Manor Junior School Policy for History

Introduction

• This document is a statement of the aims, principles and strategies for teaching and learning history at Manor Junior School.
• It was developed during the Spring of 1998 through a process of consultation with teaching staff.
• It was approved by the governing body in conjunction with the Policy on Teaching and Learning.
• This policy will be reviewed annually. A schedule for the review is set out in the school's development plan.

• develop an awareness of the past and ways it was different from now.
• learn about important developments and episodes in the past.
• investigate local history.
• learn about the past from a range of sources of information.

Principles of the Teaching and Learning of History

History is important because

• The world in which they now live has been shaped by different people and events.
• The world in which they will live in the future will be shaped by what happens now.

History is a foundation subject in the National Curriculum,. The fundamental skills, knowledge and concepts of the subject are set out in " History in the National Curriculum," where the Key elements are studied by choosing during the Key Stage categorised into 6 study units

• Roman, Anglo-Saxons and Vikings in Britain
• Life in Tudor times
• Either Victorian Britain or Britain since 1930
• Ancient Greece
• Local History
• A past non-European society

Strategies for the Teaching of History

History is taught in alternate half terms timetabled for each year group. Opportunities to link with other subjects are taken when appropriate.

The scheme of work for History sets out a programme of topics to be followed throughout the school.

During a half term block approximately 1.25 hours per week is spent on History.

Modes of working in history are through group work, individual work and class teaching. Within this structure

• groups are usually of mixed ability
• relevant discussion is encouraged

There is no specialist teaching in history, it is taught by class teachers.

Classroom helpers are used in history to assist

• in the classroom by supporting group activities
• in the library by helping children develop reference skills
• on outings and visits to sites of historical interest and local studies
• in providing other help, such as making costumes and replica artefacts

Commercially available schemes of work are not used in history.

Pupils with special needs may receive extra support in the classroom from a non-teaching assistant.

They include

• pupils with difficulties in reading and recording who need support in reaching conclusions
• pupils with particular ability and flair are extended through the use of in-depth personal studies.

Homework is used to support history through tasks such as

• collecting information about changes in their lives and those of their family
• investigative work on the changes in their immediate environment

The emphasis in our teaching of history is on first hand experience thus where possible we encourage children increasingly to take control of their own learning. Thus

• investigative work is common
• use of artefacts and models are important
• collecting and recording information develops a sense of chronology

Excellence in history is celebrated in display and performance including

• Exhibitions and demonstrations to other children
• presentations to the school at assemblies
• reporting results of investigations
• songs and drama activities

Strategies for Ensuring Progress and Continuity

Planning in history is a process in which all teachers are involved, wherein

• the foundation for curricular planning is the School Development Plan, developed through a process of collaboration between staff, and approved by governors
• a cycle of topic plans is drawn up by staff and is carefully balanced to ensure full coverage of the National Curriculum
• a scheme of work for history was developed by the subject leader (in collaboration with the staff) and Borough Advisors.
• regular meetings are used to discuss the history curriculum and ensure consistency of approach and of standards
• work plans (including detailed lesson plans) are drawn up by individual teachers using agreed planning sheets.

• take the lead in the progression and continuity in history throughout the school with Deputy Headteacher Curriculum and curriculum partners
• support colleagues in their development of work plans and in assessment and record keeping
• monitor progress in history and highlight action needed
• take responsibility for the organisation of central resources for history
• keep up-to-date with developments in history education and disseminate information to colleagues as appropriate

Feedback to pupils about progress in history is achieved through the marking of work. Effective marking

• aims to help children learn and aims to be positive and constructive
• is often done while a task is being carried out through discussion between child and teacher
• of written work is used sensitively and with discretion so that a child can assimilate a limited number of corrections at one time - this will vary according to age and ability.

Formative assessment is used to guide the progress of individual pupils in history. It involves identifying each child's progress in each aspect of the subject, determining what each child has learned and what therefore should be the next stage in his-her learning. This is mostly carried out informally by teachers in the course of their teaching. Suitable tasks for assessment include

• small group discussions perhaps in the context of a practical task
• short tests in which the teacher gives questions orally and pupils write answers
• specific assignments for individual pupils
• individual discussions in which children are encouraged to appraise their own work and progress.

Strategies for Recording and Reporting

Records of progress in history kept for each child contain

• a record of progress in each core unit
• sample(s) of work showing achievement and progress

Reporting to parents is done on a termly basis through interviews and annually through a written report. Reporting in history will focus on each child's

• ability to build on the knowledge, understanding and skills at Key Stage 2
• sense of chronology
• recall of historical information
• use of vocabulary necessary to understand periods and topics studied

Formal assessment is carried out at the end of Key Stage 2 through teacher assessment.

Strategies for the Use of Resources

Classroom resources in history include

• artefacts relevant to the core unit being studied
• reference books, maps and plans
• adults talking about their own past

Central resources in history are the responsibility of the Subject Leader. They include

• a selection of reference books
• photographs of events from the past
• documents and collections (stamps, coins etc.)
• artefacts
• films, tapes, records

Time is a resource that we value. To maximise its use in history

• classes join together to make educational visits
• teachers share prepared work sheets

Information Communication Technology is a major resource which is used in history for

• communicating information (word processing and graphics packages)
• handling information
• simulations and spreadsheets
• keeping evidence and recording events (film, photographs, videos)

The library houses a substantial section of books used regularly for reference. Visits to the Town Library are utilised when appropriate

Health and safety issues in history include

• appropriate handling of equipment and materials
• care when visiting sites and moving around (road safety)
• risk assessment when digging and collecting samples
• care and respect for the environment