Hope Valley College
The History Department - A Statement of Policy
Aims and Philosophy of the Department
History is a fascinating subject, full of interesting people, places, events and colourful
stories about the lives of others before us. It is the belief of the department that
the lives' of everyone who studies the past will be enriched for knowing about the
influences that have shaped and made them the people they are. Knowing about the
past is a rewarding and fruitful study, which offers a window on different times and
places, and where people lived much different lives to our own. Sharing our heritage is
essential to the education to every child if we are to develop our students into mature,
considerate adults, capable of forming their own opinions and making decisions about
their life with surety and understanding.
Learning History has relevance for all pupils regardless of age, gender, ethnicity or
ability. Provision is made for all students to be able to learn about History at Hope
The Distinctive Role Of History In The College 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:
starting lessons using the experience of the pupil;
interesting and relevant content;
varied teaching methods and materials;
2 to promote knowledge and understanding of what happened in the past;
3 to teach a range of historical concepts and skills:
cause, consequence and motivation
continuity, change and development over time
empathy with the values, feelings and perspective of people in the past
awareness of the role of the individual in history.
field work and on-site investigation, in its historical context.
understanding of how to conduct history research.
use of supportive evidence and confirming its' validity.
4 to enable pupils, within their potential, 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, 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
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 History Curriculum Leader 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.
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
the skills and techniques in use of evidence required in historical studies
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
All pupils can choose to study a course of History at Key Stage 4
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
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
Have opportunities to visit and study historical sites and buildings, landscapes and
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.
Arrangements for the Teaching of History
Teaching activities planned will take account of the programmes of study from the
National Curriculum, including the key elements. At Key Stage 3 pupils in year 7 and 8
have one lesson of History per week of 60 minutes duration, with an additional lesson
once a fortnight. Pupils in year 9 have one lesson per week of 60 minutes duration.
Pupils are taught in mixed ability groups in years 7, 8 & 9. The senior leadership team
are responsible for the organisation of these groups.
At Key Stage 4 pupils have three lessons per week, each class is a mixed ability group.
Year 7 Term 1 Basic Skills in History / The Roman Empire
Term 2 Britain 1066 / Conquest by the Normans
Term 3 Castles and Medieval Village life
Year 8 Term 1 Religious change / Tudors
Term 2 Parliament and plot / English Civil War
Term 3 Agricultural and Industrial Revolutions
Year 9 Term 1 Slavery / Black People of America
Term 2 World War One
Term 3 Holocaust / Investigation skills through the
assassination of JFK.
Year 10 follow the OCR Modern World 1937/B (Detailed in the schemes of work
and the planned programme of study)
International Relations 1918 - 1989
Germany 1918 - 1945
Britain 1906 - 1918
In addition pupils will complete two coursework units. 1) Prohibition in the USA. 2)
Roosevelt and the New Deal
Nazi Germany 1918 -1945
USA 1919 –1941 building towards coursework.
Britain 1906 – 1918
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.
All the pupils' work is kept, notably their internal exams and formal tests, but also
their exercise books as a record of their progress and achievement. We wish to see
effort, attitude, maturity and personality.
The department seeks to ensure progression through regular marking, assessment,
target setting and monitoring of pupils and through informal discussion with staff and
the pupils themselves about their work and progress.
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
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 especially the use of ICT which is dealt with elsewhere in
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.
The quality of display work within a classroom says a lot about the values and ethos of
the college. This policy is written giving due consideration to the following principles:
that the visual appearance of the college contributes to its image, and ethos;
that the displays should reflect the college‟s life, work and values;
displays should be educative, informative and visually stimulating to all.
displays have a positive effect on maintaining pupils' interest and motivation;
pupils tend to respect and to look after a pleasant, orderly and cared for
environment, and one that they or their peers have helped to create.
Considerations for display:
displays should be related to the recent, current or impending learning of the
pupils and on occasions it may be focused on some topical personality, matter or
issue concerned with the relevant subject in the locality or in general;
displays should be labelled in order to identify the work by name and age/school
year, and to indicate the learning with which the whole display or individual
items within are concerned;
displays should be 'neat and tidy' and 'well arranged';
displays should be well maintained, and modified or dismantled, rather than
being allowed to 'age' or disintegrate;
displays should be secured when any valuable items are included.
As a general rule, each teaching area reflects its use as a specialist subject area and
staff are individually responsible for the displays in their classroom.
Typically, displays in the subject specialist room will contain one or more of the
Designs, products, posters and written work produced by pupils who normally
use the room for their History lessons.
Designs, products and the work of others, e.g. by professionals and other
experts or collections from different countries and cultures.
Collections or illustrations of local, national and international environments;
items of information and potential interest in the form of posters, newspaper or
magazine cuttings, or details of radio or television programmes or publications
A timeline of world history‟s major events.
Mr J. Thorpe - Curriculum Leader
Mrs H. Dent - Teacher of Humanities
Non Specialist Department Staff
Head of the History Department- Job Description
This is a list of tasks that need to be carried out. This is not a prescriptive list and
only serves to give a flavour of the activities that will be undertaken.
