EASTLANDS JUNIOR SCHOOL,
What is history?
History is the written record of the development of human societies.
History is important because:
It is a body of knowledge essential to the understanding of the development of the modern world.
The information handling skills developed through the study of history have applications in everyday life.
Historical awareness facilitates responsible participation in society.
To understand that the society in which the children live has been shaped by developments in the past.
To learn about the roles of individuals, movements and events have played in shaping modern society.
To learn to study historical evidence, to ask questions and to solve problems.
To develop the ability to communicate historical knowledge and understanding, orally, visually and in writing using appropriate techniques and vocabulary.
To appreciate how and why some aspects of the past are subject to different interpretations.
History and the National Curriculum.
History is a foundation subject within the National Curriculum framework. The knowledge, skills and understanding are laid down in the programme of study. (see pages 147 – 150)
Strategies for the teaching of History.
Organisation of the History Curriculum.
The History Curriculum is organised into two yearly cycles for lower juniors and upper juniors. Over the cycles a range of historical skills and knowledge are covered. The coverage of history is planned for from the termly theme and details in the NC document. For coverage across the key stage of history work see the topic curriculum over view. (see over view planning appendix)
When planning history work, teachers link the ideas to the topic covered and plan an appropriate amount of time within the foundation curriculum.
All children can experience an understanding of the past. They can appreciate and respect lives of others and develop a sense of their own worth and the worth of others in the community, in any given time.
All staff takes into account the reading and language abilities of the pupils and set differentiated work according to the child’s needs.
Teaching of History.
The class teacher teaches children history, there is no specialist teaching of history.
Children work individually, in co-operative groups and as a class as appropriate. The groups are usually mixed ability and discussions using speaking and listening skills are encouraged.
The children may be taken out on visits, or outside speakers / drama presentations may be asked to come into school, as part of the history curriculum.
Teachers make use of published worksheets and materials, as well as producing their own when required, to meet the needs of the topic.
Teachers make use of school broadcasts, DVD resources, information from the Internet, Partake and Roman Tours etc for some topics within the history curriculum.
Children are encouraged to present their findings in a variety of ways, e.g. topic books, wall displays, verbal reports, sketches, models and PowerPoint presentations.
Pupils with special needs may receive help and support in a variety of ways, e.g. individual sheets, pairing up with a more able child, differentiated activities, support from teaching assistants or teachers and careful choice of books at their level of reading ability.
Pupils with a particular flair and ability may have differentiated and extension activities.
Through the study of history the children develop their skills and use a variety of techniques to gather and interpret knowledge and information through the Key Stage.
The information handling skills, including the use of a wide range of source materials, are specifically taught.
Resources are made available and accessible and are regularly reviewed.
Strategies for Ensuring Progression and Continuity.
History is part of the foundation curriculum, the coverage of which has planned for by the staff.
The history topics are organised throughout the school on a two year cycle for lower and upper juniors
Schemes of work for history are taken from the NC.
Medium term planning, for history within the foundation curriculum, is undertaken by year group staff and is developed onto medium term planning grids. Planning blank grids for each year group are on the network
Use of history skills ladder ensures teachers plan for progression and continuity.
Staff evaluate each history session as an ongoing process.
Completed copies of termly planning and examples of children’s work are handed to the coordinator for monitoring purposes.
Role of the History co-ordinator.
To take the lead in policy development, production of schemes of work, monitoring of the delivery of the history curriculum to ensure progression and continuity of history teaching and learning throughout the school.
To support colleagues with advice and suggestions.
To undertake work analysis monitoring the delivery of the historical content.
To take responsibility for purchase and organisation of central resources for history.
To keep up to date with developments in history education and disseminate information to colleagues as appropriate.
To advise the head teacher of concerns or actions to be taken following the monitoring of planning and work analysis.
Feedback to Children and Parents.
Mark children’s work with the aim of helping and encouraging children to learn with positive and constructive comments, verbal and written.
Discuss work with the child whilst they are carrying out the task.
Discuss and review work upon completion of the topic, giving the child time to reflect on their work and progress, together with setting a target to work to during their next topic.
Reporting to parents is done on a termly basis with parent interviews and with an annual written report. This focuses on the child’s historical knowledge and understanding and their ability to handle information, read for information and their use of research skills.
Children’s topics are kept throughout the year by the class teacher and are shown to parents at parent evenings. The child may then take them home at the end of the year at the head’s discretion.
Central resources include photocopiable worksheets and books of ideas, are stored in the library.
A range of books and encyclopaedias are kept in the library for the children’s use either in the library or in the classroom.
Selections of artefacts are stored in the green library trays.
Central resources are the responsibility of the history co co-ordinator who may have a small budget available.
Visits to museums and historical sites, the visit of outside speakers and theatre groups are planned by teachers to support their class room work as appropriate.
I.C.T. is a resource that can be used in history for:
Communicating information (word process and graphics)
Handling information (data bases, census data, parish records)
Modelling (simulation archaeological and historical investigations)
Use of the Internet for research.
Use of PowerPoint to create presentations on a given topic.
Health and Safety
There is no specific health and safety issue in history but safe working practises are followed at all times.
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