Menu
Home Page

History

Rooted in gospel values St Cecilia’s Catholic School Community lives together, learns together, and loves

together.

 

 

Rationale:

History: is the study of the past, through which pupils develop an awareness and understanding of the ways in which peoples’ lives and the societies in which they lived developed. Learning about history enables pupils to develop their knowledge and understanding of the history of their countries and cultures as well as of their own.

 

Aims: The aims of history in our school are to

  • develop the skills which enable children to find out about the past
  • develop a sense and understanding of time
  • to help children understand society and their place within it, so that they develop a sense of their cultural heritage
  • develop children’s knowledge and understanding of a variety of historical periods and different cultures and societies
  • develop children’s knowledge and understanding of historical ideas and concepts - causation, change and continuity over time
  • develop children’s ability to investigate and interpret the past in different ways through a variety of historical sources and techniques
  • develop children’s ability to communicate their ideas and findings, in different ways, and to organise their work through a wide range of outcomes.
  • understand how Britain is part of a wider European culture and to study some aspects of European and World history

 

Learning Outcomes - These identify how we intend to achieve the aims. They guide, through curriculum planning and our history scheme of work, what we want pupils to have done in the classroom in each of the following aspects of the subject

  • chronological understanding
  • knowledge and understanding
  • historical interpretation
  • historical enquiry
  • organisation and communication

 

Learning, Teaching and Curriculum Provision

Equal Opportunities

  • We plan our classroom activities to challenge and involve all pupils appropriately, according to age and capability, ethnic diversity, gender and language background.
  • We are aware of different learning styles and the need to allow pupils to be able to work in their preferred learning styles for some of the time.
  • We use materials for teaching which avoid stereo-typing, and bias, towards race, gender, role or disability.
  • We deal with such issues clearly and sensitively when they arise.

 

Matching work to the needs of pupils with different levels of ability

We use a range of strategies to support pupils .A few of these, particularly relevant to history are:

  • an adult to accompany pupils with aural or visual impairment on visits.
  • the use of several levels of difficulty of vocabulary in class lessons by the teacher e.g. areas of housing/residential areas.
  • modified text passages as expected in other curriculum areas.
  • different levels of written or oral questions for pupils investigating photographic or other visual materials.
  • modified graphs, e.g. the use of ICT to graph data, axes provided and labelled.
  • careful use of support for pupils with English as an additional language.

 

For our gifted and able pupils we will expect:

  • a greater range of resources to be used.
  • extension and/or different more challenging tasks to be provided.
  • greater independence in working, e.g. a pupil to be able to carry out their own simple historical investigation by Year 6, partly through homework.
  •  

Breadth and balance

Our scheme of work is based on the history National Curriculum programmes of study. We use the Voyagers Scheme of work which has been written in consultation with the National History Association.

History is taught for half of each full term in all year groups.

 

 

 

Continuity and progression

  • Historical skills are identified in the scheme of work and are the methodology for teaching and learning about the subject. For example, chronology and the ability to use historical sources are not taught in isolation but always relate to periods of study.

 

Variety and Relevance

Pupils will be engaged in active learning based around the development of historical investigation and its related information finding and analysis skills, as expressed in our aims and outcomes.

 

We want pupils to be able to use a range of thinking skills to:

  • ask historical questions
  • collect information through fieldwork and/or class-work to help answer these
  • process the data/ information
  • present what they find
  • comment accurately or analyse their findings and reflect on them

 

We allow for children’s different learning styles in designing our teaching and learning activities

  • The subject offers many practical and speaking and listening opportunities.
  • We use our pupils’ own experiences to involve and motivate them.
  • We work through practical activities in the classroom and locally as much as possible.
  • We motivate pupils to learn about other peoples and cultures through relating to children’s lives, visiting adults and using artefacts.

 

Key Skills - Literacy, numeracy and ICT

  • English (including literacy) – history is an excellent subject for promoting speaking and listening and

reading and writing. We focus on the key vocabulary of the subject and use writing frames as appropriate.

  • Numeracy - our time line and chronology work develop data handling skills.
  • ICT - presentation, data handling, information retrieval and Internet use are highlighted. We use the digital camera for visits, local walks and classroom follow up.
  • Thinking Skills - we consciously teach thinking through history as it livens up activities and raises standards.

 

Spiritual, Moral, Social and Cultural Aspects.

  • Some of our objectives explicitly develop social, moral, cultural and spiritual education, for example, children are given opportunities to discuss what is right and what is wrong
  • Citizenship is integral to the subject.
  • Dealing with attitudes and values are an integral part of history and may link directly with PSHE.

 

Assessment, recording and reporting

  • Summative (assessment of learning) and formative assessment (assessment for learning) focuses on the four aspects of the history N.C. programme of study.
  • Progress in the use and application of skills, especially enquiry, is the key focus of summative assessment.
  • In each year teachers use both formative (assessment for learning) and summative (assessment of learning) assessment to record a judgement about skills development and this is tracked for each child across the school.
  • Each unit of work has summary expectations related to levels which we have compiled, against which each pupil is assessed. Their performance is recorded on assessment sheets and handed to coordinator.
  • In lessons teachers assess progress towards the learning objectives they have set pupils and shared with them, and use their judgements to adjust future work or set targets.

 

Health and Safety

All school trips follow the School Health and Safety Guidelines. Hazard perception is crucial for history visits. Visits are carried out pre-visit to assess potential hazards and plan how to deal with them. Pupil supervision guidance is strictly followed. A written risk-assessment is done for each visit through the School Improvement Liverpool Evolve site. For visits to specialist museums/ sites, copies of their own risk assessments are used in conjunction with our own. The risks are reassessed on arrival with museum/ site officers.

 

Subject Leadership

 

The history subject manager leads the maintenance and development of the subject.

 

He/she is responsible for assuring quality and standards in the subject by:

  • taking the lead in the development, evaluation and amendment of schemes of work as and when necessary
  • acting as a consultant to colleagues on resources, visit possibilities, curriculum changes, classroom teaching and learning ideas
  • advising on staffing matters – e.g. specialist teaching, swapping classes, team teaching
  • monitoring and evaluating pupils’ work, pupils’ views about the subject, display, teachers’ planning and (when the school improvement plan requires) classroom teaching.

 

The subject manager holds a budget for the subject, in line with the subject action plan and school improvement plan.

 

The outcomes of monitoring and evaluation, the annual subject and performance management review will prioritise the needs for renewing or adding to resources and meeting staff’s identified continued professional development and training needs.

 

Monitoring and evaluation are carried out by the senior management and subject lead, in line with the school improvement plan and monitoring cycle, these inform curriculum and resource development and staff support.

 

National changes are taken into account as they arise and are matched with whole school priorities.

History Milestones by year group

Top