HISTORY POLICY
Revised: Summer 2013
Approved by the Board: Autumn 2013
To be reviewed: Summer 2014
Introduction:
This document is a statement of the aims, principles and strategies for Teaching and Learning in History
at Rosemead Preparatory School. It was developed through a process of consultation with the teaching
staff. This policy is reviewed annually by the subject co-ordinators for KS1 and KS2 and Senior
Leadership Team, ratified by the Education Committee and submitted to the Board of Governors for
approval.
Aims and Rationale:
Our aims for Teaching and Learning in History are:
That the teaching of History should stimulate curiosity, interest in and enjoyment of History; broaden
knowledge and understanding of events in the past; develop skills in recognising, interpreting and
evaluating primary and secondary sources; teach the skills to write both a narrative account of historical
events and an analysis of cause and effect, and to create an awareness of the impact of historical events
upon the world today.
Children are encouraged to think creatively and develop historical skills and to ask questions and present
their ideas using appropriate vocabulary with the aid of graphs and diagrams. They are given
opportunities to use ICT to support their learning.
The History department aims to create an environment that enables children to study the subject in a
safe and friendly atmosphere. A good child-teacher rapport provides the opportunity to develop interest
in the subject. A high emphasis is placed on children enjoying the subject and examining primary and
secondary sources appropriate to their age wherever possible. Academic success is dependent upon a
number of factors; ability, self-motivation and a desire to work hard contribute a great deal. It is important
that opportunities are taken for children to be shown the relevance of History within society.
These aims are facilitated by meetings to discuss progress and concerns. The Senior Leadership
Team and the Curriculum Coordinator oversee the whole school aspects of our work. Form teachers
are able to seek assistance, resources and advice from the relevant History Co-ordinator for KS1 and
KS2.
Principles of Teaching and Learning History
The main principles of teaching and learning History are to:
Show an understanding that change and progress are not the same;
Recognise that causes and consequences can vary in importance;
Describe the different ideas and attitudes of people in an historical situation;
Demonstrate how historical interpretations depend on the selection of sources; and
Compare the usefulness of different historical sources as evidence for a particular enquiry;
Show an awareness that different people's ideas and attitudes are often related to their circumstances;
Describe the strengths and weaknesses of different interpretations of an historical event or development;
and
Make judgements about the reliability/value of historical sources by reference to the circumstances in
which they were produced.
In History we see teaching and learning as a process of co-operative teamwork. We therefore welcome
and encourage the involvement of parents and others in the community to support our teaching.
Teachers work towards these principles by:
 maintaining an up-to-date knowledge of their History topics
 providing a challenging and stimulating programme of study designed to enable all children to
reach the highest standards of personal achievement for their given potential
 recognising and being constantly aware of the needs of each individual child according to their
ability and aptitude
 making learning objectives and success criteria explicit to the children
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Revised: Summer 2013
Approved by the Board: Autumn 2013
To be reviewed: Summer 2014
HISTORY POLICY
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ensuring that learning is progressive and continuous
having a positive attitude to change and the development of their own expertise
working collaboratively with a shared philosophy and commonality of practice
Strategies for Teaching and Learning History
Our History curriculum is organised in a way that provides opportunities for topic work and cross
curricular activities.
Modes of working include individual work, paired work, small group work and whole class work, where
appropriate within this structure:
 relevant discussion is encouraged, although some periods are set aside for silent work
 interactive with practical and investigative work
 use of ICT/IWB to support lesson
 encouragement and positive feedback
 parent helpers may assist on outings and visits as appropriate
Homework is considered to be a valuable element of the teaching and learning process therefore:
 KS2 children are regularly given topic work and encouraged to research facts and present them
 children are encouraged to communicate their findings in a variety of ways as appropriate to the
task
Excellence is celebrated in display and performance wherein:
 sustained effort, including drafting and reworking, is encouraged to enhance standards
 school events such as class assemblies on their History topic can offer opportunities for all
children, not just the most gifted, to demonstrate their best
 weekly Celebration Assemblies are opportunities for a wide spectrum of successes(including
those in History) to be recognised and celebrated
 History can be cross- curricular and provide opportunities for display
 each child is given the opportunity to have work displayed
Strategies for Ensuring Progress and Continuity in History
Regular staff meetings are used to discuss various aspects of the History curriculum and ensure
consistency of approach and standards across EYFS, Key Stage 1 and Key Stage 2. Subject coordinators design the subject overviews to ensure progression and continuity in their subjects throughout
the school. Feedback to children about their own progress is achieved through the marking of work.
