Humanities at Southfields includes History and Geography please see below for more information about each of the subjects.
The national curriculum for history aims to ensure that all pupils know and understand the history of these islands as a coherent,chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world; know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and‘peasantry'; understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyse; understand and the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Southfields also aim to ensure that all pupils:
- Show excitement and curiosity about the past and an interest in learning about others and their own past.
- Develop opinions and interpret History using a variety of sources and evidence.
- Develop research and interpretation skills using a range of media and artefacts.
- Gain a strong knowledge about their local History.
- Have a sense of their own identity within our social, political, cultural and economic background.
- Have the opportunity to bring History to life by creating ‘History off the page’ – Children will have the opportunity to use and access all the different resources in school, including the Tudor House to bring History to life
- Learn about the history of Southfields School – aided by our own ‘Southfields Museum.’
- Have the opportunity to visit places of rich History as an added learning tool such as Peterborough Museum
History will be planned, taught and assessed in accordance with the National Curriculum (2014) which outlines the aims and objectives for Key Stage 1 and Key Stage 2. Schools are given the freedom when choosing certain areas they wish to study.
Subject planning for History has three phases:
- Whole school: this ensures continuity and progression within the subject and ensures that there is no unnecessary duplication or omission.
- Year Group: this ensures that classes within the same year group cover the same areas aiming for the same objectives.
- Class: this allows the teacher to interpret the learning objective in their own way and deliver the lesson in an interesting way for their class, taking into account abilities and needs within the class.
Subject content Key stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.
In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.
Pupils should be taught about:
changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
events beyond living memory that are significant nationally or globally
The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods significant historical events, people and places in their own locality
Key stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.
Pupils should be taught about:
changes in Britain from the Stone Age to the IronAge
Roman Empire and its impact on Britain
Britain’s settlement by Anglo-Saxons and Scots
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward
a local historystudy
a study of an aspect or theme in British history that extends pupils’chronological
knowledge beyond 1066
- the achievements of the earliest civilizations – an overview of where and when the first
Ancient Greece – a study of Greek life and achievements and their influence on the western world
- a non-European society that provides contrasts with British history (Taken from the National Curriculum)
Below is a grid outlining topics for each year group
taught at Southfields.
Continuity and Progression
In order to ensure progression, the learning activities are sequences within a scheme of work or through cross-curricular opportunities within other areas of study. This is achieved through direct teaching to the class or small groups, by providing direct experiences in practical tasks through using a wide range of equipment and resources within school and experiences on residential trips or day excursions. Elements of History as a subject which are developed each year are; investigating, developing sympathy and empathy for and with people from other eras, questioning, collecting and comparing evidence and reflecting on how the past can assist us in the future. Progressively challenging but realistic learning experiences reflecting children’s cognitive, social and emotional development ensure that they build upon the historical knowledge, skills and understanding further each year. The History coordinator monitors the class groups, year groups and the whole school thereby further ensuring continuity and progression within the subject.
An hour of History is allocated to all year groups per week per half term. Geography and History are part of a carousel which rotates every half term, thereby providing continuity in the subject and assists in the completion of the units
Teaching and Learning Strategies
A variety of teaching methods are used to deliver History.
- Whole class teaching (for acquiring knowledge)
- Small group work (for investigating and discussing)
- Role Play and simulation activities (for developing understanding and empathy)
Opportunities for first hand experiences will be offered where possible, this include:
- Visits to museums and other sites
- Visits from people with specialist knowledge
- Investigating artefacts
- Utilising new and existing equipment and resources, Victorian classroom, Tudor House, Anderson Shelter.
Activities the children are likely to be involved in are:
- Gathering, recording and analysing information
- Discussion and debate
- Question and answer
- Drama/Role-play (including dress up and getting into character)
- Presentation of findings
Throughout the year, classes are allocated days in which they have the whole day to explore all the resources that are available throughout the school, such as the Tudor House. This spans from Reception to Year 6 and gives the children time to explore and question these different areas bringing History to life. An exciting and creative approach to teaching History. These days are photographed and then examples of activities and teaching are kept in the subject portfolio.
Resources are organised into topic boxes which are currently located in the resource cupboard in Key Stage 2. The boxes include resources such as:
- Reference books
- Teacher resources books
- Recorded television programmes and accompanying teacher notes.
- Our own Victorian Classroom
- Our own Tudor House
- Our own Anderson Shelter
- Our own Historical Outfits
Contribution to other areas of the Curriculum
History teaching can be used to enrich and be enriched by other areas of the curriculum such as:
Numeracy: Looking at past number systems, chronological dates.
Literacy: Previous languages, communicating historical learning and understanding through reading, writing and speaking.
Computing: The Internet provides a rich source of information on the periods studied and also allows children to build the understanding and empathy for different periods through games and simulations. Computing also offers the children different ways of presenting their findings from historical research.
- : Looking at past exercise and regimes and dances(e.g. Egyptian dance)
Geography: Looking at the history of different countries and continents, how the world and the people/animals in it have changed, how the local environment has changed, railways throughout the country.
Music: Looking at the development of music throughout the time, instruments played at the time period being studied.
Art: Changes in artistic style and fashions, famous artists throughout History.
Health and Safety
The general teaching requirement for health and safety applies in this subject. All teachers will plan their work with the safety of the pupils in mind.
Regular checks and risk assessments are reviewed by all teachers, as well as a continuous risk assessment which is carried out every day.
Annual safety checks are carried out on all electrical equipment and if a potential hazard is identified it is immediately taken out of use.
All children will be given equal access to History irrespective of race, gender, creed, level of ability or nationality. When planning and teaching History teachers will consider:
- Setting suitable learning challenges
- Responding to pupils diverse needs
- Overcoming potential barriers to learning and assessment for individuals and groups of pupils
Where possible teaching assistants will be used to support and extend pupils learning and understanding in History.
The school aims to promote close links with the community through History encouraging family and local residents’ involvement wherever possible. Local history learning can be enhanced through links with the community through family interviews, visitors to the school and looking at local architecture.
We continue to have regular contact with the Chairman of the British Legion and exh year
plan a Centenary to ‘Jimmy the Donkey’ Memorial Service.
Assessment, Recording and Reporting
History can be assessed in a variety of ways:
- Observations of pupils or groups on task
- Discussion with pupils about their tasks
- Work in books
- Pupil’s own evaluation of their work
- Inform future planning
- Provide information about individuals or groups
- Provide summative information
- Provide information for parents
Assessments are carried out throughout both Key Stages and levels recorded on target tracker. These are the responsibility of the class teacher with support from the Assessment and History coordinator.
Review and Monitoring
The monitoring of the standards of pupils’ work and of the quality of teaching and learning in History is the responsibility of the History coordinator. The work of the subject coordinator also involves supporting colleagues in the teaching of History, being informed about current developments in the subject, and providing a strategic lead and direction for the subject at Southfields.
The effectiveness of the History curriculum will be evaluated in discussions with the head teacher, teaching staff and the History coordinator. Resources, teaching methods, pupils’ experience and needs will be identified and priorities for amendments to the policy and in- service support will be established.
This annual evaluation form the basis for an action plan, which will inform the school improvement plan.
INSET needs are identified through:
School development planning
- Curriculum review and evaluation
- Coordinator needs
- Individual needs
We ensure access to the curriculum at an individual level through appropriate differentiated materials to support ability level. Further support is available from teaching assistants and the SENCO.
Useful contacts/ Websites
http;//www.history.org.uk/resources/resources.html – has articles for teachers to read and examples and suggestions of work for the different History topics
http://horrible-histories.co.uk/ - fun and engaging website for the children to explore the different areas studied in History