgamation of Literacy and numeracy skills as they themselves are linked and intertwined. The
development of literacy – oracy, reading and writing in History – is linked to numeracy
development and that the strands, elements and aspects of the LNF are interrelated as a whole.
6.5
In History skills development, as described by the LNF, is viewed as a continuum and not
as a series of discrete skills to be learned and demonstrated each year from Reception to Year 6.
Progression is cumulative and each element/aspect assumes that the elements/aspects in
previous years’ expectations have been achieved and consolidated. The skill are introduced,
understood and used as a matter of course over time and in a range of examples, so that it
becomes part of the learner’s regular repertoire of applied skills.
The Skills Framework
6.6
Within the teaching of History at Grangetown Primary School there are numerous
opportunities for children to acquire, develop, apply and refine their ICT and Thinking Skills from
the non-statutory Skills Framework for 3 to 19 year olds in Wales 2008.
6.7. Thinking Skills
Children are encouraged to and given opportunities to:
 Ask fundamental questions
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Explore and make links between different time periods studied
Plan investigations by gathering and utilising a range of sources
Evaluate and justify their personal responses
Use a range of critical and creative problem solving techniques to develop ideas and
explore and challenge interpretations
Develop their thinking skills through historical enquiry and reflecting on key questions,
ideas and interpretations.
6.8. ICT Skills
Children are given opportunities to:
 Find and develop information on the internet and other sources such as CD-ROMs
 Use audio and video equipment competently to record and improve their work for example
record each other in role-play
 Present information in a variety of formats, for example word-processing and/or graphics
7. Equal Opportunities
7.1
The content of History in the school will be appropriate for all children. They will all have the
opportunity to reach their full potential in RE irrespective of their age, ethnicity, language, religion
or belief, disability or sexual orientation – see school Equality Policy for more information.
Teaching will encourage sensitivity towards and respect for different views and beliefs.
7.2 History work is differentiated by both task and outcome at a level appropriate to the child’s age
and ability (see school EMTAS and SEN policy for more information).
8. Assessment, Recording and Reporting
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Assessment will be ongoing and is part of effective planning. We assess the children’s work
in History by making formative judgments as we observe the children during lessons.
Teachers will share the lesson objective with the children. Marking will involve constructive
comments and praise – informing children what they have achieved and how they can
improve. Once the children complete a piece of work, we mark, and comment in relation to
the learning objective (WALT), the success criteria (WILF) and a child’s personal targets
(targets/ IEPs). There is an agreed school policy for marking and feedback (see policy) that
enables us to promote consistency. Children will also be involved in self-assessment and
self-evaluation.
Teachers need to collect evidence of children’s achievements and the assessment
techniques should be varied – written, oral, practical and artistic activities.
We use formative assessment processes, including supported field notes, to plan future
work with the pupil, to provide the basis for assessing the progress of the child, to write
annual reports and to pass information on to the next teacher at the end of the year.
Teachers in Key Stage 2 complete on-going field notes and teachers in Foundation Phase
complete pupil profiles. These ensure that teachers across the phases are able to further
assess and track pupil progress in History
Teachers use the formative assessment processes, including supported field notes, to plan
future work with the pupil, to provide the basis for assessing the progress of the child, to
write annual reports and to pass information on to the next teacher at the end of the year.
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The History co-ordinator will ensure a subject portfolio is maintained, containing moderated
samples of work from across the primary phase, to ensure consistency, progression and
appropriate level of challenge.
Although the LNF is used primarily as curriculum planning tool in History it is also used as
an assessment tool that informs teacher assessment. Our current assessment systems in
school ensure that work covered in History is used to provide the whole picture when
assessing children’s literacy and numeracy skills.
See school ARR policy for more information.
9. Resources
9.1
Resources are provided for all History teaching units in the school. We keep these
resources in the PPA room and stored with each year group teacher for their particular topic.
History book are available in all year group book areas, the Foundation Phase library and KS2
corridor, which contains a good supply of topic books to support children’s individual research.
9.2
An updated list of current History resources retained by the subject co-ordinator and is
available for all teachers.
10. The Role of the Subject Co-ordinator
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11.
The subject co-ordinator has the responsibility of drawing up a policy statement and
schemes of work in conjunction with other members of staff.
The subject co-ordinator is there to offer advice on resources and teaching approaches and
to monitor the subject throughout the school as per the school improvement policy.
School based in-service training will be led by the subject co-ordinator, when required.
Monitoring and Evaluation
11.1. The History subject co-ordinator will monitor learning and teaching throughout the year,
through lesson observations, scrutiny of planning, scrutiny of marking and children’s work, pupil
conferencing and auditing of resources - as per the School Improvement Policy.
11.2 There will be ongoing monitoring and evaluation of the action plan and an end of year
subject self-evaluation. Progress in relation to Religious Education annual action plan will be
written by the coordinator in the Summer Term to inform the next year’s self-evaluation and action
plan.
11.3. A named member of the school’s governing body is briefed to oversee the teaching of
History. This governor meets with the coordinator to review progress.
12.
Links with the local and wider community
12.1 Emphasis is placed on providing real and stimulating experiences for the children in order to
enhance their learning in History. Field trips to places of interest and significance in the local area
are undertaken by most year groups, eg Cardiff Castle, St. Fagans, Caerleon, Cardiff Story
Museum and the National Museum. Grangetown and Cardiff Bay are also used as the basis for
local Historical enquiries.
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Review
This policy will be reviewed biannually.
Chair of Governors:
Headteacher:
Date approved by the Full Governing Body: 25th November 2015
Date of next review 2017 or sooner if amendments are advised by the LA
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