The teacher in charge of the History Department is responsible to the Head teacher
1) The organisation of the teaching of the subject throughout the college and the
supply of information to the senior management of the college.
2) The preparation, updating and implementation by staff of schemes of work in
line with the National Curriculum and any other policies laid down by the
governing body of the college.
3) The development of a common marking and assessment policy.
4) The development and implementation of a specific homework policy in line with
5) The development and implementation of an examination policy.
6) The development and implementation of cross-curricular links.
7) Holding faculty meetings every Wednesday Lunchtime. Agendas and minutes
should be kept and copies given to senior staff and the Head teacher. Items for
the agenda may be included at the request of Senior Management.
8) The development and implementation of a setting policy where appropriate. The
policy to include the distribution of set and group lists to staff and senior
management and this is to be updated regularly when changes occur.
9) The supervision of students, new teachers and established staff in consultation
with senior staff.
10) The setting of work for absent colleagues.
11) The encouragement of maximum participation in INSET courses by members of
12) The development and implementation of a policy of display in all rooms used by
13) The communication of matters from various planning meetings to all members of
the department and the communication of departmental feelings to such
14) The allocation of and bidding for capitation.
15) The management of all departmental resources, including maintaining an
inventory of resources and stock materials and the purchase of these items.
16) The implementation and development of safety policies in force in the college.
17) The encouragement of extra-curricular activities in fields related to History
18) The presentation of the work of the History department in a positive way at
parents' evenings and the support of colleagues at such evenings.
19) The development of staff through negotiated delegation of some of the
accountabilities listed here.
20) The editing and production of a department handbook.
21) The maintenance of high standards of discipline in the department. Senior
House Tutors must be informed of all student difficulties at all times.
Job description of.
Mrs Dent‟s duties within the History department are:
a) To plan, prepare, evaluate and modify, as necessary, personal teaching methods,
work programmes and teaching materials in accordance with the college and
b) To control and manage the classroom effectively and to consult with others.
Praise and discipline pupils in line with agreed policies.
c) To meet as far as possible, the varied and special needs of all pupils.
d) To set homework in accordance with college/departmental policy.
e) To mark and record pupils‟ work in line with college/departmental policy.
f) To assess and record the achievements of individual pupils, in line with
departmental and college policies. To transfer these to college reports for
parents evenings. To communicate effectively with parents at parents evenings.
h) To co-operate with the Curriculum Leader and other colleagues in the
production of teaching materials for classroom use and discuss teaching
i) To participate when necessary in in-service training for the department.
k) To maintain an attractive teaching room and promote good standards of work by
regular displays of pupils' work in the classroom or around the college.
l) To attend departmental meetings.
m) Drawing up assessment tasks and procedures for use in class
n) Helping the Curriculum Leader in his role, providing ideas, advice and support on
the work of the department.
o) Helping to co-ordinate field visits and fund raising activities
Job Description of non subject Specialist teachers of history
a) To plan, prepare, evaluate and modify, as necessary, personal teaching methods,
work programmes and teaching materials in accordance with college and
b) To control and manage the classroom effectively and to consult with others. Praise
and discipline pupils in line with agreed policies.
c) To meet as much as possible the varied and special needs of all pupils.
d) To set homework in accordance with college/departmental policy.
e) To mark and record pupils‟ work in line with college/departmental policy.
f) To assess and record the achievements of individual pupils, in line with
departmental and college policies. To transfer these to college records of
achievement for parents evenings.
g) To participate when necessary in in-service training for the department.
h) To make effective use of the resources available with the department and to be
aware of those provided by external agencies, especially the LEA.
i) To keep their teaching room tidy and attractive, and promote good standards of
work by regular displays of pupils' work in the room and, when requested, displayed
around the college.
j) To attend departmental meetings as often as possible, allowing for their other
k) Helping the Curriculum Leader by providing ideas, advice and support on the work
of the department.
The College has developed an appraisal system within the current legal framework and
LEA scheme. All staff have a right and responsibility to take part in this scheme. The
appraisal co-ordinator is currently the Head teacher. Please refer to „A Framework for
School Teacher Appraisal‟, School Handbook.
Staff Development Policy
This follows the college's policy on staff development and performance management.
Professional development is about your own personal development planning, within the
department and the college. It is a constructive process for acquiring knowledge and
skills throughout working life. This encompasses development within all aspects of
teaching, covering a range of activities in the classroom and college. Development is
about much more than training or education, it is about the learning process concerned
with college life. Professional development is not evolved from attending courses,
although this is a valuable part.
The needs of the staff are to be discussed both formally and informally throughout
the year to ensure maximum benefit is provided for the department's work. It will be
a key requirement for staff to write an individual development statement of their
career achievements, work related personal strengths and weaknesses and any future
targets for training in the year ahead. This will then be used as the basis for a
discussion of the department‟s training requirements and the allocation of funding and
training resources. Staff should expect to be given suitable training and inset,
throughout the course of their working at Hope Valley College. This is dependent on
there being suitable courses and training available and that the department or college
can adequately cover the costs of this development. All staff take part in college In-
Service training sessions. After any training sessions the person or people involved
should lead a discussion in departmental meetings of what they gained from the course
and how these results can be used within the department. If there are benefits from
this training that might be useful for other departments these should be discussed
and explained by the Curriculum Leader (or person involved, if they are willing) at the
next suitable Curriculum Leader and heads of year meeting. This helps in
disseminating good practice and the results of any training courses/ Inset within the
college. Each meeting of the department shall offer an opportunity for staff to
discuss personal development and to address each individual's teaching needs.
