Browney Primary Academy History and Geography Curriculum Reviewed: November 2017 Next Review: November 2018 1
Contents Introduction... 3 Topic-based Approach... 4 Planning and Assessment... 4 Two-stage approach... 5 Key stage 1 History... 7 Key stage 1 Geography... 8 Key stage 2 History... 9 Key stage 2 Geography... 11 2
Introduction The current 2014 curriculum for schools in England and Wales aims to ensure that all children gain a high-quality education in both History and Geography, which will help them gain a coherent knowledge and understanding of Britain s past and that of the wider world. History is intrinsically linked with Geography, as we seek to discover the key facts of events, cultures and the world around us; who, what, where, when and why. Our teaching and learning within these subjects at Browney Academy should inspire pupils curiosity to know more about the past, equipping them to; ask perceptive questions think critically weigh evidence sift arguments develop perspective and balanced, informed judgement. History helps pupils to understand the complexity of people s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. These areas of learning are inherently connected to inspiring in our pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. As pupils enter the upper stages of our academy, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. Geographical knowledge, historical understanding and the associated skills provide frameworks and approaches for our teaching and learning that explain how the Earth s features, communities and events are catalysed, shaped, and interconnected, changing over time. 3
Topic-based Approach Our teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth s key physical and human processes. This involves teaching in many different ways, from book and internet research to field trips and outside study. A topic-based approach should be hands-on, exciting, interesting and personalised to the children s learning, as we inspire and educate them about the world around us. The teaching and learning of History and Geography should take place using our whole school approach to foundation subjects, centred around the imaginative learning projects of our Cornerstones scheme of work, over a six-week period. Each Year group has its own dedicated ILP s, which are progressively built upon as our pupils extend their knowledge year-on-year. Each one of these schemes should be taught discretely over a half-term period, using the resources, planning ideas and activities suggested within the scheme, whilst additionally adding to these tools and objectives with our own imaginative input and ideas, alongside the intrinsic requirements of the National Curriculum. Planning and Assessment History and Geography should be integrated into the planning and teaching of each topic using the provided planning grid and must be focused on meeting the essential skills that are present for each year group (see individual assessment grids). All of these skills do not need to be taught each time within every topic, yet may be integrated into more than one area of learning across the year, leading to a greater depth of understanding of these key skills. Teachers are free to choose Individual Learning Projects from either of the year group choices that are pertinent to their classes (in the case of mixed year-group learning); using the Browney assessment grids in association with the Cornerstones coverage checker, these ILP s can be tailored to ensure that teaching and learning for both year groups within a mixed age-group class meets the needs of all children, including those with SEN. This should be achieved by differentiated levels of support and challenge, ensuring that every pupil receives the education they deserve through our focused support and enthusiastic provision. 4
Two-stage approach Planning should be prepared in two stages for our topic-based approach. The first stage should include pianning for the first three weeks, covering the Engage and Develop stages of the ILP, and must be prepared and available on the school system prior to the start of the half term period in which it is taught. Informed by the learning and achievements of the pupils within this first stage, the second stage of the topic, covering Innovate and Express, should be adapted, planned and available on the school system prior to for the commencement of this period of teaching and learning. Formative assessment and adaptation of activities based on the successes and needs of the pupils are essential in ensuring that we adapt our teaching to be truly personalised to the requirements of each class that we teach. Each year group has a personalised grid for the formative assessment of these subjects, which should be printed off and attached to the inside front cover of each pupil s exercise book (do not use staples, as these hamper the presentation of work). Achievement should be recorded on a regular basis, by entering the date in the appropriate box, assessing attainment as either Working Towards, Meeting or Exceeding Expectations based on the results of their work in class; the ILP that they achieved the objectives within should also be recorded at this time. All marking in Topic books should follow the whole school marking policy. Commencing a new ILP At the start of each ILP, teachers should ensure that students are fully supported to engage with the topic. An introduction sheet should be produced to go into the student s books; this should be bright, inspiring and relevant to the topic. An example of this is shown below for the ILP Hola Mexico! 5
Assessing prior knowledge and setting expectations The very nature of our holistic approach to world-wide learning and cross-curricular education means that in every topic, pupils will have a range of prior knowledge related to the subject. This information is invaluable when exciting the students about the topic and engaging them through their own experiences and personalised interests. In the very first session of each half term, at the start of the ILP, teachers must make provision for recording this prior information and also that which the students would like to find out during the topic. This can be personalised to each ILP, but must contain the four following elements: ILP Title What do they think they already know about this topic? What would they like to know about this topic? What do they think / know about the topic by the end? (This section should be left blank for the students to self-evaluate at the end of this period of learning). 6
