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Blair Peach

Primary School

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Geography and History

 

Geography

 

Intent

At Blair Peach Primary our Geography curriculum is designed to develop children’s curiosity and fascination about the world they live in. This includes the children learning the location of different countries, cities and towns in the UK and across the world and learning about the human and physical geography of these locations. It also includes the children learning what it is like to live in these places by making observations, carrying out research, reading graphs and charts and asking geographical questions.

 

At Blair Peach we are committed to providing our children with opportunities to investigate their local area, so they can have a deeper understanding of who they are, where they live and what makes our area so unique and special. Within lessons, children use a wide variety of different skills to develop their geographical knowledge.

 

Our aims are to ensure that our students experience a wide breadth of study and have, by the end of each key stage, long-term memory of the knowledge and concepts that have been covered

 

Implementation

In Early Years, Geography is taught via the Early Learning Goals linked to the Specific Area ‘Understanding the World’. The majority of learning in this area occurs through adult intervention when the children are in continuous provision. However, during their time in Early Years the children will listen to stories set in different locations, engage in a unit titled ‘All About Me’ and participate in topic led work about the world they live in.

 

By the end of Early Years therefore, the children should be able to:

Know about similarities and differences in relation to places, objects, materials and living things

  • Be able to talk about the features of their own immediate environment and how environments might vary from one another.
  • Be able to make observations of animals and plants and explain why some things occur, and talk about changes.

 

In Years 1 – 6, Geography is taught in a 6-8-week block of lessons, which on average last about an hour each. This timing however in this block is flexible depending on the content being covered and the skills being developed.

Each Unit of Work has been carefully written using the guidance from a range of resources such as the Geographical Association, Chris Quigley Curriculum Champions. 

 

To ensure the full coverage of the National Curriculum and Progression in concepts the school has an overview of the topics coverage and progression in concepts documents, which show how the children will progress in their learning as they move further up the school and into Year 6

 

To ensure that:

  • The children remember the long-term content.
  • The children understand that they are systematically learning.
  • The children can integrate new knowledge into larger concepts.

 

At the start of each unit, the children will be given a Knowledge organiser which will have information about the unit they are learning and a list of key vocabulary and definitions

 

Geography lessons are taught through an enquiry based approach. This allows our children to develop their proficiency in the asking and answering of relevant questions, collecting and analysing data and drawing conclusions. Each year group will have a main enquiry question that they are looking to answer at the end of the unit, with each lesson being based around a sub enquiry question. Through investigations and discussions, children will deepen their knowledge on their chosen topic. As children move throughout the school, they will use and build upon their skill sets. Our lessons are enriched with a range of different outdoor learning opportunities, with children going on trips and carrying out geographical surveys around our local area.  Within our lessons we actively make links to the wider world by discussing the sustainability and the UNCRC rights and Sustainable Development Goals.

 

Impact

The intended impact of the Geography Curriculum is that the majority of children in each year group are working at or above the expected level for their age.

Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

 

In addition, it is the intended impact that the children:

  • are inspired by the Geography Curriculum and want to learn more.
  • show the progression in their skills and knowledge, especially in map reading, compass work and locating places on a map.
  • can discuss their learning and remember what they have learnt.
  • can talk about their first-hand experiences of visiting different places and locations.

 

History

 

Intent

The intent of the History Curriculum is to provide the children with the necessary knowledge to be able to place British eras on a timeline and events during these eras in chronological order. (NC Link: Chronological Understanding, K&U of Events and People).

 

It is also the intent of the History Curriculum to develop the children’s understanding with regard to the influence that significant people and events have had on life today, including that of the wider world. (NC Link: K&U of Events and People).

 

In addition, it is the schools aim to explain the difference between primary and secondary sources so that they can learn how to use them successfully to enhance their learning. The History Curriculum will also teach the children to use these sources to effectively carry out research and ask relevant questions to find out more information about the past. (NC Link: Historical Interpretation and Historical Enquiry).

 

Our history content meets the National curriculum requirements. Our aims are to ensure that our students experience a wide breadth of study and have, by the end of each key stage, long-term memory of the knowledge and concepts that have been covered. It covers a wide range of topics, in order to ensure that end of their time with us they will have a good historical knowledge of the wider world. We have a well sequenced curriculum that aims to ensure that learning is remembered long term. 