Stages of Personal Development Planning
1. Self-assessment as to where you are- contribution to tasks within the department
and college, over and above normal classroom activities
2. Identification of development needs - these can be based from "Personal
3. Monitoring of progress - from review on Personal Development Plan
4. Identification of career goals.
5. Monitoring or updating of plan - this is why it is important that the Personal
Development Plan is completed as soon as possible.
The Department to implement in full the college's policy on Literacy. There will be a
full plan to address issues of literacy written as a focus for all teaching and learning in
the history classroom and schemes of work are to be rewritten to fully accommodate
these new plans. The Department already recognises that it has a vital role in
improving literacy within the college, evidence of which can be found elsewhere in this
To help further the department‟s role in improving literacy skills in the college all
classrooms should consider for display the following items:
1) Word wall of terms used in this subject, for spelling purposes.
2) Large scale alphabet.
3) Use of dictionaries to be encouraged in every lesson.
4) Simple display of definitions of key terms used in this subject.
Any textbooks bought by the department should meet the requirements of the
National Literacy Strategy and photo-copiable resource packs of specially selected
literacy based history materials will be a priority for future spending.
Equal Opportunities policy will conform to the whole college policy on Equal
The History department aims to provide the best education available within the
resources available, regardless of race, sex, ability or cultural background. Our aim is
to promote and encourage equal opportunities for all pupils, not only in subject choice
and career outcomes within a whole college policy, but also in the ways pupils think and
feel about themselves.
Equal opportunities is concerned with both equal access to the opportunities provided
within history and with enabling students to have access according to individual needs.
No activity will be barred to students on the basis of gender, social class, and ethnic
origin, mental or physical ability.
Staff will ensure good practice in order to
Create a learning environment that is friendly to all pupils.
Ensure displays and teaching materials do not contain gender bias or racial,
Ensure equality of praise. Reprimand or sanctions.
Raise the awareness of equal opportunities issues
Ensure equal participation of all pupils
Many events in the past were recorded in terms of the „heroic‟ deeds of men in battle
etc. while both records and textbooks fail to report adequately the role of women, so
giving an unbalanced picture of the past.
History shows that social arrangements need not and will not always remain as they
are. It also shows that certain groups have been treated more or less favourably in
some societies than in others.
The Department will give careful thought to differences in the historical roles of men
and women, and draw attention to them wherever it is appropriate. Some of the
programmes of study contain issues that affected men and women in different ways.
It is recommended that, whatever weight is given to gender, it should be treated
broadly, as one among many ways in which societies define and divide people. It is
helpful to consider the implications of historical events for both men and women and
to avoid token lip service to the History of women.
Britain is, and always has been, a multi-cultural society. An ethnically diverse
population strengthens the argument for including a substantial element of British
History within the college curriculum, though it places a high degree of responsibility
on the manner in which the material is presented.
History's greatest contribution to multi-cultural education lies in imparting knowledge
of the diversity of cultures within Britain, and in the development of the quality of
open-mindedness which questions assumptions and demands evidence for points of
It allows pupils to examine issues critically from a variety of perspectives and to reach
reasoned conclusions. The historical knowledge base, from which we make up the
Programmes of Study, is culturally diverse, and includes the study of non-western
civilisations from their own perspectives. The historical skills that pupils should
acquire, such as advancing reasoned arguments, and taking account of a range of views,
should assist in identifying, and thus combating, racial and other forms of prejudice
and stereotypical thinking.
When teaching any topic but particularly the non-European civilisation topic - "Slavery
and Black Peoples of America", it is important that staff consider carefully the way
they approach the subject so as not to reinforce misplaced stereotypes or racial
The department follows the college policy on spirituality. The department
acknowledges that in history there is a natural opportunity to discuss spirituality
within the confines of history lessons. These should be grasped as and when the
subject teacher feels it to be an appropriate part of their lesson.
Special Education Needs
The department follows the Special Educational Needs Policy of the college.
Schemes of work are arranged to allow for differentiated lessons in every subject. All
teachers have access to worksheets, textbooks and other resources to allow this
differentiation to take place. Staff are expected to develop their ideas for
differentiated materials and teaching styles where needed or appropriate and to
share those ideas and materials with other staff.
Teachers complete specific IEPs for pupils with specific learning problems. Staff are
made aware of pupils' IEPs and use these to inform their teaching and assessment
strategies. Whenever resources allow, teaching support is provided in the classroom.
Within the department special needs pupils are taught the formal curriculum for their
Approaches to teaching pupils with Special Educational Needs which work
good classroom discipline
Carefully planned work, with short time-spans and achievable goals.
Approaches which address as many senses as possible.
Concrete rather than an abstract approach to the subject. (e.g. showing change
by physically moving around the classroom)
Activity-learning as less able pupils prefer doing to listening.
