Download British history - Ludlow Junior School

LUDLOW
JUNIOR
SCHOOL
HISTORY
POLICY
SUMMER 2011
Updated by:
D Peterson, N Grant, G Joel
The importance of History
History should be:
Exciting! Challenging!
future of all mankind!
Revealing!
Useful! It is the past, present and
History fires pupils’ curiosity about the past in the UK and the wider
world. Pupils consider how the past influences… the present and future.
…the children will learn about the diversity of human experiences and will
understand more about themselves as individuals and members of society.
What they learn can influence their decisions about personal choices,
attitudes and values.
National Curriculum, 1999
“History is made by people. When you understand
people you can live a full life.”
“How do you know who you are, unless you know
where you have come from? How can you tell what
is going to happen, unless you know what has
happened before? History isn’t just about the past,
it’s about WHY we are…and about what’s next…”
History Policy Aims:
Through enquiry, investigation and interpretation we
are:
1. Developing an interest in the past
2. Recognising and appreciating human achievements
and major issues and events in History
3. Learning to appreciate chronology as a means to
organise our understanding of the past.
4. Learning that the past is where we have come
from, where we are, and where we are going
5. Selecting a wide range of resources appropriately
6. Empathising with different viewpoints and
perspectives of people and events
Audience:
Ludlow Junior School’s History Policy will have range of
audiences:
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subject leader
new teachers to the school
existing teachers
support staff
parents
governors
New staff will use it to:
 Understand the school’s approach to the subject
 Obtain guidance in the way that History should be
used/taught in lessons
 Understand coverage of History and curriculum planning
throughout the school
Existing staff will use it to:
 Gauge the access they should have to resources and
equipment
 Learn how other staff are using History in lessons
 Offer guidance on the extent to which History should be
incorporated into their lessons and schemes of work
Parents will use the policy to:
 Find out what History their child is covering at school
 Help them support their child’s learning in the subject
History Planning:
The school uses than National Curriculum as the basis for its
curriculum planning. We have written the schemes of work to
suit the needs and interests of our children, to develop crosscurricular links and to relate to the topics of our creative
curriculum.
The planning is in three phases, long term, medium term and
short term:
Long term: Shows History topics studied in each year group.
In some topics, History may take greater weighting than in
other topics. Over the whole of KS2, all NC coverage has been
checked, met and indeed exceeded in places. This planning is
attached in this policy.
Medium term: Each year group writes detailed Medium term
plans, detailing the coverage, and lesson objectives (WALT), as
well as the success criteria for assessment (WILF). The year
group keep these plans in a termly file.
Short Term: Individual lessons are planned for using the above
plans, and the class teacher keeps these plans, detailing
resources, and differentiation etc.
The topics studied are planned to build upon prior learning. We
offer opportunities for children of all abilities to develop their
skills and knowledge in every unit, aswell as progressing from
unit to unit and year to year.
Resources:
History resources topic boxes
Teacher prepared materials
Digital resources (IWB etc)
Internet (BBC History site etc)
CD ROMs
Topic boxes ordered from the Library Service
Artefact boxes ordered from the Library Service
Using the local community expertise (ie – Local
Historians, Ludlow Conservation Officers – C Richards
and R Parry)
 Educational visits
 Visitors
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Resources will need to be replenished and audited periodically
to ensure they remain appropriate and useful.
Assessment:
Teacher assessment is included in the end of year reports to
indicate what each child has achieved.
NATIONAL CURRICULUM – HISTORY KS2
(These are referred to in the Long Term planning)
Knowledge, skills and understanding
Chronological understanding
1. Pupils should be taught to:
a.
b.
place events, people and changes into correct periods of time
use dates and vocabulary relating to the passing of time, including ancient, modern, BC,
AD, century and decade.
Knowledge and understanding of events, people and changes in the past
2. Pupils should be taught:
a.
b.
c.
d.
about characteristic features of the periods and societies studied, including the ideas,
beliefs, attitudes and experiences of men, women and children in the past
about the social, cultural, religious and ethnic diversity of the societies studied, in Britain
and the wider world
to identify and describe reasons for, and results of, historical events, situations, and
changes in the periods studied
to describe and make links between the main events, situations and changes within and
across the different periods and societies studied.
