The Distinctive Role Of History In The Curriculum
History is an essential part of the balanced, broad and relevant curriculum. It stimulates pupils' curiosity about the way of life of people living in the past, in the local area, in Britain and in the wider world. By engaging with the past pupils develop their understanding of the characteristic features and diversity of British society and of the range of societies, political structures, cultures and beliefs that influenced the actions of people in the past. Pupils develop their individual and collective sense of identity and learn to appreciate the diversity of human experience, by understanding and valuing their own and others' inheritance. The acquisition of an historical perspective is a valuable asset to understanding the present. Historical understanding informs our questions, judgements and decisions about contemporary human actions and events and future possibilities.
Skills of historical enquiry and communication are essential components in developing an appreciation of the nature of evidence. Pupils develop their ability to use the distinctive, disciplined, problem solving methods of historians through a range of critical enquiry, thinking and communication skills. History emphasises the value of rational explanation and is a vital element in assisting the development of enquiring and disciplined minds in young people. Moreover, History stimulates and arouses interest in the past in its own right and as a source of curiosity and imaginative involvement.
History can support understanding in other curriculum areas by providing a context and perspective for study and by providing specialist skills to allow this to take place.
Aims of the History department
1. To interest and motivate pupils by means of:
2. To promote knowledge and understanding of what happened in the past
3. To teach a range of historical concepts and skills:
4. To enable pupils to become historians - to gain experience of historical enquiry, narrative, analysis, questioning, opinion-forming, problem-solving and presentation of their findings.
5. To demonstrate the importance and continued relevance of the past to the events, British values and beliefs of today - in particular, to use the past as an example, so as to recommend to the pupils such personal qualities as honesty and concern for others, forethought and self-discipline, tolerance and open-mindedness.
6. To help the pupils to succeed in their studies and, should they wish, to pass at GCSE level.
A curriculum plan will be prepared to create a coherent and successful course in History which meets the needs of all pupils and satisfies all of the statutory requirements of the National Curriculum. The Subject Leader of History will have responsibility for the History curriculum, its' implementation, management, monitoring and review. Arrangements will be made to ensure that staff have a clear and common view about the aims and means by which History is taught and addressed, and that where possible they receive appropriate staff development through in-service programmes and informal discussion and support.
Definition
History in the National Curriculum is based on the view that the study of the past comprises three inter-related elements. These are:
Pupil Entitlement
In each key stage pupils are entitled to planned, coherent courses of historic study which are appropriate to their ability, meet the requirements of the National Curriculum, build upon pupils' interests and provide learners with a sense of achievement
All pupils can choose to study a course of History at Key Stage 4 and at key Stage 5
Through their education in History, pupils should:
Differentiation (adapting teaching so everyone can achieve success in History)
All work planned should take into account the differing ages and abilities in the classroom. The differing needs and capabilities of pupils will be met through:
The programmes of study allow freedom for pupils to "go deeper" and carry out more in depth studies whilst allowing others to go as far as they can in their studies.
Expectations of pupils should always be high, pushing pupils on to achieve their very best with repeated reference to levels of attainment made in teaching and marking. All pupils will cover the same content areas, skills and concepts.
Progression
We wish to see progression in:
Teaching Styles: History should never be boring!
The teaching style of the department is primarily investigative- learning by finding out. The aim is to make the study of History a "hands-on" subject. Each lesson should be different from the previous lesson, with an enthusiastic delivery and above all an interesting style of teaching. The aim is to create a child centred approach. Staff should share good practice and experience and work to create an environment conducive to learning. Pupils will experience a large number of different teaching and learning approaches, including whole class teaching, individual and group work, projects, research, fieldwork, class presentations, source-work, drama and role play, oral History, video, television and the use of ICT.
The Classroom Environment
The classroom environment should be interested and inviting. The work of pupils should be displayed in the classroom as well as informative visual information. Students should be encouraged to keep areas tidy and clean. There should be a firm but relaxed discipline established in the classroom. Pupils should show respect for each other, for the classroom environment and for the resources provided.
History is an essential part of the balanced, broad and relevant curriculum. It stimulates pupils' curiosity about the way of life of people living in the past, in the local area, in Britain and in the wider world. By engaging with the past pupils develop their understanding of the characteristic features and diversity of British society and of the range of societies, political structures, cultures and beliefs that influenced the actions of people in the past. Pupils develop their individual and collective sense of identity and learn to appreciate the diversity of human experience, by understanding and valuing their own and others' inheritance. The acquisition of an historical perspective is a valuable asset to understanding the present. Historical understanding informs our questions, judgements and decisions about contemporary human actions and events and future possibilities.
Skills of historical enquiry and communication are essential components in developing an appreciation of the nature of evidence. Pupils develop their ability to use the distinctive, disciplined, problem solving methods of historians through a range of critical enquiry, thinking and communication skills. History emphasises the value of rational explanation and is a vital element in assisting the development of enquiring and disciplined minds in young people. Moreover, History stimulates and arouses interest in the past in its own right and as a source of curiosity and imaginative involvement.