Go for single issue topics rather than wide-ranging approaches which might
Find alternatives to reduce the amount of writing or copying out involved.
raising pupils' self esteem is the best form of intervention in the education of
pupils with special educational needs
The Governors and staff recognise their legal responsibilities to ensure pupils with
special educational needs have appropriate access to the curriculum, including the
As a result of the review the following steps will be taken to bring college practice in
line with legal responsibilities within the resources of the college:
1. All pupils will be tested on entry.
2. The results of these tests, as well as the information from primary feeder
colleges, will be used to identify those pupils whose needs are additional to the
majority of pupils.
3. Derbyshire County Council's staged procedures will be adopted and followed by
all staff once pupils have been identified.
4. The history department will work closely with the SEN co-ordinator and Special
Needs' support staff in providing suitable programmes of study for all students.
5. The history department will provide information, when requested, for SEN
Pupils with special educational needs are integrated into the College as a whole for
History lessons. Additional help in lessons may be available for those pupils who have
statements of need. As a matter of principle, the College wishes to provide as much
education in mainstream classes for all pupils with special education needs.
Ideas for Target Setting for IEPs
Raise attainment by one level during the year
Improve knowledge of :-
a) Britain 1066 - 1500
b) Britain 1500 - 1750
c) Britain 1750 - 1900
d) Britain and the world in the 20th Century
e) Terms used in chronology and use of sources
Improve skills and knowledge of chronology
Develop skill in extended writing of historical assignments
Develop skills in using sources of evidence to find out about the past.
Carry out independent research on questions and issues related to history
Improve use of evidence in written work.
Play a greater role in group work
Make an attempt at homework set and bring it to college.
Ask for help when needed.
Spend each lesson on task.
Attend the lesson.
Improve the presentation of work in exercise books
Do not talk when the teacher is giving instructions
Try to work on your own without help for half an hour.
Work without being distracted by the pupils around you
Do not call across the room to others
Bring the correct equipment to each lesson.
Participate in the activities going on in the class
Relax and enjoy the work.
The History department is committed to using visits wherever practicable, considering
the restraints of staffing, cost and time.
Visits should be open to all students and must have clear, achievable aims and
objectives that are included in the scheme of work.
All visits must be organised with the safety of participants as the major
consideration. It must comply with LEA guidelines and college policy. The minimum
adult/student ratio is 1:15. Local conditions and the nature of the visits may require
greater supervision. Senior Management must be informed of any planned visit, giving
as much notice as possible. All LEA forms must be completed. Annual Field Visits, such
as the Castleton Humanities visit, should appear in the College‟s Calendar of Events.
Staff must ensure that the venue, organisation concerned and the transport company
used for any trip are all reliable, legal and safety conscious.
Staff and students should be aware of itinerary, contingency plans, First Aid facilities
and emergency phone numbers.
Non-teacher supervisors must be informed as to their role. It must not be assumed
that all adults know what to do, and when to act.
Parents must be fully informed of the nature of the visits. Parental permission must
be granted for the activities outlined in the letter and the forms retained in the
If transport is by minibus or coach is involved, staff must have regard to, and comply
with, college policy.
Other members of the college community need to be informed of dates and numbers
involved. Kitchen staff must be informed two weeks before if large numbers of pupils
The office must have all relevant details and copies of letters issued.
All History department staff should have the option to take part in visits.
Work completed after any visit, including photographs, should form the basis of
display work especially for the 'open evening'.
Cross Curricular Themes
There are many links that can be made between History and other areas of the
curriculum. The cross-curricular process is two way; the subject of History can
benefit from the insights, knowledge and methods of other subjects, just as it can and
should contribute to them.
Pupils need a good command of the skills of reading, writing, talking and listening as
prerequisites for studying any aspect of History; they need a sufficient grasp of
English to analyse source materials and to communicate their findings. They also need,
as they grow older, to understand that language has a life of its own, that it contains
many clues to past activities in the origins of words, their changing meaning through
time, and in the origins of place-names and idiom. Also as they grow older, pupils need
to appreciate stylistic subtleties that heighten or mask meaning; they need to
understand that language and literature have historical and social contexts.
The use of literature in the study of History is important; fiction of a given period can
be a good source of evidence; historical fiction can also be helpful as a source, but it
needs careful handling.
Quantifying historical phenomena (populations, armies, trade, prices, etc) interpreting
related statistics by tabulation, graphics etc, and the conversion of these into
language are important elements in the study of History, as are the conventions of
chronology. The study of History involves the practical application of mathematical
techniques and terms (percentages, averages, the rules of number, the use of cardinal
and ordinal numbers, etc.). The History of Mathematics is an important element of
human development and is drawn from different cultures.
It is often through Science lessons that pupils learn about the social origins and
outcomes of scientific discoveries that have been major determinants of change. They
can learn about some of the main achievements of scientists and the ways in which
these achievements changed people's lives and views of the world, and they can learn
that scientific development is a cumulative historical process.
Design and Technology
It is largely through the study of History that pupils learn about the social origins,
processes and effects of technology and the achievements of designers, artisans,
engineers, etc. of the past -whose work has been a major influence in bringing about
change in human society.
