Download History Policy HF - Holy Family Catholic Primary School

History Policy
Holy Family Philosophy
History is about real people who lived, and real events which happened in the past.
History is concerned with sequence, time and chronology and is the study of
evidence about the past; it gives us a sense of identity, set within our social,
political, cultural and economic relationships. History fires our curiosity about the
past in Britain and the wider world and plays an essential part in preparing us for
living and working in the contemporary world. Pupils a t H o l y F a m i l y C P S w i l l :
consider how the past influences the present; e x p l o r e what past societies were
like; learn how these societies were organised and how beliefs and cultures
influenced people and their actions within that society. As they do this, pupils will
develop a chronological framework for their knowledge of significant events and
people. They will see the diversity of human experience, and understand more about
themselves as individuals and members of society. What they learn will influence
their decisions about personal choices, attitudes and values. In history, pupils will
find evidence, ‘weigh it up’ and use it to reach their own conclusions. To do this they
will need to be able to research, sift through evidence, and argue their point of
view - skills that are prized in adult life.
The aims of the National Curriculum for History (2014) are consistent with our school
philosophy, please see appendix.
Our vision for History at Holy Family Catholic Primary School is:
 To instill in the pupils a curiosity and understanding of events, places and
people in a variety of times and environments.
 For pupils to develop an interest in the past and an appreciation of human
achievements and aspirations.
 For pupils to understand the values of our society.
 For pupils to learn about the major issues and events in the history of our own




country, and the world, and to understand how these events may have
influenced one another.
For pupils to develop a knowledge of chronology within which they can
organise their understanding of the past.
For pupils to understand how the past was different from the present and that
people of other times, and places, may have had different values and
attitudes.
For pupils to understand the nature of evidence by emphasising the process
of enquiry and by developing the skills required to interpret primary and
secondary source materials.
For pupils to be able to distinguish between historical facts and the interpretation
of these facts.
Page
causes and that historical explanation is provisional, debatable and
sometimes controversial.
1
 For pupils to understand that events can be the consequence o f a variety of
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Cross – Curricular Opportunities:
English
History contributes significantly to the teaching of English by actively promoting the skills
of reading, writing, speaking and listening. Some of the texts that we use in
English are historically based. Every opportunity will be taken for children to apply their
English skills within History lessons through: drama, extended writing and reading of texts.
Types of writing that promote Historical writing:
 Explanations
 Reports
 Recount
 Arguments
Mathematics
History teaching contributes to the teaching of mathematics in a variety of ways.
Children learn to use numbers when developing a sense of chronology through
doing activities such as timelines. Children learn to interpret information presented in
graphical or diagrammatic form.
ICT
Children use ICT in history to enhance their skills in data handling and in presenting
written work, and they research information using the Internet. Children have the
opportunity to use the digital camera to record and use photographic images.
Spiritual, moral, social and cultural development
History contributes significantly to the teaching of personal, social, citizenship and
health education. Children develop self-confidence by having opportunities to
explain their views on a number of social questions such as how society should
respond to poverty and homelessness. They discover how to be active citizens in a
democratic society by learning how laws are made and changed, and they learn
how to recognise and challenge stereotypes and to appreciate that racism is a
harmful aspect of society. They learn how society is made up of people from
different cultures and start to develop tolerance and respect for others.
Page
2
When teaching history, we contribute to the children’s spiritual development. We
provide children with the opportunity to discuss moral questions or what is right and
wrong. Children learn about the role of the church in Tudor times and they find out
how British society has changed over time. The history programme of study enables
children to understand that Britain’s rich cultural heritage can be further enriched by
Britain’s multi- cultural society.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Teaching and Learning
The school uses a variety of teaching and learning styles in history lessons. Our
principal aim is to develop the children’s knowledge, skills and understanding and we
use a variety of teaching and learning styles in our lessons. We believe children
learn best when:










