History at Bolton
Subject Lead: Ruth Elstone
Monitoring Governor: Andrew Booth
Purpose of study:
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. It helps them place our society and our current way of life in context.
The national curriculum for history aims to ensure that all pupils:
Early Years: Children will be given opportunities to talk about past and present events in their own lives and the lives of family members. They will also have opportunities to explore similarities and differences between themselves and others. Relationships and similarities between places, objects, materials and living things will be developed.
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. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are sometimes introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
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. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.
Areas of study will include:
The work for the study units will be taught over a 2 year rolling programme: Y1/2, Y3/4, Y5/6.
The multicultural content will encompass the teaching of tolerance, an understanding of British values, empathy and social awareness. Information technology will be used extensively, as appropriate, and will develop as resources and technologies become available.
Teaching and Learning:
All children will study either History or Geography one session per week. The knowledge, skills and understanding will be taught within history topics to ensure continuity and progression through the two key stages and to provide a sound structure on which to build as they continue to KS3. The children will generally work in small groups and the lesson content will be pitched to the children’s individual needs, interests and abilities. Where possible cross curricular links will be made and visits, visitors, drama & role play will enhance the meeting of objectives. All units will be planned and monitored by teaching staff; sometimes the lesson maybe taught and delivered by HLTAs.
Those with particular special needs may have extra support for the activities or the language content altered. The recording of information can be changed to oral or pictorial communication and resources modified to be accessed more easily.
There will be a unit assessment at the end of the block of learning based on key learning objectives. Assessment will also take place informally through observation, open questioning, discussions and marking children’s work. This information will be recorded on our school’s foundation tracking sheets and shared termly with parents.
Evaluation. Monitoring and Review:
This policy is a working document and should be updated every two years. This policy was reviewed in the spring term 2020 and is due for another review in the spring term 2022.