History can help demonstrate:
the social causes and effects of D & T:
the global interdependence of societies in relation to D & T and how this has spread
the advantages and disadvantages, costs and benefits of technology, based on
Modern Foreign Languages
Pupils ought to know the correct pronunciation and meaning of foreign words and
phrases commonly used in the study of History.
Much History has been about conflicts over the use of, or access to, space.
History and Geography make closely related contributions to learning, and
benefit from each other in different ways:
They benefit from each other‟s methods of enquiry, involving investigation of
human issues and values, the interpretation of partial or distorted evidence, an
attempt to see issues from other people's points of view, and the making of
reasoned judgements. Pupils studying History need a good knowledge of physical
geography with its effects on settlement patterns, transport developments, etc.
Some of the skills of geographers, for example, mapping and map reading skills
are useful to pupils in their study of History.
The two subjects share themes such as transport, population, agriculture, etc.
all patterns and issues of concern to geographers have their roots in the past.
Religion is an essential part of human life. History courses must endeavour to treat
religion historically, and not cross the boundary between studying the place of religion
in History, and urging this or that religious - or ideological standpoint on pupils.
Music and dance
Music in all its forms (religious, martial, folk, popular, classical, etc.) is an important
and vivid source of evidence about the past. History can explain the origins of
traditional dances as well as later and modern dance forms.
Cross Curricular Skills
The learning of History involves more than the use of solely historical skills.
1 Source Skills
Skills involved in the acquisition, analysis and evaluation of primary and secondary
formation of a narrative from a synthesis of sources;
transfer of form (e.g. written to diagrammatic);
recognition of inference and implication
evaluation, recognising: fact, opinion, assertion and prejudice, gaps and
inconsistencies, bias, pejorative and emotive language, the importance of origin,
context and motive;
how to establish reliability and accuracy;
comparison of sources;
judgement and criticism of sources.
2 Transferable Skills, attitudes and values of use include:
individual application and study;
group-work in small groups - listen propound and argue;
locate, analyse and synthesise information;
pose and test hypotheses/solve problems;
communicate and present self, facts and ideas;
prepare and plan;
make decisions and form opinions;
extended informed writing;
routine work tasks;
academic standards, demanding quality;
Cross curriculum dimensions
History offers numerous possibilities for cross-curricular work: Cross-curricular
dimensions: personal and social education, equal opportunities, multi-cultural education.
Cross-curricular themes: environmental education; economic and industrial awareness,
health education; citizenship; careers education and guidance. Cross-curricular skills
and competencies: communication skills (literacy, orally, numeracy, and graphicacy);
problem solving; study and thinking skills.
History and values
History raises moral questions. This is a crucial and highly sensitive issue.
The form of History in the National Curriculum supports the values of democratic
societies, open-mindedness, respect for a range of possible interpretations based on
evidence, objectivity. These qualities have by no means been universal in time or place;
historians themselves have not always adopted them, and they are not immune from
Much of the subject matter of History raises implicit or explicit moral questions,
notably when human motivation and choice are involved and when the question of the
ultimate importance of a great event or episode is discussed: was it 'good' or was it
Teachers should not always hold back from deciding with controversial questions of
morality, or of values that unite or divide people. It is essential, however, that pupils
are given a balanced presentation of opposing colleges of thought. Material should be
introduced at a time when pupils have sufficient maturity to possess the critical
faculties to handle it appropriately.
Personal and Social Education (PSE)
Personal and Social Education aims to help pupils to be considerate towards others and
to prepare them for an active and informed life within their family and community.
This can be achieved through promoting a sense of achievement, confidence and
competence. History can help pupils to obtain a sense of personal identity and a sense
of community and society, with all its' differences and common roots.
Review of the History Department
The publication "Using ICT to meet teaching objectives in secondary History"
produced by the Teacher Training Agency in 1999, identified 5 key outcomes for the
use of ICT in the work of the History teacher. These were:
knowledge and understanding of the contribution that different aspects of ICT
can make to teaching particular subjects;
effective planning, including the use of ICT for lesson preparation and the
choice and organisation of ICT resources;
the use of ICT in whole class teaching;
assessment of pupils' learning of the subject when ICT has been used;
the use of ICT to keep up to date, share best practice and reduce bureaucracy.
The key aim of these outcomes is "to equip teachers with the necessary knowledge,
skills and understanding to make sound decisions about when, when not and how to
use ICT effectively in teaching."
ICT has the potential to make a significant contribution to pupils' learning in
secondary History by helping them to consolidate and deepen their historical
asking historical questions, e.g. the use of a data file of information on an
historical event to enable pupils to work with large volumes of data, to search and
analyse patterns and test their hypotheses effectively,
investigate change, cause and consequence in secondary History, e.g. using a
word processing package to organise and classify information about different types of
causes, or exploring a data file of information on living conditions to identify' reasons
for the Public Health Acts in nineteenth-century Britain;
assessing, evaluating and using a wide range of sources critically, e.g.
providing access to a wide range of pictorial and audio sources from CD-ROM or the
Internet on life in particular periods of secondary History, which can he searched and
relevant information extracted and compares
organising information and ideas to communicate effectively, e.g. using a
writing frame for a current historical topic, such as, "Was money the reason why
Charles I argued with Parliament", to encourage pupils to organise their thoughts,
communicate knowledge and understanding, and support explanation with evidence;
understanding, analysing and constructing data, e.g. using a spreadsheet data
file of trade figures to analyse and investigate possible links to historical events or
change, to develop different interpretations of the data.