Continuity across the age groups is ensured by:
 regular Senior Leadership Team meetings
 regular Senior Management Team meetings
 regular Key Phase meetings between teachers
 liaison meetings between subject co-ordinators in Key Stage 1 and 2
 end of year transfer meetings, which include children’s records of attainment and summative
assessment results
Strategies for Recording and Reporting in History:
Children’s progress is monitored throughout the year. Individual and class records are kept by subject
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Revised: Summer 2013
Approved by the Board: Autumn 2013
To be reviewed: Summer 2014
HISTORY POLICY
teachers to assist with future class teaching and planning for continuity and progression.
Parents are kept informed of the children’s progress by end of year reporting.
Formative Assessment is used to guide the progress of individual children. Formative assessment is
mostly carried out informally by teachers in the course of their teaching. Suitable tasks for assessment
include:
 individual questioning
 small group discussions perhaps in the context of a practical task
 short tests in which the teacher gives questions orally and children write answers
 specific assignments for individual children
 marked written work
Use of History Resources:
History resources are currently kept in the classroom of the form that will be using them. Classroom
resources are the responsibility of classroom teachers who ensure that: there is a range of appropriate,
accessible resources available from which they can select materials suitable to the task in hand.
A detailed list is kept by the KS1 and KS2 History Co-ordinators and is updated at the end of each
academic year.
The History co-ordinator aims to endeavour to ensure that the texts the children will encounter during
their career in the school will contain no material which will demean, embarrass or offend any group.
Use of ICT in History:
ICT is a resource which is valued in the teaching of History. Teachers are expected to make full use of
their classroom IWB and to use CD Roms, DVDs and relevant websites to support their lessons.
Children have opportunities throughout the year to produce work which measures their ICT skills as well
as their historical knowledge. Children are informed of useful websites where they may research
historical topics, which the History Co-ordinator or teacher to that class has checked previously for
content and quality.
Children are encouraged to use ICT resources for research, homework and display work. All classes
have timetabled lessons in the ICT Suites which provide opportunities for research and display work.
Health and Safety;
The History Department follows the school’s Health and Safety policy. Visits to external sites are planned
and conducted in accordance with school policy.
SEN/ EAL and More Able Children:
Teachers of history will ensure that they liaise with colleagues teaching EAL/SEN so that children
receiving such support are able to fully access the subject. This will include differentiated work. It is the
responsibility of the class teacher to provide opportunities for the more able children and this will be
monitored by the History co-ordinator.
Planning in History:
Planning is undertaken at three levels:
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Revised: Summer 2013
Approved by the Board: Autumn 2013
To be reviewed: Summer 2014
HISTORY POLICY
Long term planning: the subject overview, the programme of work for a year group; developed by subject
co-ordinators (in collaboration with the whole staff).
Medium term planning: a list of topics from the subject overview to be covered in a term. Drawn up by
year groups for each term and monitored by the Key Phase leaders.
Short term planning: the weekly plan for the two or three lessons in a week.
Medium and short term planning documents will be kept in the files of the teachers concerned, and may
be inspected by the History Coordinator as necessary. Teachers of parallel classes in a year group will,
wherever possible, coordinate their medium and short term planning so that the same topics are covered
within a term, unless efficient utilisation of limited resources renders it more appropriate for the topics to
be covered in a different order.
Marking in History:
Marking aims to help children learn, not to find fault, and comments aim to be positive and constructive.
It is often done while a task is being carried out through discussion between child and teacher. Prompt
marking of written work is used sensitively and with discretion so that a child can assimilate a limited
number of corrections at one time - this will vary according to age and ability.
Differentiation in History:
Recorded work is largely differentiated by task in KS1. Differentiation is mainly by outcome. In KS2
some lessons allow for the use of differentiated materials or texts setting the more able children more
demanding tasks and allowing for the use of less demanding tasks for less able children. The relevant
and differentiated amount of support from the teacher is to be given.
External Links:
It is important that the children’s learning is supported and enhanced through educational visits. Children
throughout the school regularly go on visits to museums, historical sites and theatres to support their
class History Topic. In addition visits can be made to the school.
Roles and Responsibilities:
Class teachers are responsible for ensuring that they have good subject knowledge and that it is
continually updated.
The History co-ordinator is responsible for:
 taking a lead in policy development and the production of subject overviews designed to ensure
progression and continuity in their subject throughout the school
 supporting colleagues by giving advice and guidance about the implementation of the subject
 monitoring progress by ‘book looks’ and advising the Senior Leadership Team
 taking responsibility for the purchase and organisation of central resources for their subjects
 keeping up-to-date through reading and attending relevant courses
 reviewing all departmental documentation
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Revised: Summer 2013
Approved by the Board: Autumn 2013
To be reviewed: Summer 2014
HISTORY POLICY