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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.”