ICT also has the potential to offer valuable support to the teacher of secondary
helping them to locate sources and interpretations which can be adapted for
use in the classroom, e.g. providing access to sources from the Public Records Office
about an historical event, such as a mining disaster; providing examples from a current
debate on the Internet, to help pupils understand how interpretations have been
providing a flexible and time saving resource that can be used in different ways
at different times, allowing students to produce work at their own speed and design,
giving them ownership of the educational process. This will empower the students to
take control of the learning process without the need for repetition of the teacher's
input, to move away from “The Sage on Stage” towards a “Guide at the side”, e.g. using
word-processing software to adapt an analytical task, or quickly produce several
versions of a description of an historical event to meet the needs of pupils of
different abilities. To utilise the software that enables students to produce Wiki‟s
and blogs to ensure flexible learning and effective communication skills
allowing teachers to respond to different stages in a pupil's writing, by, e.g.
shaping the drafting process by inserting comments and suggestions at draft stage in
order to help pupils to present more relevant evidence to support their case. Some
software packages available provide the teacher with summative or diagnostic
information about pupils' performance, others will allow edits to be tracked; most
usefully through Wiki‟s and as a firm aspect of the school‟s ELP lessons
allowing the teacher to focus directly on the different characteristics of
sources and allowing the students to select information from the internet in
conjunction with the school’s information literacy policy, using different means, e.g.
highlighting, italicising, underlining, using bold font, etc. in order to identify' the tone,
register or vocabulary which suggests the attitude or beliefs of the writer, or to
distinguish between generalisations and supporting evidence.
Assessment and Marking
Assessment will conform to the whole college policy on assessment.
Marking and assessment forms an integral part of teaching and learning and is to be
done regularly. Assessments will be built into all History study units. It will be done by
observing pupils at work, by question and answer sessions, talking and listening to
students and by examining work produced. A variety of assessment methods will be
adopted including individual written tasks, group work, oral work, fieldwork and
Pupils work in History will be marked regularly and conform to the college's policy on
marking. Constructive comments and positive praise are to be written and grades will
be appended to work, where deemed appropriate. Feedback should be given to
students explaining what they have done well and what they can do to improve in their
work. Marking has to be seen as part of a positive process, informing pupils of their
successes and as a way of raising pupils' self esteem. However all marking should be
part of a formulative process by which lessons and differentiation are planned to
guarantee all pupils achieve their maximum potential in History.
Records will be kept noting achievements using the college's recording system. The
context of achievement will be noted as well as the grade. Evidence will be kept in the
form of pupils' exercise books and past assessment tests and exam papers. Records
will be updated by the department at least termly. Moderation activities involving all
teachers of History should take place at least termly to ensure comparability of
As part of a record of achievement, pupils will be directly involved in their own
assessments of attainment in History.
Reports will be issued annually to parents, which fulfil statutory obligations. Comments
will include references to where performance can be improved, as well as statements
about the individual's achievement.
Half-termly progress reports will be completed in line with college policy. A copy of
each child's' grades and comments should be given to the Curriculum Leader, to be
filed, and used for future reference. This is now recorded on a database of pupil
records held centrally on the main E portal computer system.
1. Careful thought is given to the purpose of assessment, adopting a wide range of
methods to reflect the History Curriculum and learning opportunities.
2. Assessment is an integral part of the teaching and learning process, a valuable
formative tool. Throughout the course of KS 3 pupils will do a number of different
pieces of assessment work, addressing the main key elements of the NC. These are
to be included within the planning of the schemes of work.
3. The outcome of assessment can modify teaching methods, provide feedback on the
National Curriculum as well as indicate student progress.
4. We recognise the potential for assessment in developing a positive self image in
the student from positive and constructive feedback and the feeling of success
which encourages further study.
5. Teachers in the department use a common framework for marking work that is
fully understood by all the team.
6. Results of assessment are reported in a way useful for student, teacher, parents
and other interested parties.
7. Assessment gradually builds up into a profile for each student over the whole of
8. Any summative test must have an ongoing policy in their construction, marking and
usage. These tests should show a student's achievements i.e. be criterion
9. Students are encouraged to be aware of the evidence and assessment techniques
being used and review their own progress by a procedure containing an element of
10. Assessment has a common procedure and should:
A. give teachers' judgements which are as valid and reliable as possible, mutually
consistent and consistent with National Curriculum standards.
B. promote a common interpretation of the National Curriculum level descriptors..
C. give teachers confidence in their professional judgement and skill.
D. be fair to students.
11. Assessment records should be based on an agreed set of principles and purposes,
should assess student progress against National Curriculum and college-based
criteria and should not be administratively burdensome.
