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Rose Street 

Primary School

School Logo

Rose Street 

Primary School


History is about events that have taken place in the past, whether it is 100 years ago or last week. It is also about people: people from this country and from other countries around the world. It is about people’s actions, the reasons for them and the evidence that remains of them. It is about changes that have occurred and the causes and consequences of these changes. History is about the relationship between the past and the present. Skills developed through historical enquiry have a wide application to everyday life and historical awareness promotes responsible citizenship.




At Sheerness West Federation we aim to provide pupils with a thorough understanding of the past of both Britain and the wider world. We aim to ensure that children are able to think critically when examining evidence and can develop their own opinions, which they can then back up with their historical knowledge.


Teaching and Learning


A variety of enriching teaching approaches are encouraged:


Teacher presentations, role-play and storytelling.


Question and answer sessions, discussions and debates.


Individual and group research and presentations.


Investigating artefacts, maps, photographs, paintings and other documents as sources of evidence.


Critical analysis and evaluation of sources of evidence.


Computing- interactive white board and internet resources, CD ROMs, TV and other visual and audio resources.

Topic and Artefact Boxes for each area of the History curriculum. Access to other Artefact Loan Boxes from local Museums Services.


Fieldwork, visitors and visits to museums and sites of historic interest.


Special Events: History Days or weeks such as Black History Month, Greek/Roman Feasts, Battle Re-enactments.


In Foundation Stage:


  • To develop a sense of time through events in stories and in children’s own lives and their family relationships using appropriate vocabulary.
  • To develop an awareness of time and change. Learning about seasons and life cycles through photographs and artefacts.


In Key Stage 1:


  • To develop an awareness of history and a sense of chronology through the study of the lives of people and events in the more distant past
  • To know where the people and events they study fit within a chronological framework.
  • To understand the methods of historical enquiry through using a variety of sources to compare lives, past and present, and question events in the past.


In Key Stage 2:


  • To extend the depth of historical enquiry and broaden the range of study by questioning how and why events occurred.
  • To be able to make connections and note contrasts and trends over time.
  • To interpret and communicate historical knowledge in a variety of ways, through art and drama as well as the written word.
  • To increase awareness of events, people and societies from the past, in order to gain a better understanding of the present.


Emphasis is placed on the development of enquiry skills and empathy, as well as on factual knowledge. A creative approach to the History curriculum by both teachers and children is encouraged. Links are recommended between History, Literacy, Citizenship, Science, Art, Technology and other curriculum areas wherever possible. This ensures a rich curriculum can be delivered, as well as providing a more creative, enjoyable approach to teaching and learning.


Equal Opportunities


All children regardless of their race, sex, religion, religious belief or ability will be given equal opportunities to develop their knowledge, skills and understanding of History. British History, where possible, is set within the context of Europe and the World. When selecting source material a range of perspectives and viewpoints are represented, including those of men and women of different racial, national or religious groups. Care is taken that societies are not just represented from the British perspective but also from their own. The importance of the pupil’s own cultural background is recognised as a resource which may give an alternative view of events from the past as well as the present.


Health and safety


Fieldwork and site visits are an important part of Historical work and school health and safety guidelines will be adhered to at all times.




During the planning stage clear learning objectives are set and opportunities for assessment are identified. Assessments are recorded in line with school policy.


Monitoring of History teaching is carried out through ‘pupil voice’ and book dipping. These will both focus on coverage of the curriculum and the use of historical enquiry skills. This enables the History coordinator to gain an insight into History teaching across the school and will help us identify areas of strength, which can then be shared.


Roles and responsibilities


It is the role of the History co-ordinator, under the guidance of the Head teacher:


  • To organise History within the curriculum and to ensure progression and development.
  • To assist with and monitor planning and quality of delivery of the curriculum.
  • To keep abreast of developments within History and carry out INSET when required.