History and Geography
What does Humanities look like at Bledlow Ridge School?
History Subject Leader: Mrs H Craven
Geography Subject Leader: Mrs M Lyon
Geography
Intent
In Geography at Bledlow Ridge School, we aim to:
•Inspire children’s curiosity and a lifelong interest in the world and its people
•Equip them with knowledge & developing skills to find out more about the world
•Build their understanding of geographical processes, interactions and changes over time
Our geography curriculum ensures children develop the progressive skills required whilst fostering a love, fascination and curiosity about the world and people around them. Our curriculum will equip our pupils with a deep knowledge and understanding of human and natural environments alongside the Earth’s key physical and human processes and how these landscapes change over time. Through our detailed Medium Term Planning, we aim to grow children’s geographical knowledge and understanding which is revisited and built upon as children move through our key stages. Our lessons allow our pupils to explore and interpret a range of concepts and geographical information through sources such as maps, diagrams and globes.
Implementation
Geography is taught through broad and engaging topics in which the children are actively encouraged to enquire and investigate the world around them. Teachers ensure key vocabulary for specific key stages are taught and referred to throughout topics and revisited regularly.
In the EYFS, children are encouraged to explore the world and environment around them through play based, child centred learning. Pupils are given many opportunities to explore our local area to see first-hand the natural environment which surrounds them and compare this to other areas they might see.
Geographical concepts taught are based upon what the children know already and how this can be developed and enhanced.
In Key Stage One, children are introduced to their local area and the key human and physical features they would find. Learning is consolidated and heightened as many opportunities are provided for children to explore the immediate school environment and their local area by taking part in basic fieldwork to give them the opportunity to view and discuss features that have been covered in lessons. This allows the geography curriculum to be brought to life and put into context alongside cementing learnt vocabulary in real life situations. Our pupils are introduced to map skills by exploring simple keys and symbols and implementing this by creating their own maps often in the context of cross curricular learning. Pupils are also exposed to simple globes and how we can use these to identify continents and oceans. Children are encouraged to draw simple comparisons between an area of the United Kingdom (which will build on prior learning of the UK) and a country within Europe; linking this to physical and human geography and applying known vocabulary.
In Key Stage Two, Geography is taught in half termly bocks within an overarching topic. Children are given an individual knowledge organiser at the beginning of a topic which highlights the key skills, vocabulary, maps and features that will be taught throughout the unit and referred back to through regular ‘no-pressure’ quizzes to ensure retrieval of key Bledlow Ridge Primary School vocabulary and content within a unit.
Map skills are built upon from key stage one by looking at more complex symbols and keys and how to follow a given route. Pupils are able to use these skills to create their own maps complete with keys and symbols. Alongside this, they are taught how to identify significant locations on a map using the appropriate grid reference and vocabulary. They also become secure using compass points and develop an understanding of how these have a crucial role in following a set route; building on and encouraging application of fieldwork skills. Children look at their local area extending its relation to the wider world to explore and enquire how areas differ through an extended study of a range of countries. In key stage two, children are also introduced to waterways, geographical formations and begin to consider the range of climates on Earth. This encourages an inquisitive mind about the physical processes of the Earth.
Children’s wider geographical skills are further built upon when wider global issues are debated and studied as they consider an interconnected world through an in-depth study of a range of countries and the impact that certain trades have on the Earth. This provides children with the opportunity to develop their own thoughts and ideas of not only the wider world, but on how to care for our environment and the impact that we, as humans, have on it- both positive and negative.
Impact
Children will develop a deep geographical understanding through which a love of and curiosity for the world and people around them will be fostered. They will have a wide range of vocabulary and skills to draw upon which they can implement both in lessons and in real life situations. As children progress throughout the school, they will develop a secure knowledge, understanding and appreciation of their local area and its place within the wider geographical context of the world.
History
Intent
At Bledlow Ridge Primary, we aim to deliver a History curriculum which inspires our children and develops their curiosity about the world that they live in. Our teaching should equip pupils to understand the process of change, ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. We aim to bring history to life through topics which are driven by children’s interests and enable a secure, coherent, chronological knowledge of the history of Britain to be learnt and built upon. Children will be encouraged to develop an increasing understanding of how current daily life has been influenced by people and events from the past. Additionally, the children will study significant aspects of history from the wider world and will be able to understand their importance and impact on society. Children will develop and increasing understanding of what historical evidence is and how it can be used to draw conclusions about the past. Children will be able to understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance and use them within their own work. When creating their own accounts of the past, children will be able to use key historical terminology and vocabulary accurately. Teaching of history, using knowledge organisers and retrieval strategies, will support children understanding and remembering more of what they have been taught.
Implementation
In the EYFS, the focus is on talking about past and present events in the children’s own lives and in the lives of their family members. This includes knowing about the similarities and differences between themselves and others, among families, communities and traditions. This is done through planned adult led activities that take place across the academic year and focus on aspects such as physical changes since birth and comparing how times and events are celebrated by different people. Engaging provision containing objects of intrigue and high-quality interactions by skilled staff during ‘discovery time’ also support children to develop their knowledge and understanding about change and the world around them. Children are introduced to terms such as ‘change’, ‘time’, ‘same’, ‘similar’, ‘different’ and begin to build schemas to support their understanding of that vocabulary. The topics and themes studied in Early Years are experience rich and developed based on the interests that the children have.
The children in Early Years also develop a basic understanding of cause and consequence in relation to behaviour and friendships. The restorative approach that we have towards behaviour management encourages the children to think about the impact that behaviour has on themselves and others around them.
In KS1 and 2, the National Curriculum is followed and is supported by a Medium Term Plan and skills and progression document, which ensures consistency between year groups. It also ensures that skills and knowledge are built upon each year and sequenced appropriately to maximise learning for all children. Enquiry based topics engage and motivate children and enable them to research, weigh evidence and draw their own conclusions. Teachers ensure that strong cross curricular links are made, particularly with literacy. Immersing children as much as possible in the historical period that is being studied supports them in making links in their knowledge and understanding of that time and of those previously studied. Knowledge organisers are used in every year group to identify the key knowledge and subject specific vocabulary for each historical period. They also enable teachers to identify what the children already know.
In KS1, teachers use the planned lessons taken from Key Stage History to teach lessons which provide opportunities to identify and begin to discuss the similarities and differences between other historical periods, significant individuals, and events in addition to their own lives and local area; building on from the knowledge and skills that have been developed in the EYFS.
In KS2, teachers use the planned lesson taken from Key Stage History to teach lessons which provide opportunities for comparison with other historical periods, events and local area; building on from the knowledge and skills that have been previously developed. Educational visits and hands on learning opportunities are provided as often as possible to enthuse the children and bring History to life. Timelines are displayed in each classroom to support the development of chronological understanding. The timelines are used to display the children’s studies for each historical period.
Impact
Children will have a coherent knowledge and understanding of Britain’s history and that of the wider world and will be curious to know more about the past. They will understand how the past influences the present and the future. Children will be able to use their developing skills as historians to ask and answer questions about the past with confidence and conviction. They will be able to support and challenge viewpoints drawing upon evidence to support them. This will be evident in children’s topic folders, writing books and in conversations and discussions with them. Children will be equipped with the historical skills and knowledge required for further study in Key Stage 3 and beyond