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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: 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 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.