Historical interpretation
3. Pupils should be taught to recognise that the past is represented and interpreted in different
ways, and to give reasons for this.
Historical enquiry
4. Pupils should be taught:
a.
b.
how to find out about the events, people and changes studied from an appropriate range
of sources of information, including ICT-based sources [for example, documents, printed
sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic
buildings and visits to museums, galleries and sites]
to ask and answer questions, and to select and record information relevant to the focus
of the enquiry.
Organisation and communication
5. Pupils should be taught to:
a.
b.
c.
recall, select and organise historical information
use dates and historical vocabulary to describe the periods studied
communicate their knowledge and understanding of history in a variety of ways [for
example, drawing, writing, by using ICT].
Breadth of study
6. During the key stage, pupils should be taught the Knowledge, skills and understanding through a
local history study, three British history studies, a European history study and a world history
study.
Local history study
7. A study investigating how an aspect in the local area has changed over a long period of time, or
how the locality was affected by a significant national or local event or development or by the
work of a significant individual.
British history
8. In their study of British history, pupils should be taught about:
a.
b.
the Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times; and
either Victorian Britain or Britain since 1930
aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and
about the history of Britain in its European and wider world context, in these periods.
Romans, Anglo-Saxons and Vikings in Britain
9. An overview study of how British society was shaped by the movement and settlement of
different peoples in the period before the Norman Conquest and an in-depth study of how British
society was affected by Roman or Anglo-Saxon or Viking settlement.
Britain and the wider world in Tudor times
10. A study of some significant events and individuals, including Tudor monarchs, who shaped this
period and of the everyday lives of men, women and children from different sections of society.
Victorian Britain or Britain since 1930
11. Teachers can choose between a study of Victorian Britain or Britain since 1930.
Victorian Britain
a.
A study of the impact of significant individuals, events and changes in work and transport
on the lives of men, women and children from different sections of society.
Britain since 1930
b.
A study of the impact of the Second World War or social and technological changes that
have taken place since 1930, on the lives of men, women and children from different
sections of society.
A European history study
12. A study of the way of life, beliefs and achievements of the people living in Ancient Greece and
the influence of their civilisation on the world today.
A world history study
13. A study of the key features, including the everyday lives of men, women and children, of a past
society selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the
Maya, Benin, or the Aztecs.
Ludlow Junior School: History Long Term Planning from
Years 3 – 6 (Part of History Policy). Updated June 2011
Year 3
Egypt – Awesome
Egyptians: (4a, 5a,
5b, 5c, Breadth of
study 6 – World
History Egypt,
Breadth of study
13)
Shrek: Ludlow and
Castles (4a, 4b, 5a,
5b, 5c, Breadth of
study 6 – Local
history study,
Breadth of study 7)
Year 4
Vikings (4a, 5a, 5b, 5c,
Breadth of study 6 –
British History studies,
Breadth of study 8a, 9)
Year 5
Ice Age – History
of the Innuits (2b,
4a, 5a, 5b, 5c,)
The Tudors (4a, 5a, 5b,
5c, Breadth of study 6
– British History
studies, Breadth of
study 10)
Toys R Us –
Victorian toys (4a,
5a, 5b, 5c, Breadth
of study 6 –
Victorians, Breadth
of study 8b, 11a)
From Bean to Bar –
the Aztecs – (4a,
5a, 5b, 5c, Breadth
of Study 6 – World
History Study –
Aztecs, Breadth of
study 13)
Chariots of Fire –
Ancient Greece: (1a,
4a, 5a, 5b, 5c,
Breadth of Study 6
– European History
Study, Breadth of
study 12)
Murder and Mayhem
– Castles (5a, 5b,
5c, Breadth of
Study 8b)
Year 6
The Simpsons –
World War II:
(2c, 4a, 5a, 5b, 5c,
Breadth of study
8a – Britain since
1930, Breadth of
study 11b)
A Brief History of
Time: Time
travelling across
eras (1b, 2a, 2d, 3,
4a, 5a, 5b, 5c)
This has been checked to ensure that all National Curriculum coverage is
included across Key Stage 2.
Further Considerations for
Development/Next Steps:
1. To meet as a whole staff, now that
NC coverage has been checked, to
work out correct and appropriate
progression between year groups
more carefully.
2. To decide on any formal assessment
for History.
3. To decide on a new subject leader.