HISTORY

1.	This policy reflects the school's values and philosophy in relation to the teaching and learning of HISTORY.  It sets out a framework within which staff can operate and gives guidance on planning, teaching and assessment.

The policy should be read in conjunction with the Programmes of Study for HISTORY in the National Curriculum which set out in detail what pupils will be taught.

2.	This policy is intended for all teaching staff who will have their own copy.  Governors will be offered a copy and further copies will be available for parents, inspection teams and LEA advisers, from the Headteacher.

History is a foundation subject within the National Curriculum

AIMS

1.	To provide the children with an experience of History which is both valid and stimulating.

2.	To enable children to gain an understanding of the past, with relation to themselves, their families, their communities and the wider world, as appropriate to age, ability and aptitude.

3.	To encourage a lively and questioning approach to History which enables children to enjoy what they do.

4.	To encourage an awareness that, though there are links between History and other subject areas, the study of the past is, in itself, a separate and important discipline.

OBJECTIVES

1.	To enable children to develop knowledge and understanding of the past.

2.	To make sure that the understanding outlined above takes place within a secure framework of knowledge about the past.

3.	To enable children to understand how the environment in which they live fits into the history which they study.

4.	To enable children to select, organise and communicate what they have learned about the past.

5.	To enable children to make appropriate progress in knowledge, understanding and skills in history.

CURRICULUM AND ORGANISATION

The subject comprises of Programmes of study and level descriptions.

At Key Stage 1 & 2, pupils are taught breadths of Study.    At both Key Stage 1 and 2 there are 5 key elements which are developed through the areas of study.

These elements are:-
	
1.	Chronological understanding
2.	Knowledge and understanding of events, people and changes in the past.
3.	Historical interpretation.
4.	Historical enquiry.
5.	Organisation and communication.

Our pupils will work at levels appropriate to their ability.  It is expected that most children will achieve Level 2 by age 7 and Level 4 by age 11.

In Learning History the children will have the opportunity to:-

a)	learn about their personal history
b)	learn about their families and generations
c)	learn about their community through studies of journeys and homes
d)	learn about ancient civilisations from Europe and the wider world
e)	learn about important developments in Britain's past
f)	investigate local history
g)	learn about the past from a range of evidence

In order to achieve the objectives of the History Curriculum, the subject is taught either in topics or is integrated with other subjects.  For a complete list of topic areas covered refer to the Appendix.

Learning activities are sequenced to ensure progression and are taught through a variety of approaches.

These include:

a)	Teacher led lessons where information is provided
b)	Group work where the children discuss problems in small groups
c)	Class discussion lessons where members are encouraged to join in with their personal opinions
d)	Teachers prepared materials
e)	The use of outside speakers with relevant experience
f)	The use of audio-visual aids in presenting material to the children, including artefacts.
g)	Educational visits
h)	The use of published schemes.

CLASS ORGANISATION  AND TEACHING STYLE

Within classes, pupils are taught individually, in groups, or as a class as appropriate, according to the learning task.

The organisation of the classroom will vary according to the activity that is being carried out.  The formal classroom layout will alter when group work activities are taking place.

Although children in the teaching groups are in broad bands they nevertheless display a wide range of abilities with regard to this area of the curriculum.  The class Teacher will provide differentiated activities for the children through task, outcome, resources and the support given to meet the needs of the individual.  The mix that exists encourages all pupils to gain in confidence and share ideas with each other.

There are cross-curricular links with other subjects, most particularly Geography, English and Art.

PLANNING

Planning is used to:

a)	set clear objectives
b)	ensure work is matched to pupil's abilities, experience and interests
c)	ensure progression, continuity and subject coverage throughout the school.

Curriculum planning is yearly (long-term) and weekly (detailed) using the schools own system of plans.

The School has Medium-term plans but these need reviewing in light of the new National Curriculum Orders 2000.

Planning is the responsibility of individual teachers with co-operation between Teachers in a Key Stage also required.

