History Policy

Thompson School History Policy

At Thompson School we believe that a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim to inspire children to become time detectives, developing their curiosity to know more about the past and develop their understanding of chronology. History teaching focuses on enabling children to think as historians in a fun and exciting way. Visits and artefacts will be used to bring the past alive and encourage children to investigate and develop their skills of enquiry.

At Thompson School we aim to:

• Foster in children an interest in the past. 

• Enable children to know about significant events in British history and to appreciate how things have changed over time. 

• Develop pupils’ understanding of chronology; 

• Help children understand society and their place within it, so that they develop a sense of their own cultural heritage. 

• Develop in children the skills of enquiry and investigation.

History and inclusion

We believe that all children should have equality of opportunity and should be able to access the history curriculum regardless of race, religion, gender or ability. 
The new National Curriculum is the basis for planning and teaching in History and is implemented through a creative curriculum themed approach. Themes are included in the long term planning for each year group. In the foundation stage, teaching is based on the Early Years Foundation Stage and is implemented as part of Understanding the World through themes.

The contribution of history to teaching in other curriculum areas


History contributes significantly to the teaching of English in our school by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that we use in the Literacy Hour are historical in nature. For example, The Fire of London, Victorian clothes. Children develop oracy through discussing historical questions; they develop their writing ability by composing reports and diairies, and through using writing frames.



The teaching of history contributes to children’s mathematical understanding in a variety of ways. Children learn to use numbers when developing a sense of chronology through activities such as creating time-lines and through sequencing events in their own live.

Personal, social and health education (PSHE) and citizenship:

History contributes significantly to the teaching of personal, social and health education and citizenship. Children develop self-confidence by having opportunities to explain their views on a number of social questions. They discover how to be active citizens in a democratic society and they learn how to recognise and challenge stereotypes, and to appreciate that racism is a harmful aspect of society. They learn how society is made up of people from different cultures, and they start to develop tolerance and respect for others.

Spiritual, moral, social and cultural development:

In our teaching of history we contribute where possible to the children’s spiritual development. We also provide children with the opportunity to discuss moral questions, or what is right and wrong, and they find out how British society has changed over time. The history programme of study enables children to understand that Britain’s rich cultural heritage can be further enriched by the multi-cultural British society of today.

For Subject content please see the new National Curriculum.

See the class long term plans for coverage of the themes.

Assessment for Learning

Children demonstrate their ability in history in a variety of different ways. Younger children might, for example, act out a famous historical event. Teachers will assess children’s work by making informal judgements during lessons. On completion of a piece of work, the teacher assesses the work and uses this information to plan for future learning. Written or verbal feedback is given to the child to help guide his or her progress.

At the end of a whole unit of work, the teacher makes a summary judgement about the progress and achievement of each pupil, and we pass this information on to the next teacher at the end of the year.

The history subject leader keeps samples of children’s work in a portfolio. These demonstrate what the expected level of achievement is in history for each age group in the school.


There are resources for history teaching units in the school. We keep these resources in the store cupboard next to the hall. The library contains a good supply of topic books and we have these supplemented by the SLS topic boxes each term.

Monitoring and review

Monitoring of the standards of children’s work and of the quality of

 teaching in history is the responsibility of the history subject leader. The work of the subject leader also involves supporting colleagues in their teaching, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The subject leader gives the Headteacher an annual report in which she evaluates the strengths and weaknesses in the subject and indicates areas for further improvement in the Action Plan.

Written February 2015

H Kemp

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