ALL SAINTS’ RC PRIMARY HISTORY POLICY

OVERVIEW

At All Saints RC Primary, we teach history because it is essential for understanding the past, present and future. Our children will develop a chronological understanding of significant events and people and will be exposed to the diversity of human experience which will aid their understanding of society today. We will use the National Curriculum History Guidelines as the basis for our scheme of work and we will make meaningful links with the other subjects of the curriculum. Our aim is to ignite a curiosity to learn about the past that will help children understand who they are and how their environment and the world has changed over time.

INTENT

The whole school long-term history plan is carefully organised to give children a wide range of historical eras and people to study, and this has full coverage of the National Curriculum. The knowledge and skills developed in each phase group will provide the foundation for the following phase. Staff will use their expertise and familiarity with pupils to tailor history lessons, ensuring that diversity is reflected in the curriculum. Our history progression maps of both knowledge and skills will provide clear and specific learning objectives to ensure that the knowledge is embedded in the children’s learning.

The aim of this framework is to:

• To help all children develop a sense of the past and to develop a chronological framework for learning about life in past times.
• Develop pupils’ conceptual skills for understanding the past, and how it has impacted today’s society.
• Develop pupils’ knowledge of chronology, within which the children can organise their understanding of the past.
• To enable children to learn about significant people and their impact on our lives.
• Develop pupils’ range of historical enquiry skills including finding out about the past, distinguishing between historical facts and the interpretation of those facts.

IMPLEMENTATION

To ensure high standards of teaching and learning in history, we will implement a progressive, concept-driven curriculum that enables pupils to develop both their substantive and disciplinary knowledge in line with the National Curriculum. Our History curriculum is sequenced in chronological order and woven within this are our ‘golden threads’. These are specifically chosen substantive concepts which will be revisited by children throughout KS1 and KS2. The ‘golden threads’ include diversity, settlements and civilisations and monarchy and power. Children will build on previously taught learning and develop their understanding of each golden thread looking at how they have changed over time. Each unit of work is structured around an over-arching question. Each question is broken down into specific smaller questions which facilitate progressive steps throughout the historical unit. This carefully sequenced learning allows the children to answer the overarching question by the end of the unit. To support the learning of the history curriculum, the following methods are used:

• We will begin the teaching of history in the Foundation Stage. The children will begin developing their knowledge and skills in the ‘Understanding of the world’ by starting with the most recent past. We will use fiction and non – fiction texts, songs, photographs, artefacts, visits out into the locality, and by talking to older people about ‘then and now’.
• Displays / Working Walls – They will serve as reference points to support children's learning, encouraging independence and reinforcing key concepts. Working walls will be regularly updated to reflect current learning, enabling children to actively use them as a resource.
• Timelines – every classroom will have a timeline that allows children to understand where their historical learning fits into chronology. Keystage 2 children will also have a timeline in the front of their books with both British and World history shown. Both will be addressed at the beginning/throughout a topic. Through these resources, children will have the opportunity to put their previous learning into context and demonstrate their skills by using terms, dates and period labels.
• Vocabulary – revision and introduction of vocabulary is identified in our ‘Vocabulary Progression Map’ Vocabulary will be introduced and revisited in every lesson
• Enquiry – for each topic studied, children will carry out historical enquiries linking to the historical concepts.
• Quiz / Knowledge Recall Teachers will devote between five and eight minutes at the start of a lesson, to review previous learning. (Rosenshein’s 10 Principles of Instruction)
• Mind Mapping - mapping to help children retain knowledge taught, it can help improve memory. The mind maps will also help teachers complete their Teacher Assessment.
• History Educational Visits – Key Stage 2 children will visit and take part in educational visits delivered by history specialists. They will be immersed in an aspect of history and given the opportunity to handle and investigate artefacts.
• Books and Internet – Children will have access to a range of non-fiction books in the class reading area and the school library. iPads and laptops will be available for children to carry out research and present their research findings.
• Class Readers / Literacy Texts - Through rich, high-quality texts, students can engage with historical events, figures, and perspectives, fostering empathy and critical thinking. These texts bring history to life, enabling children to explore different time periods, cultures, and viewpoints while enhancing their literacy skills.
• Class assemblies – Children will present their learning to the whole school and parents for one history unit covered that year.
• Art, design technology, drama will be closely linked with history as children use these subjects to communicate what they have learnt.
• History Awards – Certificates will be given every term to two children to recognise and celebrate students who demonstrate outstanding engagement, progress, and enthusiasm in history learning.
• History Competitions – These competitions may include quizzes, research projects, or creative presentations to engage students and encourage enthusiasm for historical topics.
• On every appropriate occasion teachers will use first-hand experience, visits, visitors, artefacts and the local and wider environment to engage children’s interest and imagination.

IMPACT

The History Curriculum at All Saints RC Primary will help pupils to develop a strong understanding of the past and how it shapes the present and future. Stronger knowledge and understanding helps the children to build a clear sense of chronology and key historical events. Children will explore diverse historical perspectives, learning about different cultures, civilisations, and societies. This approach makes history engaging, relevant, and memorable, helping the children to become curious, informed, and thoughtful individuals who understand how history influences today’s world. History will be fun and will have a strong presence in the ethos of the school through displays, performances, music, drama and assemblies. Parents and grandparents will be encouraged to join in the teaching and learning of history.

ASSESSMENT

Assessment is an integral part of teaching and learning and is built into the planning of learning outcomes. Teachers formatively assess pupils’ understanding through questioning, discussions and outcomes in history books. Assessment is tracked on Insight termly. Progress and development of pupils within the EYFS is assessed against the early learning goals outlined in the Statutory Framework for the Early Years Foundation Stage and Development Matters Framework.

EARLY YEARS

In line with the Development Matters guidance, our EYFS department covers prerequisite skills for history within the topic Understanding the World. Children are prepared for Year 1 by learning specific skills and

knowledge as the foundation for future learning. Communication and language is key to developing children’s understanding of the past so to enhance this, we use books, pictures, artefacts, accounts and talk about familiar situations in the past. Carefully planned provisions enhance the understanding of vocabulary and develop an understanding of the past, present and the difference between the two. The introduction of vocabulary is discussed and used with the children such as ‘old’, ‘past’, ‘now’, ‘then’. This is identified in our whole school Vocabulary Progression Map.

Special Educational Needs and Disability (SEND)

All Saints’ Catholic Primary School, our aim is for all children to have access to a broad and balanced curriculum, meeting their educational, emotional, social and spiritual needs. Teachers encourage all pupils to reach their full potential through varied provisions and adaptive teaching. Teachers use a range of strategies in line with the school’s SEND policy to ensure accessibility of the curriculum and provide appropriate challenges tailored to individuals’ needs.

Revised and adopted by the Governing Body Date - September 2024

Review Date - September 2025

“The more you know about the past,

                  the better prepared you are for the future.” Theodore Roosevelt