The Subject co-ordinator can assist staff in this area.

ASSESSMENT

Assessment is used to:-

a)	provide diagnostic information about individuals/groups.
b)	Plan future teaching and learning
c)	Provide summative information for teachers
d)	Provide information for parents
e)	Contribute to each child's curricular record

RECORD KEEPING

Records of pupil's achievements are kept to:-

a)	plan pupil's future learning
b)	report progress to parents
c)	maintain a written record of pupil's learning
d)	provide a curricular record of each pupil
Further details are included in the School's Assessment Policy.
REPORTING

Details of reporting arrangements in History are included in the School's Assessment Policy.

SCHOOL COMMUNICATION

The levels achieved by children are passed between key stages.  Individual problems are communicated through child statements and word of mouth.

RESOURCES AND ACCOMODATION

Each Class has its own resources including published schemes, teacher prepared materials, artefacts and CD ROMs.  There is a list of resources included in the Appendix for this Policy Document.  Published Schemes available are Collins for KS2 and Time and Place for KS1.  As money becomes available further resources will be purchased.

I.C.T. WITHIN THE HISTORY PROGRAMME

Whilst the importance of I.C.T. within this discipline of the curriculum is recognised, this is an area that we are looking to build on in the future as relevant software becomes available for use with children in History.

At present the main areas where I.C.T. support for this subject can be noted are:

At KS1	-	tape recorder,database & word processing, CD ROMs

At KS2	-	databases, spreadsheets, word processing,  CD ROMs 
			Relevant to different topics.

When the I.T. Suite is completed the children will have greater access to using the computers and linking their work to History topics.

SPECIAL EDUCATIONAL NEEDS

In order to provide work that is appropriate to the learning experiences of the individual children it is necessary for the teacher to be aware of the statements/individual educational programmes that apply to children in the class that he/she is teaching.

This will assist in the planning of differentiated material for the class so that all children will be able to achieve at the level that is appropriate to their abilities.

CO-ORDINATOR ROLE

In planning, the co-ordinator should:-

a)	plan work with teachers
b)	review and contribute to teacher planning
c)	prepare policy and scheme of work
d)	develop policy and scheme of work with Staff
e)	prepare subject development plan

The co-ordinator will assist staff by:-

a)	leading staff meetings
b)	planning/leading INSET activities
c)	providing consultancy/advice
d)	specifying and ordering all resources
e)	co-ordinating staff requests for resources
f)	monitoring  and maintaining condition and availability of resources.

The co-ordinator's responsibility for monitoring and evaluating includes:-

a)	analysing pupil's access to the subject
b)	reviewing teachers plans
c)	reviewing teacher/pupil records
d)	reviewing assessment
e)	leading curriculum meetings

INSET PROVISION

Staff development in this area of the curriculum is available through County Courses and meetings with colleagues from other educational establishments.

The needs of the school are identified through appraisal, curriculum review, external advice and school development planning.  They are prioritised and recorded by the co-ordinator and Headteacher who will also review the effectiveness of INSET on the teaching and learning.

School INSET provides the opportunities to compare developments in this area of the curriculum with other colleagues.

EQUAL OPPORTUNITIES

It is the responsibility of all teachers to ensure that all pupils, irrespective of gender, ability, including gifted children, ethnicity and social  circumstance, have access to the curriculum and make the greatest progress possible.

The use of differentiation by outcome allows children to respond to the work presented to them at the appropriate level.

EVALUATION

This policy document will be regularly reviewed to asses its value as a working document.

Evaluation is carried out to enhance teaching and learning and is the responsibility of all staff.  Evaluation will include content (National Curriculum requirements) pupil's progress, organisation and teaching methods and effectiveness of INSET.

Methods of evaluation will include:-

a)	assessing pupils work and achievements
b)	reviewing coverage of Programmes of Study
c)	analysis of plans
d)	staff discussion
e)	external advice

Those areas which have not worked particularly well (i.e. sections of plans) will be modified according to the experiences that have taken place.