Key Stage Specific Aims and Objectives Key stage 1 History Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented. In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at Key Stages Two and Three. This ensures that the key concepts of historical study are embedded at an early age; essential for sound foundations of study to be expanded upon during later learning. Pupils should be taught about: Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life Events beyond living memory that are significant nationally or globally (for example, the Great Fire of London, the first aeroplane flight) or events commemorated through festivals or anniversaries The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods (for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell). Significant historical events, people and places in their own locality. 7
Key stage 1 Geography Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. The content of this area of teaching is split into four areas of attainment, yet these can and should be taught alongside each other within our Individual Learning Projects. Pupils should be taught to: Locational knowledge Name and locate the world s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Place knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a small area in a contrasting non-european country Human and physical geography Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Use basic geographical vocabulary to refer to: Ø Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather Ø Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Geographical skills and fieldwork Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the other countries, continents and oceans studied at this key stage Use simple compass directions (North, South, East and West) and locational and directional language (for example, near and far; left and right), to describe the location of features and routes on a map Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. 8
Key stage 2 History Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources. In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. Pupils should be taught about: Changes in Britain from the Stone Age to the Iron Age (Statutory) Year 3/4 Examples (non-statutory) could include: Late Neolithic hunter-gatherers and early farmers, for example, Skara Brae Bronze Age religion, technology and travel, for example, Stonehenge Iron Age hill forts: tribal kingdoms, farming, art and culture The Roman Empire and its impact on Britain (Statutory) Year 3/4 Examples (non-statutory) could include: Julius Caesar s attempted invasion in 55-54 BC The Roman Empire by AD 42 and the power of its army Successful invasion by Claudius and conquest, including Hadrian s Wall British resistance, for example, Boudica Romanisation of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity Britain s settlement by Anglo-Saxons and Scots (Statutory) Year 3/4 Examples (non-statutory) could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion Canterbury, Iona and Lindisfarne 9
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor (Statutory) Year 3/4 Examples (non-statutory) could include: Viking raids and invasion Resistance by Alfred the Great and Athelstan, first king of England Further Viking invasions and Danegeld Anglo-Saxon laws and justice Edward the Confessor and his death in 1066 Ancient Greece (Statutory) Year 3/4 a study of Greek life and achievements and their influence on the western world A study of an aspect or theme in British history that extends pupils chronological knowledge beyond 1066 (Statutory) Year 5/6 Examples (non-statutory) could include: The changing power of monarchs using case studies such as John, Anne and Victoria Changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century The legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day A significant turning point in British history, for example, the first railways or the Battle of Britain The achievements of the earliest civilizations (Statutory) Year 5/6 An overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer The Indus Valley Ancient Egypt The Shang Dynasty of Ancient China A non-european society that provides contrasts with British history (Statutory) Year 5/6 one study chosen from: Early Islamic civilization, including a study of Baghdad c. AD 900 Mayan civilization c. AD 900 Benin (West Africa) c. AD 900-1300. A local history study (Statutory) Year 5/6 Examples (non-statutory) could include: A depth study linked to one of the British areas of study listed above A study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066) A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality. 10
Key stage 2 Geography Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils should be taught to: Locational knowledge Locate the world s countries, using maps to focus on the positions of Europe, Russia and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns, and to understand how some of these aspects have changed over time Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) Place knowledge Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America Human and physical geography Describe and understand key aspects of: Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, the water cycle. Human geography, including: types of settlement and land use, economic activity including trade links, the distribution of natural resources including energy, food, minerals and water Geographical skills and fieldwork Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use the eight points of a compass, four and six-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, digital technologies. 11
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