They have access to, and are able to handle artefacts
They go on visits to museums and places of interest
They have access to secondary sources such as books and photographs
Visitors talk about personal experiences of the past
They listen to and interact with stories from the past
They undertake fieldwork by interviewing family and older friends about
changes in their own and other people’s lives
They use drama and dance to act out historical events
They are shown, or use independently, resources from the internet, CD
ROMs and videos
They are able to use non-fiction books for research
They are provided with opportunities to work independently or
collaboratively, to ask as well as answer historical questions.
We recognise the fact that we have children of differing ability in all our classes,
and so we provide suitable learning opportunities for all children by matching the
challenge of the task to the ability of the child. We achieve this through a range
of strategies which are differentiated by task, expected outcome and/or support
from peers or adults.
Inclusion
Rationale
History is both the content of the subject (the subject knowledge) and the pedagogy
that defines the way we approach the subject (the enquiring, the researching, the
communicating). Because History is both these things, the principles of inclusive history
teaching need to cover both issues of content and of pedagogy.
Page
3
Content and activities should be aimed at a group of learners that includes those with
both general and specific special needs. Teachers should also consider the gifted and
talented members of the group. Teaching should be aimed at learners who are socially,
culturally, politically and ethnically diverse and the methods of communication should
be as varied as possible.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Principles of inclusive History teaching - subject knowledge
1. History content should be chosen to positively reflect diversity wherever
possible
2. Historical stereotyping of individuals, peoples or societies should be avoided
3. Historical clichés should be challenged
4. The content of History curricula should be regularly revised in light of the
above and to assess the relevance and validity of the topics chosen
Principles of inclusive History teaching - pedagogy
1. The choice of sources and materials should reflect diversity and challenge
stereotypes whenever possible
2. Sources should be chosen in diverse media and be as accessible as possible
to all learners
3. The vocabulary and types of language used should be carefully considered
by teachers
4. Assumptions about the backgrounds and views of learners should be
avoided. Teachers should never assume that learners share a common
background, culture or moral code, and should never teach history by
referring to groups of peoples as ‘us' or ‘them'.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Page
Assessment and Recording
At Holy Family Catholic Primary School assessment is an integral part of the
teaching process. Assessment is used to inform planning and to facilitate
differentiation. The assessment of children's work is on-going to ensure that
understanding is being achieved and that progress is being made. Feedback
is given to the children as soon as possible, and marking work will be guided
by the school's Marking Policy.
Monitoring
Monitoring takes place regularly through sampling children’s work and teacher
planning, through book scrutiny and lesson observations.
Roles and Responsibilities
The monitoring of the standards of children’s work and of the quality of
teaching in h i s t o r y is the responsibility of the h i s t o r y s ubject leader . The role
of the subject leader also involves supporting colleagues in the teaching of history,
being informed about current developments in the subject, and providing a strategic
lead and direction for the subject in the school. The subject leader will report to the
governing body on a regular basis. The work of the subject leader will be monitored
and evaluated by the school SMT.
4
In exemplifying the principles it is important to give examples of contexts in which they
may apply. Please see appendix.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Page
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.
Aims
The national curriculum for history aims to ensure that all pupils:
 know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have
shaped this nation and how Britain has influenced and been influenced by the
wider world
 know and understand significant aspects of the history of the wider world: the
nature of ancient civilisations; the expansion and dissolution of empires;
characteristic features of past non-European societies; achievements and follies
of mankind
 gain and deploy a historically grounded understanding of abstract terms such as
‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
 understand historical concepts such as continuity and change, cause and
consequence, similarity, difference and significance, and use them to make
connections, draw contrasts, analyse trends, frame historically valid questions and
create their own structured accounts, including written narratives and analyses
 understand the methods of historical enquiry, including how evidence is used
rigorously to make historical claims, and discern how and why contrasting
arguments and interpretations of the past have been constructed
 gain historical perspective by placing their growing knowledge into different
contexts: understanding the connections between local, regional, national and
international history; between cultural, economic, military, political, religious and
social history; and between short- and long-term timescales
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 often introducing pupils to
historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
 changes within living memory – where appropriate, these should be used to
reveal aspects of change in national life
5
APPENDIX


events beyond living memory that are significant nationally or globally.
the lives of significant individuals in the past who have contributed to national
and international achievements, some should be used to compare aspects of life
in different periods.
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.
Page
6
Pupils should be taught about:
 changes in Britain from the Stone Age to the Iron Age.
 the Roman Empire and its impact on Britain
 Britain’s settlement by Anglo-Saxons and Scots
 the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of
Edward the Confessor
 a local history study
 a study of an aspect or theme in British history that extends pupils’
chronological knowledge beyond 1066
 the achievements of the earliest civilizations – an overview of where and when the
first civilizations appeared and a depth study of one of the following: Ancient
Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
 Ancient Greece – a study of Greek life and achievements and their influence
on the western world
 a non-European society that provides contrasts with British history – one study
chosen from: early Islamic civilization, including a study of Baghdad c. AD 900;
Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
National Curriculum for History (2014).
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
National Curriculum history – aspects to develop
Key Stage 1
Knowledge / understanding of British
history
Knowledge / understanding of
wider world history


Changes within living memory used, where appropriate, to reveal
changes in national life
Events from beyond
living memory that are
significant nationally or
globally
See also wider world history
Local history


Lives of significant
individuals in the past
who have contributed to
national and international
achievements. Some
should be used to compare
aspects of life in different
periods
Significant historical events, people
and places in their own locality
The ability / disposition to:

