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St Joseph's

Catholic Primary School

"Aspire not to have more, but to be more" -
Blessed Archbishop Oscar Romero

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St Joseph's

Catholic Primary School

"Aspire not to have more, but to be more" -
Blessed Archbishop Oscar Romero

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History and Geography

History Curriculum Statement St Joseph’s.

 

Intent

At St Joseph’s, we aim for a high quality history curriculum which will inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

 

Implementation

In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. At St Joseph’s, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in depth study of the locality in Upper Key Stage 2.

 

In EYFS   pupils have a grasp and understanding of the terms past and present and future. Children need to begin to understand that things that have happened in their own lives are classified as in the past and forms their own history, personally and in the context of their generation. We encourage visitors such as parents and grandparents to talk about their childhood and how things were different in the past.

 

In Key Stage One pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They will know where the people and events they study fit within the chronological framework and be able to identify similarities and differences between ways of life in different periods. They will be exposed to a wide vocabulary of everyday historical terms. They should ask and answer questions using parts of stories and other historical sources to show that they know and understand key features and events. They should understand some ways in which we find out about the past and identify different ways in which it is represented and by whom.

 

In Key Stage Two

Pupils should continue to develop a chronological 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 overtime and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause similarity, difference and significance. They should construct informed responses that involve thoughtful selection and organisation or relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources, investigating and questioning these sources where appropriate.

 

Impact

The impact and measure of this is to ensure that children at St Joseph’s are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

 

We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.

Geography

 

At St Joseph’s our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.

 

Intent

We aim for a high quality geography curriculum which inspires in pupils a curiosity and fascination about the world and its people. We equip our pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We endeavour to support our children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

 

Implementation

We have designed our curriculum so that is progressive throughout the whole school. Geography is taught through topic, focusing on knowledge and skills stated in the National Curriculum. We also ensure that children are explicitly taught and made aware of what the term Geography means. We place importance on children gaining ‘real-life’ experiences. For example, visiting and identifying features in our school environment at EYFS, using the local area to follow maps in Key Stage 1, comparing the similarities and differences in environments and communities in Lower Key Stage 2, and the wider world in Upper Key stage 2.

 

In EYFS

Geography is taught in the Early Years Foundation Stage (EYFS) through the area of learning ‘Understanding the World’. Initially the children will learn about their own home, school environment and the local surrounding area. This awareness is extended through providing the children with real first hand experiences, by visiting places and by finding out about different environments in books, on TV and through using other technology.

 

The children will learn about their community and the world in which they live. They will develop their understanding of similarities and differences. They will begin to talk about their environment and make observations of the place they live and their environment. They will begin to ask questions, explore, investigate and make comparisons.

 

In Key Stage One

Pupils will develop knowledge about the world, the United Kingdom and their locality. They will explore and come to 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.

 

Pupils will be taught to:

 

Locational knowledge

  • name and locate the world’s 7 continents and 5 oceans
  • name, locate and identify characteristics of the 4 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:

 

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

 

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 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; and 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

 

In Key stage 2

Pupils will 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 will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

 

Pupils will be taught to:

 

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of 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 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 in 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, and the water cycle
    • human geography, including: types of settlement and land use, economic activity including trade links, and 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 8 points of a compass, 4- and 6-figure grid references, symbols and key (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, and digital technologies

 

Impact

The impact and measure of this is to ensure that our children are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.

 

We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences now and in the future.

National Curriculum 2014

Key Learning in History and Geography

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