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St Nicholas Church of England Primary School
Excellence for All, Excellence from All
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Humanities
Geography
Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people. We provide exciting opportunities to spark a love of geographical learning; our teaching equips children with knowledge about places and people, the environment, physical and human processes and use of landscapes. We want children to develop a deeper understanding of places both on a local and global scale.
The curriculum is designed to develop knowledge and skills that are progressive, as well as transferrable, throughout their time at our school- from fundamental perceptions of the World in EYFS, to understanding the wider World in Key Stages 1 and 2, and in preparing children for further education and beyond. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. Children are encouraged to develop a greater understanding and knowledge of the World, and their place in the World. They are supported in applying their geographical skills and knowledge to their role as responsible citizens.
Through high quality teaching, children will develop the following essential characteristics of a geographer:
- An excellent knowledge of where places are and what they are like, both in Britain and the wider world.
- An extensive base of geographical knowledge and vocabulary.
- The ability to express well- balanced opinions, rooted in good knowledge and understanding about current issues in society and the environment.
- A genuine interest in the subject and a real sense of curiosity and the world.
We want children to enjoy and love learning about Geography, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
How is our Wholesome Curriculum reflected in the Humanities?
How is cultural capital developed through the Geography curriculum?
- Children are taught a varied and diverse curriculum planned around the current and historic geographical issues found in and around the locality, the United Kingdom and in areas that have meaning to the children. These are extended to cover areas that they will have no or little investment in, but that will grow their understanding of the world and the people within it.
- The curriculum has been structured to provide a wider vision for those that might be blinkered by social status and cultural background. These have included: 1. Carefully planned excursions are built into the learning so that children can experience the geography first hand, see the impact and understand themselves the sense of who they are in context to the world. 2. A strong emphasis has been developed on the local area to foster a sense of pride in the children’s surroundings, a community spirit and a sense of ownership to combat issues that can develop in later years. 3. Areas of study have been carefully chosen to link with the children’s own background and interests. The school has a diverse mix of families and this has been included in our learning with population movement in past and recent times, and how needs have shaped our local area and the places our families come from.
Geography overview:
Geography skills progression:
Geography Assessment:
What does impact look like in Geography?
- Children will demonstrate knowledge and understanding from their relevant starting points on both human and physical geography including cartography, environmental studies, movement and population, our changing planet and develop on understanding of their effect upon these.
- Children have a range of skills and knowledge that meets the requirements of the 2014 National Curriculum set out by the skills ladders adopted and individualised by the whole school and the whole school knowledge map.
- Our teaching of Geography within our school ensures that children are able to understand past and recent geographical events, explain themselves and the effect these events have had on them or others and develop their own ideas about how the world is changing around them. They realise that Geography can teach us how to care about our planet and protect it for future generations.
- Children will understand what geography means, both physical and human, understanding its relevance in their lives today.
- On departing for secondary school, children will have met a diverse range of locations, natural events, people of merit within geography, places and cultures that provide a stable knowledge base ready to further build upon.
- Children will have a sense of pride in their locality and understand the pressures and advantages of living in the area. They can compare their lives with that of others, understand how they relate to different cultures and their own position within the world.
History
At St Nicholas CEVC Primary school, we want our children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
We believe that high quality history lessons inspire children to want to know more about the past, to think and act as historians and to love History.
Our curriculum is planned to stimulate children’s curiosity about the past and a desire to know more about it. In order to achieve this, we aim to fulfil the requirements of the National Curriculum for History by providing a broad and balanced curriculum that encompasses British values throughout and is fully inclusive.
Through linking learning to a range of topics, we teach children a sense of chronology and through this they develop a sense of identity. We teach historical knowledge and provide opportunities for interpreting events in history thus enabling children to understand how events in the past have influenced our lives today. Historical investigations develop the children’s skills of enquiry, analysis and problem solving.
The knowledge and skills gained in each year group in History lessons is built upon as the children progress through Early Years and each Key Stage. Our children have real life experiences and learn about history in an active and creative way. Children are given the opportunity and support to undertake challenging activities and high-quality research into history topics at every level. We embrace opportunities to link History to other curriculum areas wherever possible.
How is cultural capital developed through the History curriculum?
- Children are taught a varied and diverse curriculum planned around the current and historical issues found in and around the locality, the United Kingdom and in areas that have meaning to the children. These are extended to cover areas that they will have no or little investment in, but that will grow their understanding of the world and the people within it.
- The curriculum has been structured to provide a wider vision for those that might be blinkered by social status and cultural background. These have included: 1. Ethnic diversity and history. 2. How society has changed and its effects on belonging. 3. Diverse literacy has been included to build historical understanding – viewing the world first hand through the eyes of another. 4. Carefully planned excursions are built into the learning so that children can experience the physicality of history, see the impact and understand themselves the sense of who they are in context to the past.
History overview:
History skills progression:
History Assessment:
What does impact look like in History?
- Children will demonstrate knowledge and understanding from their relevant starting points on historical events and people and the impacts these had over time.
- Children have a range of skills and knowledge that meets the requirements of the 2014 National Curriculum set out by the skills ladders adopted and individualised by the whole school and the whole school knowledge map.
- Our teaching of history within our school ensures that children are able to understand past events, explain themselves and the effect these events have had on them or others and develop their own ideas about how the world changed. They realise that history can teach us about our own future, mistakes that could be avoided and how to treat others.
- Children will understand what history means, both ancient history and modern history, understanding its relevance in their lives today.
- On departing for secondary school, children will have met a diverse range of historical events, people, places and cultures that provide a stable knowledge base ready to further build upon.
Personal Social Health Relationship Education (PSHRE)
How is cultural capital developed through the PSHRE curriculum?
- The PSHRE curriculum includes opportunities to model British Values and enhance the children’s Spiritual, Moral, Social and Cultural (SMSC) development, which prepares them to be informed, active and responsible citizens.
- Children will develop an understanding of the wider world which will prepare them for future success. Themes across the PSHRE curriculum include managing money, promoting a range of careers, the importance of following rules and healthy relationships.
PSHRE overview:
PSHRE skills progression:
PSHRE Assessment:
What does impact look like in PHSRE?
- Children at St Nicholas CEVC Primary School have a range of skills and knowledge that meets the requirements set out by the PSHE Association, these skills are taught discretely and through every day school life.
- Children will be mature individuals who are able to manage their emotions and maintain good mental health.
- Children will have the knowledge and skills to engage in a wide range of sporting opportunities, which impact positively on their physical health. Children can socialise with others, expressing their viewpoint clearly and succinctly; they are socially mobile.
- High aspirations are imparted onto the children, and they are aware of opportunities which will support their future successes. They are aware of the economic climate around them, and have an understanding of managing money.
- Children will leave our school as well-rounded individuals who are equipped with the relevant skills to succeed in later life.