Aims and Objectives
History is the study of people in the past and how their actions have influenced our lives today. History can help children to make sense of the world in which they live and can help them to develop a sense of identity. Our aim is that the children should understand that the society, in which we live, has been shaped by developments in the past. They will learn about the role of individuals, events and movements that have played in moulding modern society. By studying historical source material, the children will be encouraged to ask questions, deduce information and solve problems through an investigative approach. Pupils will also be trained to evaluate short and long term consequences and will be informed about how source material might not always be reliable or may be subject to bias, propaganda or censorship.
Teaching and Learning
At Sandgate the school follows the National Curriculum Programme of Study document, which lays down a variety of approaches applicable to each unit of study. In this way all skills are covered and developed according to the requirements and it is left to the teacher to identify his/her area of focus and to consider how best to deliver these sessions; taking into account all types of learning models. The timetable is organised in Key Stage 1 and 2 to ensure that approximately half an hour per week is spent on History throughout the year. Some year groups might choose to teach this as a block or as an afternoon activity as it allows for greater in-depth study. In some cases, Year groups have chosen to study History in alternative terms, alternating with Geography. Discrete History lessons are to be taught to ensure that the skills, specific to the subject are delivered.
The emphasis in our teaching of History in Foundation is on integrated learning; linking the subject with many other areas of the curriculum; notably RE, Art, Geography and Literacy.
At both Key Stages the emphasis is upon developing investigative skills through the study of a particular period, event or famous person. Links are made with other subjects: this is encouraged but only where this benefits learning in both subjects.
Assessment and Recording
History is recorded in Learning Links books and should typically reflect examples of all four strands (chronological awareness, knowledge and understanding, historical concepts and organise, evaluate and communicate information). Some of the evidence will involve photographic evidence or teacher’s notes where the activity has been one of discussion or drama.
Teachers assess children’s knowledge, understanding and skills in History by making observations within class and by analysis of their written evidence. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback as a means of development. Children are also encouraged to be critical of their own work, highlighting their own next steps. Twice a year, Foundation subject assessment grids are completed by class teachers, showing children’s attainment in the four strands as previously detailed. The school’s banding system is used to do this and many of the requirements are aligned to the topics being studied. The Curriculum Leader will then analyse this data and provide feedback to the History Leader in order to inform and improve future practice.
Lessons and activities are planned in include all children by using a range of approaches. This includes: questioning, use of source material, and mixed ability grouping to enable children to offer peer support. Lessons are planned to facilitate the best possible outcome for all children within the class.
Identifying children working at greater depth in History
These children often show particular skill at inference and deduction. They
synthesise information well and draw inferences and conclusions from a range of sources of evidence and will use subject-specific vocabulary confidently. They will establish and follow a line of enquiry, posing informed questions and making links with
Enrichment activities for those working at Deeper Depth
It will be important to provide learning that challenges children through: cognitive conflict – using debate to question the children’s thinking; providing problem solving activities and designing investigative tasks which stimulate and encourage analytical discussion, higher order deductive skills and implicit inference.
Spiritual, moral, social and cultural development and British Values
By studying different aspects of social history and by questioning aspects of morality that is a part of Historical discussion, the children will establish a deeper understanding of how people’s lives have changed and developed over the centuries. Examining different cultures and how they have contributed in historical terms will also give children an awareness of our own multi-cultural identity.
This subject can be approached in a variety of ways, looking at the History of England back as far as the Magna Carta. It will also become prominent when studying the Suffragette movement and the benefits of this type of system in the election of MPs. As part of the Ancient Greece study, children will also question how democratic the system really was.
Rule of Law
A study of the Magna Charter and the implications shows how England’s past is entrenched
in the Rule of Law. Discussion about how criminal law and industrial law has impacted upon the rights of individuals is found in the study of Victorian England and is also introduced when studying the kings of the Anglo-Saxons; in particular King Alfred.
Revolution, the Suffragette Movement, the Conscientious objectors in WW1. It will also look at the Slave Trade (William Wilberforce being the founder of Sandgate School), The Feudal System, the role of slaves in Egypt and Ancient Greece. It will study the injustices of class division as starkly shown in The Titanic Disaster and the impact of war on the lives of women and their liberty.
Looking at the tolerance of other’s beliefs and values. This area of study can be particularly sensitive when studying aspects of the British Empire and the impact of immigration on Great Britain. The Titanic topic looks at the large number of people emigrating GB in search for a better life. Throughout our history England has been invaded many times which has taught us to become a more transient and tolerant nation. This needs to be reflected when we study aspects of Viking, Anglo Saxon and Roman history. In some instances, we have studied the division between church and state and have looked at how this split with Rome has been the cause of much conflict. This knowledge brings with it an understanding for the many problems we have recently experienced (Northern Ireland, Hitler’s reaction towards the Jewish Religion).