The need for History is at least as great today as at anytime in the past. Current social, economic and political situations cannot be properly understood without examining their historical context. At Ladybridge, the History Department believe it is essential that young people are able to discern the moral premises on which policies are based and can question those that seem dubious. Pupils need to be able to distinguish between fact and opinion as we live in a media dominated world.
Through the teaching of History, we aim to enable pupils to put current situations and events in their historical context in order to facilitate understanding. We also want to stimulate interest in the past and help pupils to formulate questions about the past and make informed judgements. It is also our belief that pupils should be able to understand their own shared heritage and the diversity of our cultural roots. History is also about developing a sense of identity and preparing pupils for the demands of adult life, including the need to make moral decisions
History and PLTS
The aims of the National Curriculum are that young people should become successful learners, confident individuals and responsible citizens. The development of personal, learning and thinking skills (PLTS) is an essential part of meeting these aims. PLTS have considerable impact on young people's ability to enter work and adult life as confident and capable individuals who can make a positive contribution.
The history programme of study provides opportunities to plan sequences of work, learning outcomes and teaching approaches to ensure that PLTS form an integral part of subject teaching and learning.
Independent enquirers
The key processes include a requirement for pupils to develop historical enquiry skills through structured investigations into different kinds of historical questions and issues. As they progress, pupils will devise and refine their own questions to structure an investigation, develop their own hypotheses, and select and deploy evidence to reach and justify their own conclusions.
History promotes all the skills of independent enquirers by developing pupils’ abilities to:
Creative thinkers
Engaging with the past though the process of historical enquiry involves pupils in making and testing new hypotheses, and asking questions to extend their thinking. During their investigations, pupils suggest connections between different aspects of the past, question their own and others’ assumptions, and evaluate alternative and imaginative solutions when seeking answers to historical questions.
Team workers
The requirement in the key processes to carry out investigative activities both individually and in groups encourages pupils to work confidently with others while adapting to different contexts and taking responsibility for their own contributions. Pupils listen to and take account of different views. They form trusting relationships, resolving issues to reach agreed outcomes.
Self-managers
Work in history gives pupils opportunities to make a commitment to learning and self-improvement, and to demonstrate personal responsibility, perseverance, initiative, creativity and enterprise. In many activities there is scope for pupils to organise their own time and resources, to prioritise their actions, and to anticipate, take, and manage risks. Pupils can be encouraged to actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities.
Effective participators
The requirement in the key processes to use a variety of methods to communicate knowledge and understanding of the past contributes to pupils becoming effective participators. History provides opportunities for pupils to contribute to activities, discussions and debates, and to actively engage with issues that affect them and those around them. All this encourages pupils to play a full part in the life of their school and the wider community, and to take responsible action to bring improvements to others as well as to themselves.
Reflective learners
The study of history also provides opportunities for pupils to become reflective learners by helping them to develop their evaluation skills. Pupils can then evaluate their own strengths and weaknesses, and set themselves realistic goals with criteria for success. Pupils monitor their own performance and progress, invite feedback from others, and make changes to further their learning. Peer review, a valuable element of the history curriculum, further encourages pupils to become reflective learners.
Embedding personal, learning and thinking skills
With thoughtful planning, a range of PLTS can be embedded in any sequence of work. For example, pupils might be asked to prepare a group presentation on a local historical issue over several lessons. This would involve pupils:
Members of the History Department
Fin Barrago Head of History / Director of Achievement for Y11’s
Adele Taylor Teacher of History
Zoe Bates Teacher of History
All students study History for 2 lessons per week in Key Stage 3 with the option of 3 lessons per week in Key Stage 4.