Be aware of the past, using common words & phrases
relating to time

Fit people/events into chronological framework

Identify similarities / differences between periods

Use wide vocabulary of everyday historical terms

Ask and answer questions

Choose and use from stories and other sources to show
understanding

Understand some ways we find out about the past

Identify different ways in which past is represented

Key Stage 2 The following areas of study taught through a combination of overview and depth studies

Changes in Britain from the Stone
Age to the Iron Age


The Roman Empire and its impact on
Britain

Britain’s settlement by AngloSaxons and Scots



Viking and Anglo-Saxon struggle for
the kingdom of England to the time
of Edward the Confessor
An aspect or theme of British history
that extends pupils’ chronological
knowledge beyond 1066
Local history





A local study

The achievements of the
earliest civilizations;
depth study of one of:
Sumer
Indus Valley
Egypt
Shang Dynasty
Ancient Greece – life,
achievements, influence
Non-European society
that contrasts with British
history. One of:
 early Islamic civilizations
inc study of Baghdad c
900AD
 Mayan civilization c. 900
AD
 Benin (west Africa) c.
900-1300
The ability / disposition to:

Continue to develop chronologically secure knowledge
of history

Establish clear narratives within and across periods
studied

Note connections, contrasts and trends over time

Develop the appropriate use of historical terms

Regularly address and sometimes devise historically
valid questions

Understand how knowledge of the past is constructed
from a range of sources

Construct informed responses by selecting and
organising relevant historical information

