History and Geography
History and geography are taught throughout the year, often together in a cross curricular, thematic ‘block’ which enthuses, engages and motivates children to learn and enables them to develop contextual knowledge of significant places, the relationship between human beings and the environment, and understand how natural systems work. These are genuine history/geography cross-curricular topics, into which we can build social understanding.
We have designed our history curriculum around the National Curriculum. Pupils in EYFS and Key Stage 1 first develop an awareness of their own past and gain a coherent knowledge and understanding of how they themselves fit into a chronological framework. They then begin to understand how other places, people and events locally, nationally and around the world affect change. Key stage 2 is planned chronologically from ancient civilisations to present day which builds an overview of local, British and world history. There are also broad topics such as ‘The History of Art’ and ‘The Changing Power of Monarchs’ which allow pupils to reflect on earlier learning and understand how historical concepts such as, similarity, difference and significance can be used to make connections, draw contrasts, analyse trends and frame historically valid questions.
It is our intent that the history element of our curriculum will inspire pupils’ curiosity to know about the past and how this has shaped our locality and the world. Our curriculum is designed to equip pupils to ask perceptive questions, think critically, weigh evidence and develop perspective and judgement. We want pupils to understand the complexity of people’s lives; the process of change; the diversity of societies; relationships between different groups; the impact of power and governance, as well as developing their own identity and understanding of the challenges of the world today.
There is a difference between children making progress in history and doing a bit of practice in it. For example, discussing the location of Viking settlements does not in itself ensure progression in history, though it will give the children the opportunity to use and apply historical knowledge, skills and understanding in a purposeful context. Therefore, although history is taught throughout the year and often linked to other subjects, it is the lead subject during the autumn term, providing a framework and focus for the topic. Our history curriculum is designed within a chronological framework which develops knowledge and skills and the key concepts of change and continuity. Long and medium-term plans map the learning objectives and progression, ensuring consistency.
It is our intent for the geography element of our school curriculum to inspire and ignite pupils with a curiosity and fascination about the world and its people. Topics equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with an understanding of the Earth’s key physical and human processes. It increases pupils’ knowledge of different cultures and in doing so, teaches a respect and understanding of their own surroundings, what it means to be a global citizen and our role in ecological sustainability.
There is a difference between children making progress in geography and doing a bit of practice in it. For example, in a local study, asking children to make a key for a historical map does not in itself ensure progression in geography, though it will give the children the opportunity to use and apply geography knowledge, skills and understanding in a purposeful context. Therefore, although geography is taught throughout the year and often linked to other subjects, it is the lead subject during the spring term, providing a framework and focus for the topic. Our geography curriculum is designed to develop knowledge and skills, including how to research and evaluate; use, draw and interpret maps and equip our pupils with the vocabulary necessary to formulate questions and carry out effective geographical enquiry. Long and medium-term plans map the learning objectives and progression, ensuring consistency.