12. Assessment records should provide confidence between teachers across phases
and enhance progression for students.
13. Recognition should be given by management for the time and resource implications
of good assessment and due allowance made for this in the construction of the
teachers' working day.
Hope Valley College
Whole College Marking Policy
Marking is finding a balance between encouraging pupils, correcting their work and
setting them targets.'
Marking must be seen as the major provider of feedback to pupils. This feedback can
be given in a number of ways, such as
a) Oral feedback - This can be both formal and informal when transient remarks
am given to pupils to reassure, cajole or point the way to further efforts and
attainment, Oral feedback should be interactive with the pupil engaging in
conversation. Oral feedback on a one to one basis is very effective. You do not
know what a pupil can do and understand until you've heard what they've said.
b) Written feedback - Scores, grades, levels, comments etc. can have a major
impact on the pupil's reaction to learning. This type of marking should aim to
provide information to the pupil about their achievement and also what they
have to do to improve their work and make further progress.
c) Group/ individual feedback - This type of feedback can be given to the whole
class, a group or an individual and still impact upon future learning.
Why Do We Mark?
To identify, check and monitor pupils' progress.
To provide appropriate feedback to pupils.
To encourage further development in a pupil.
To raise self-esteem and confidence.
To give encouragement.
To provide evidence for assessment.
To help moderate the interpretation of learning objectives.
To aid curriculum planning.
To celebrate pupils' achievement.
The pupil should be ideally the first marker staff should encourage pupils to mark
their own work, on certain occasions, against criteria given by the teacher. The
teacher then marks the work and the pupil is able to see if they have applied the
criteria correctly. Any discrepancies can be shared through one to one discussions,
or formative comments written in the workbook.
Marking should be done to the learning objectives of the lesson
Classwork and homework must be marked regularly giving feedback which indicates
the level of performance and any improvements that can be made,
Each teacher should identity formally assessed work at least once each half-term.
At Key Stage 3, these key assessments must give pupils an indication of what
National Curriculum level this would achieve The use of a, b and c grades are
encouraged within a level to show pupils how close / far away they are from
achieving the next level. Comments must be made to inform pupils exactly what they
have to do make progress At Key stage 4, formally assessed work should be given a
GCSE Grade or equivalent and again comments must be made to inform pupils
exactly what they have to do to make progress
Staff should keep careful records of pupils' marks highlighting dates of formal
assessment using the progress and study overview insert in the front of the book.
Hope Valley College - Homework Policy
The following policy document sets out the rationale for setting homework which is
currently followed by students at Hope Valley College. This rationale follows the
recommendations of DFEE documentation, in particular the report 'Homework in
Primary and secondary Schools' issued in 1995, which is still relevant to our practice
Homework is set to:
Encourage independent learning
Increase individual personal responsibility
Improve organisational skills
Increase understanding of lessons taught
Consolidate, or extend classwork
Anticipate future topics
Free time to pursue national curriculum schemes of work
Give opportunities to practice skills
All pupils. regardless of ability should complete homework with suitably differentiated
work set for each teaching group/ individual,
Homework should be set at the start of the lessons, It should be clearly displayed so
that each member of the teaching group is able to record ft accurately.
Members of staff are asked to set homework following the college's published
calendar which appears at the start of each academic year.
This timetable gives guidelines as to how much time should be spent; on average, by
each of year in the college.
The form of the homework set should follow guidelines given in departmental and
whole school documentation. It should offer opportunities to stretch all abilities and
should be regularly marked and assessed following the college's agreed policy. In line
with National Curriculum requirements assessment may also include, self and peer
Pupils should record all homework set on a daily basis in their homework diaries These
should he signed by parents.
All homework should be regularly monitored by Curriculum Leader.
The only charges incurred are when a student loses or damages their history exercise
or text book. The cost of replacement for an exercise book is 40p.
If a student damages or loses a text book then a bill is sent to the parents for the
price paid for the book. It is expected that the full cost of replacement of the book is
paid even if only a page or two is damaged. Other students cannot be asked to use a
text book that is not in good condition.
The money received is given to the Curriculum Leader to be paid into the history
section of the college fund account.
The Learning Resource Centre
There is an ongoing liaison between library staff and the Curriculum Leader in which
purchases, use of the facilities and how the library can be used more are discussed.
Students are encouraged to use the library for their own research purposes in their
own time and are also encouraged to use local council libraries too!
Primary/ Secondary and Post 16 Liaison
The department strives to make contacts with Primary college colleagues in order to
improve the continuity of the teaching of history from primary into secondary college.
Questionnaires are to be sent to the primary schools in order to find out what classes
have been taught and the history department is to offer to work with all feeder
schools in various history projects, co-ordinated by the Curriculum Leader.
There are good links with local history groups at the moment.
Communication with Parents/Guardians
The History Department readily fulfils the contacts described in the staff handbook
(homework, reporting, progress evenings, form tutor and subject tutor duties).
Copies of any letters to parents other than routine detention letters should be filed in
the students records by office staff after informing the curriculum leader.
