History Policy

“History can mean two things – the past and the study of the past. Learning about the past and the methods used to study it helps pupils make sense of the world in which they live.”

HISTORY is important because:it helps pupils develop a sense of identity through learning about family history, the development of Britain and the World. It helps pupils understand the present in the light of the past. It enriches other areas of the curriculum such as Maths (chronological order) ICT (enquiry) English (organisation and communication), PHSE (empathy with other people’s lives).

History policy statement Sept 2017

 Overview for HISTORY

The intention of our History education is to:

  • Develop curiosity, interest and awareness of the past and the way in which it is different from the present.
  • Begin to learn about chronology, short and long term time scales, change and cause and consequence.
  • Understand some of the ways in which we find out about the past.
  • Know and understand significant aspects of history including specific eras and people.

Foundation Stage

History falls within ‘knowledge and understanding of the world’ aspect of the Foundation Stage and children will find out about past and present events relevant to their own lives and family. In the Foundation Stage, historical study will start from pupils’ own experiences and from those of their immediate family e.g. creating a timeline from their birth to the present day, grandparents sharing experiences of their childhood.

Key Stage 1

Pupils will develop an awareness of the past using common words and phrases that relate to the passing of time. They will learn where people and events that are significant to our history fit within a timeline and different periods.

Pupils will be taught about:

  •  Changes within living memory. Where appropriate, these should be used to reveal aspects of change in local and national life.
  • Events beyond living memory that are significant nationally or globally (World Wars, Victorian era, The Great Fire of London)
  • The lives of significant individuals from the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods. (eg. Neil Armstrong, Samuel Pepys, Queen Victoria)
  • Significant historical events, people and places in their own locality (eg. School building, Kingston town importance in Saxon times)

Pupils are taught:

  • To place events and objects in chronological order.
  • To use common words and phrases relating to the passing of time.
  • To recognise why people did things, why events happen and what happened as a result.
  • To identify differences between ways of life at different times.
  • To identify different ways in which the past is represented.
  • How to find out about the past.
  • To ask and answer questions about the past.
  • To select from their knowledge of history and communicate it in a variety of ways.

Health and Safety

Children must be taught to handle artefacts with care and respect their value. A Risk Assessment is taken prior to any offsite visits. Children must be closely supervised when taking part in fieldwork and are taught about the dangers and how to take responsibility for their own safety.

Equal Opportunities and Inclusion

All pupils irrespective of ethnicity, religion, gender or ability are given equal access to the History curriculum where possible. Able, gifted and talented pupils will be supported through the subject developing analysis, thinking skills and evaluation techniques. Teachers will aim to be sensitive to problems linked to ethnicity and religion.