Understand that different versions of the past may
exist, giving some reasons for this (Not explicitly stated
but is natural progression between KS1 and KS3)
Progression in History under the 2014 Curriculum: A guide for Schools.
Jamie Byrom 2014.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
7
Knowledge / understanding of
wider world history
Page
Knowledge / understanding of British
history
Exemplification – Principles of Inclusive Teaching in History (taken from Historical
Association).
These exemplifications come from a variety of curriculum topics and a wide range of
possible classroom activities.
1. History content should be chosen to positively reflect diversity wherever possible
History content has many possibilities to include an element of diversity. One aspect of
the primary curriculum that lends itself particularly well to this is the topics in the study of
Victorian Britain. Stereotypes about the ‘civilizing influence of the white empire' on black
indigenous populations should be avoided and the examples of black people's roles in
Victorian society should be emphasised.
2. Historical stereotyping of individuals, peoples or societies should be avoided
In selecting significant people to study (and Key Stages 1 and 2) its important to choose
a range of people in terms of gender and ethnicity. Historical figures that challenge
stereotypes are particularly useful. One example is for children to study Amy Johnson
alongside Douglas Bader, considering both similarities and differences. Consider how
their heroism is reflected differently in sources at the time and how their contributions
have since been commemorated.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Page
Invaders and settlers is a topic that has substantial resonance with modern society. As a
topic that has at its heart the impact of new people on an indigenous population, it
raises many of the issues that relate to the (controversial) debate about the impact
8
3. Historical clichés should be challenged
immigration on modern society. Notions of a homogenous population are misleading at
any point in the history of the British Isles. Although the population of the British Isles at the
time of the second Roman invasion in 43AD the population is often referred to as ‘The
Celts' the population were tribal and would not have regarded themselves as one body
of people. Even after the ‘official' end of the Roman occupation in 410AD, so much
mixing of peoples and adopting of customs amongst all the peoples had taken place
that it is inaccurate to assume that the country or population returned to its pre-43AD
state. In addition, it is inaccurate to characterise those who invaded as ‘Romans from
Rome'. Many were from elsewhere in the then pan European Roman Empire, with quite
diverse ethnic and cultural influences. Teachers should also be wary of making value
judgements about the cultural exchange between indigenous and new peoples. The
idea that the Romans brought ‘civilization' to Celtic Britain is outdated and inaccurate.
Equally characterising later new peoples to the British Isles as ‘invaders' may give a sense
that their intent was aggressive. While there is much evidence that the Vikings who
began to come to the British Isles in the 8th Century BCE was violent and aggressive, there
is little evidence (save the Saxon Shore forts on the east and south coast of the England)
that the coming of Anglo Saxon people was violent.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Page
Many Primary History topics, especially those in the Early Years Foundation Stage and Key
Stage 1 are selected because they are thought to be easy for younger children to relate
to as they are close to children's day-to-day life experiences. In essence this is a good
reason for choosing topics, however teachers must ensure that topics and materials
remain relevant to children's (ever changing) lives. For example Victorian day trips to the
seaside are sometimes compared to modern package holidays. However there are
9
4. The content of History curricula should be regularly revised in light of the above and to
assess the relevance and validity of the topics chosen
many children who do not experience the modern package holiday, which itself is a
declining event as options for holidays become more diverse.
5. The choice of sources and materials should reflect diversity and challenge stereotypes
whenever possible
Sources used in History teaching contain a diverse range of messages - some obvious
and some hidden. Teachers should be aware of the danger of perpetuating stereotypes.
For example teaching materials on war histories should emphasise effects on individuals
rather than on masses of ‘victims' of conflict. Statistics about victims tend to ‘dehumanise'
those involved and can be unhelpful in emphasising the human impact of conflict. It is
also important to find examples of resources that reflect the impact of conflict on all
participants in a conflict.
6. Sources should be chosen in diverse media and be as accessible as possible to all
learners
Selecting the right history resources is vital to the success of any topic. Teachers have a
wide variety of paper based, multimedia and web based activities available. Sometimes
it is easiest to choose the resources that are easiest to get hold of but it is important to
consider the range of sources. Multi sensory resources are important to all learners, but
especially those who have Special Educational Needs.
Many local museums lend collections of artefacts and schools can purchase their own
collections. In addition reproduction artefacts can be used. Teachers should consider
using food, clothes and music to exemplify history. Visits to historical sites are also very
important in developing children's sense of history and these experiences make a
significant impact on children's learning.
7. Teachers should carefully consider the vocabulary and types of language used
Page
10
When teaching about history it is vital for teachers to consider the vocabulary they
intend to use when planning the session. This might be words to describe historical events
or people (king, ruler, conflict, war), or a vocabulary of numbers connected to
chronology (19th Century, 1066, 3 decades). Equally there is a vocabulary of historical
images which children build up and which become their visual historical reference points
(the image of the Bayeux tapestry, portraits of Henry VIII, images of the Blitz).
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Many examples of Historical vocabulary appear uncontroversial, but there are many
words and phrases that are commonly used which are actually highly pejorative and
need to be carefully considered. One example is the word ‘invader'. This term is
sometimes used interchangeably with ‘raider' and ‘settler', when actually the words carry
very different connotations. In the context of the Primary school curriculum, this
vocabulary is often used in the teaching of the period of History between 43AD (The
Roman invasion under Emperor Claudius) and 1066 (the Norman invasion), this topic is
often referred to as ‘Invaders and Settlers'.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
Page
In contrast the Anglo-Saxons are often referred to as ‘settlers' which is a term implying a
peaceful movement of people. Evidence of violence from this period is less evident than
it is from the Vikings who came to Britain some 300 years later, but it should not be
assumed that the arrival of the Saxons was welcome throughout Britain.
11
During this period, Roman are often characterised as an ‘invading army', whereas the
Anglo Saxons who began their invasions in the late 4th Century tend to be called ‘settlers',
while the Vikings who came in the 8th century are often referred to as ‘raiders'. The use of
these there terms influences the way these peoples are perceived. The Romans did
begin as an invading army, but soon after the invasions Romans began to settle and
raise families in Britain and the some of the indigenous population began to adopt
Roman customs. It is therefore inaccurate to view the Roman invasion as a military
subjugation, cultural exchange also occurred during the period.
Vikings, perhaps, get the most negative connotations when they are referred to as
raiders. There is evidence that Vikings did arrive violently, but they also settled in Britain
bringing cultural exchange. In using terms to describe the movement of peoples during
this time, teachers should carefully examine the connotations of the words they use. This
is particularly important in the context of the resonance that such terms have in today's
Britain. We continue to be a nation subject to movement of peoples and characterising
population changes and people from abroad in negative ways is unhelpful in a climate
where immigration continues to be controversial. Teachers need to be aware that for
many children in their classes, the movement of peoples to Britain and subsequent
cultural changes and exchanges are emotive topics.
8. Assumptions about the backgrounds and views of learners should be avoided.
Page
12
Teachers should never assume that learners share a common background, culture or
moral code, and should never teach history by referring to groups of peoples as ‘us' or
‘them'. Particularly important is the influence of Empire in British history, which has
subsequently brought many people to live in Britain. Teachers should ensure that in their
History teaching the multicultural nature of 21st century Britain is properly reflected in their
choice of vocabulary. However teachers should also avoid singling out children who
have come from Asian or West Indian backgrounds to use as a resource. This is a
particularly good reason to look at the nature of Empire when studying the Victorians
topic, and examine cross-cultural exchanges. It is important to focus on exchange of
ideas in both directions.
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
13
Page
“With Christ as our guide, together we: love, grow, learn and achieve each day.”
14
Page
“With Christ as our guide, together we: love, grow, learn and achieve each day.”