Letters, apart from standard detention letters, are sent to parents in the following
Where a student has done a piece of work deserving special recognition. Teachers
who decide such a letter has been earned will either send a standard departmental
letter and inform the Curriculum Leader OR will ask the Curriculum Leader to send a
special letter of achievement as recognition of their achievements
Where a student is giving cause for concern e.g. under achievement, not doing
homework, the member of staff will see the Curriculum Leader to arrange for a
letter expressing concern.
All letters should be seen by the Curriculum Leader before being sent. All letters
must be typed and sent on appropriate headed paper by the administration staff in
the front office.
The History Department is looking to provide the following correspondence during the
During the Parents' Evenings parents occasionally express a desire to discuss
our History course in greater depth. We therefore encourage parents to come
and see the staff for an informal visit to help discuss their concerns.
The education of a child is a shared task involving parents/guardians, teachers
and students. We therefore hope that parents/guardians will provide the
a. ensure the student has the necessary basic equipment
b. look at their child's college work and homework, and provide supportive
c. assist with the provision of 'raw' materials for use in class and be prepared to
talk to their child about the past, as a source of first hand information .
d. facilitate the use of reference material if necessary, e.g. project homework.
The department follows the Classroom Code of Conduct and Discipline Policy.
Each member of the department is responsible for maintaining discipline within their
own classroom. Staff are required to promote positive attitudes when disciplining
students and should have an unconditional positive regard for the student in his/ her
charge. The ultimate aim is for every student to be a self motivated, autonomous
learner who responds positively to teacher suggestions.
Staff are required to follow the procedures of the Code of Conduct policy in the event
of misbehaviour or disruption.
If serious disruption occurs then a member of class should be sent to call upon the
Curriculum Leader or appropriate member of staff to remove the pupil from their
lesson and placed in another classroom.
Meetings are held in the RS room on a faculty basis, where meetings are called on the
yearly college calendar. An agenda for the meeting will be prepared by the Curriculum
Leaders. Any items for the agenda must be given to the Curriculum Leader at least 2
days in advance. The agenda is provided 24 hours before the meeting.
Copies of the minutes are filed centrally and copies sent to all staff concerned.
Occasionally, extra, specific history meetings may be called as and when needed, e.g.
to moderate GCSE coursework or to respond to whole college initiatives or issues.
Initial Teacher Training
The Department Policy follows the college's policy in the event of Initial Teacher
Training and in the first instance they will be the responsibility of the Curriculum
Leader but classroom teacher will need to play a role.
The Department has a link governor. Mark Wallington, the link governor takes on an
advisory capacity and acts as a sounding board for ideas and policy planning. It is
believed that there shall be at least 2 meetings with the link governor every year,
although more involvement in the work of the department is welcome. The department
welcomes any governors who wish to visit the staff, go on field visits or attend
Behaviour Management Policy
Behaviour within the department will be managed in accordance with the college policy,
seeking to uphold our mission statement.
The Curriculum Leader has overall responsibility for discipline within the Department,
although teachers are responsible for the discipline within their own classroom in the
first instance. Any problems of indiscipline must follow the usual college procedures
and be dealt with according to the college's policy.
Work for Absent Colleagues
In the event of any member of staff from the department being unexpectedly absent
it is the responsibility of the other member of the department to put together
suitable work for the classes of the absent member of staff. The work set should
where possible be appropriate to the ability of the class and the topics they are
currently studying in the scheme of work. The work set should not involve meaningless
copying but should be challenging and something that a non specialist teacher could be
confidently expected to teach. Where ever possible appropriate homework should also
be set for each class. Should both Mr Thorpe and Mrs Dent be absent then it would be
the responsibility of the Senior Management Team to arrange appropriate work by
looking at the scheme of work, available lesson plans and teaching materials.
The department maintain a stock of up to date teaching resources, including books,
videos, worksheets and CD ROMS. These are stock-listed annually and a copy of this is
All videos, artefacts, photocopiable resource packs and CD ROMS are stored in the
appropriate place. Text books are kept in the classroom for use at any time and
photocopied worksheets are kept on the shelves in the history room, or available
electronically on the school network. There are also files of worksheets and
Powerpoint presentations to used in class available on the school network, this helps as
a means of keeping at least one copy of everything produced or used by the
All photo-copiable resources are to be stored centrally in the department, arranged in
order and with easy access, when required, to all who need to use these. It is also
hoped that staff will continue to prepare their own worksheets to meet the individual
needs of pupils in their classes and that copies of these will be made available to all
teachers of the subject area.
Consumable stock/ Stationery
Each class is supplied with a limited stock of pens, pencils, rulers etc for use by
students, the purchase of consumable stock is to be an integral part of each year's
budget planning. All Consumable stock, which is not being used in the lessons is to be
stored in the department's central storage cupboard in the history room. This is for
use by all members of the department as and when it is needed. It is essential that
classes do not suffer due to a lack of proper resources to use, so both Mrs Dent and
Mr Thorpe have access to these materials whenever they are needed.
Mr Thorpe uses the history room; Mrs Dent uses various rooms across the school.
Health and Safety
Any issues of health and safety are to be taken to the Curriculum Leader in the first
instance and then on to the senior management team and college health and safety