History can support understanding in other curriculum areas by providing a context and perspective for study and by providing specialist skills to allow this to take place.
Aims of the History department
1. To interest and motivate pupils by means of:
- interesting and relevant content;
- varied teaching methods and materials;
- teacher enthusiasm.
2. To promote knowledge and understanding of what happened in the past
3. To teach a range of historical concepts and skills:
- cause and consequence
- change and continuity over time
- Interpretations of the past
- source enquiry
- understanding of how to conduct history research.
- empathy with the values, feelings and perspective of people in the past
- field work and on-site investigation, in its historical context.
4. To enable pupils to become historians - to gain experience of historical enquiry, narrative, analysis, questioning, opinion-forming, problem-solving and presentation of their findings.
5. To demonstrate the importance and continued relevance of the past to the events, British values and beliefs of today - in particular, to use the past as an example, so as to recommend to the pupils such personal qualities as honesty and concern for others, forethought and self-discipline, tolerance and open-mindedness.
6. To help the pupils to succeed in their studies and, should they wish, to pass at GCSE level.
A curriculum plan will be prepared to create a coherent and successful course in History which meets the needs of all pupils and satisfies all of the statutory requirements of the National Curriculum. The Subject Leader of History will have responsibility for the History curriculum, its' implementation, management, monitoring and review. Arrangements will be made to ensure that staff have a clear and common view about the aims and means by which History is taught and addressed, and that where possible they receive appropriate staff development through in-service programmes and informal discussion and support.
Definition
History in the National Curriculum is based on the view that the study of the past comprises three inter-related elements. These are:
- Detailed knowledge of the past itself
- Understanding of different versions of the past produced by historians and others
- The skills and techniques in use of evidence required in historical studies
Pupil Entitlement
In each key stage pupils are entitled to planned, coherent courses of historic study which are appropriate to their ability, meet the requirements of the National Curriculum, build upon pupils' interests and provide learners with a sense of achievement
All pupils can choose to study a course of History at Key Stage 4 and at key Stage 5
Through their education in History, pupils should:
- Study historical topics drawn from Britain, Europe and other areas of the world, which consider short periods of time, follow trends and developments over longer periods and which consider past and present societies and civilisations.
- Experience balance in their study of British History, which should include elements of Irish, Scottish and Welsh as well as English History. The History of a range of social groups should be represented.
- Learn History from a variety of perspectives - political, social, cultural, economic and religious.
- Develop understanding of how and why different versions of the past are made.
- Acquire knowledge of History set in the context of periods or trends to help in the development of historical understanding.
- Study a wide range of historical sources and historical presentations and reconstructions.
- Have opportunities to visit and study historical sites and buildings, landscapes and museums.
- Acquire the skills and techniques appropriate to using these historical sources.
- Take part in historical investigations using primary and secondary evidence, including field research, in an increasingly independent manner.
- Learn to present the results of their enquiries in a variety of forms.
- Acquire an understanding of chronology and appropriate conventions of describing periods in the past, and develop an understanding of historical time.
- Be introduced to the particular language of historical periods and to a range of historical concepts appropriate to their level of study.
- Appreciate the relevance of History, the work of historians and related disciplines, to the culture and everyday life in our communities and economy.
- Develop a knowledge and understanding of the links between History and other subjects within the curriculum, and cross-curricular elements.
Differentiation (adapting teaching so everyone can achieve success in History)
All work planned should take into account the differing ages and abilities in the classroom. The differing needs and capabilities of pupils will be met through:
- Consideration of the appropriateness of resources used.
- Variation in teaching and learning styles used in the classroom.
- Use of a variety of different tasks and teaching techniques for individual pupils.
- Varying lengths of time spent on particular issues and activities.
- Making use of differing classroom organisation.
- Having appropriate expectations of pupils and their work.
The programmes of study allow freedom for pupils to "go deeper" and carry out more in depth studies whilst allowing others to go as far as they can in their studies.
Expectations of pupils should always be high, pushing pupils on to achieve their very best with repeated reference to levels of attainment made in teaching and marking. All pupils will cover the same content areas, skills and concepts.
Progression
We wish to see progression in:
- Content knowledge
- Historian's skills
- Effort, attitude, maturity and personality.
Teaching Styles: History should never be boring!
The teaching style of the department is primarily investigative- learning by finding out. The aim is to make the study of History a "hands-on" subject. Each lesson should be different from the previous lesson, with an enthusiastic delivery and above all an interesting style of teaching. The aim is to create a child centred approach. Staff should share good practice and experience and work to create an environment conducive to learning. Pupils will experience a large number of different teaching and learning approaches, including whole class teaching, individual and group work, projects, research, fieldwork, class presentations, source-work, drama and role play, oral History, video, television and the use of ICT.
The Classroom Environment
The classroom environment should be interested and inviting. The work of pupils should be displayed in the classroom as well as informative visual information. Students should be encouraged to keep areas tidy and clean. There should be a firm but relaxed discipline established in the classroom. Pupils should show respect for each other, for the classroom environment and for the resources provided.