Our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Children investigate a range of places – both in Britain and abroad – to help develop their knowledge and understanding of the Earth’s physical and human processes. We are committed to providing children with opportunities to investigate and make enquiries about their local area so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special. We are also developing the children’s ability to apply geographical skills to enable to confidently communicate their findings and geographical understanding to a range of audiences.
Through high quality teaching, we develop the following essential characteristics of geographers: an excellent knowledge of where places are and what they are like, both in Britain and the wider world; a comprehensive understanding of the ways in which places are interdependent and interconnected; an extensive base of geographical knowledge and vocabulary; fluency in complex, geographical enquiry and the ability to apply questioning skills, as well as effective presentation techniques; the ability to reach clear conclusions and explain their findings; excellent fieldwork skills as well as other geographical aptitudes and techniques; the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment; a genuine interest in the subject and a real sense of curiosity about the world and the people who live on it.
As part of this planning process, teachers need to plan the following: long term planning which outlines knowledge (including vocabulary) all children must master and apply in lessons; a cycle of lessons for each subject, which carefully plans for progression and depth concentrating on the geographical skills suited to the age group; a low stakes quiz which is tested regularly to support learners’ ability to block learn and increase space in the working memory; challenge questions for pupils to apply their learning in a philosophical/open manner; trips and visiting experts who will enhance the learning experience; appropriate curriculum themed home learning tasks which children complete with adults at home.
Our Geography Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: a reflection on standards achieved against the planned outcomes; a celebration of learning for each term which demonstrates progression across the school; tracking of gains in each quiz; pupil discussions about their learning.
At Greenhaugh Primary School, we believe that high-quality history lessons inspire children to want to know more about the past and to think and act as Historians. By linking learning to a range of opportunities to investigate and interpret the past, understand chronology, build an overview of Britain’s past as well as that of the wider world, they will be able to communicate historically using historical language.
We develop children with the following essential characteristics to help them become Historians:
An excellent knowledge and understanding of people, events and contexts from a range of historical periods, including significant events in Britain’s past plus changes within living memory;
The ability to think critically about history and communicate ideas confidently to a range of audiences;
The ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources;
The ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry;
A respect for historical evidence and the ability to make critical use of it to support their learning- identifying similarities and differences; being able to compare and contrast and recognise trends;
A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of historical aspects;
A developing sense of curiosity about the past and how and why people interpret the past in different ways.
As part of delivering this process, teachers need to plan the following:
Teaching outline knowledge (including vocabulary) all children must master;
A cycle of lessons for each subject, which carefully plans for progression and depth;
Providing different sources of information/evidence that develop critical thinking;
A low stakes quiz which is tested regularly to support learners’ ability to block learning and increase space in the working memory;
Challenge questions for pupils to apply their learning in a philosophical/open manner;
Trips and visiting experts who will enhance the learning experience.
Our History Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress.
In addition, we measure the impact of our curriculum through the following methods:
A reflection on standards achieved against the planned outcomes;
A celebration of learning for each term which demonstrates progression across the school;
Pupils able to recognise and use Historical opportunities in cross-curricular contexts;
Pupil discussions about their learning.