 

Implementation

In Early Years, History is taught by the children being encouraged to talk about significant events that have happened to them in the past i.e. Last night… Last week… Last year…

 

The children are also encouraged to explore the lives of people who are familiar to them and ask questions to find out more information. If this person is a parent or grandparent, this questioning may include reference to what school or life was like for them in the past. This is all taught via the Early Years specific area of Understanding the World.

 

By the end of Early Years, the children should be able to:

  • talk about past and present events in their own lives and in the lives of family members.

 

From Year 1 to Year 6, History is taught in a 6-12-week block of lessons, which on average last an hour each. The timing of these lessons however are flexible depending on the content being covered and the skills being developed.

To ensure the full coverage of the National Curriculum the school has carefully selected units of work which are mapped across the school.

 

We teach history through an enquiry based approach. Historical enquiry allows our children to question, interpret, explain and communicate their reasoning as a historian. Each history topic is launched with a ‘big question’ – a question where the answer is unknown at the beginning of the unit, but one that the children will be able to answer by the end. Within lessons, children will use and interrogate a range of primary and secondary sources to deepen their knowledge on their chosen topic.

 

Content is planned so that more difficult abstract is covered in different contexts over time so as children move throughout the school, their knowledge grows across different time periods and they build upon and develop their knowledge and skills from previous years.

 

There is a Progression in Skills document which outlines the expectation of learning in each year group as the child progresses through the school.

Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

 

Impact

The intended impact of the History Curriculum is that the majority of children in each year group are working at or above the expected level for their age.

We use lesson observations to see if our expectations are being met.

 

In addition, it is the intended impact that the children:

  • are inspired by the History Curriculum and want to learn more.
  • show the progression in their skills and knowledge.
  • can discuss their learning and remember what they have learnt.
  • can talk about their first-hand experiences of visiting historical places and working with   visitors.

At Blair Peach we believe history and geography are a valuable part of children’s education. Children not only acquire knowledge but also foster lifelong skills which will allow them to explore and understand the world around them.

 

History and Geography are becoming increasingly linked and are therefore often known to the children as topic lessons, where Specific Geography skills taught include; mapping; using sources of information; learning specifics about the area of study, such as the names of important rivers and mountains and comparing places.

 

History teaching aims to develop enquiry and research skills as well as enabling children to organise and convey information in a variety of ways. They consider ways in which the past is represented and handle and interpret artefacts from the period of study.  Over the seven years at the school, children will develop a sense of chronology.  The periods covered are very varied and include: Ancient Britain, The Romans, Saxons and Vikings amongst others.

 

Geography Key Stage 1

During Key Stage 1 pupils investigate their local area and a contrasting area in the United Kingdom or abroad; they learn about the environment in both areas and the people who live there. They also begin to learn about the wider world.

 

They carry out geographical inquiries inside and outside the classroom. Children have the opportunity to ask geographical questions about people, places and environments as well as develop geographical skills using resources such as maps and photographs.

 

 

Geography Key Stage 2

During Key Stage 2 pupils investigate a variety of people, places and environments in the United Kingdom and abroad. They start to make links between different places in the world. In addition, they find out how people affect the environment and how they are affected by it. Children develop geographical enquiry where learning takes place both inside and outside the classroom. This gives them the opportunity to ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.

 

History Key Stage 1

During Key Stage 1 children develop a sense of chronology by sequencing events and objects in order, using key vocabulary to describe the passing of time whilst recognising that their lives are different from those in the past. Children begin to recognise and understand why people acted the way they did and develop an understanding of the different ways the past is portrayed. They have the opportunity to make simple observations and handle sources of information to answer questions about the past.

 

History Key Stage 2

At Key Stage 2 children have the opportunity to use their acquired knowledge and skills to look in more detail at past events and people, gaining a better understanding of both British and world history. Children have the opportunity to use a range of sources to make comparisons between different features of the past and discover the way events or people are linked within different periods.

 

Children are also given the opportunity to make links between key past events and think analytically, about why things happen. They make appropriate use of dates and terms and select and organise information to produce structured work.

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