HISTORY AND GEOGRAPHY
In history, guided by the requirements of the National Curriculum 2014, it is our intent that our teaching will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We aim for our curriculum to ignite pupil’s curiosity about the past so that they ask perceptive questions, think critically, weigh evidence and develop the confidence to make their own judgements.
A key aspect to our curriculum is learning about ‘Local Heroes’. These heroes demonstrated confidence, resilience and high aspirations in order to achieve their ambitions. Our Local Heroes have been carefully selected to promote diversity and achievement in all areas of the curriculum, for example, Hannah Cockroft and Nicola Adams who excelled in sport, Ted Hughes who excelled in Literature and David Hockney who excelled in art.
Cultural capital is developed through use of historical artefacts and arranging visits to enhance children's experiences, bringing history to life for the children. For example, Year 5 experience a living history day at Murton Park to spend a day in the life of a Viking.
At Salterhebble, we aim to develop substantive and disciplinary knowledge year on year.
Substantive Knowledge– Is knowledge and ‘substance’ of our curriculum e.g. people, dates, features of something
Disciplinary Knowledge- Is the knowledge our children develop to understand how to interpret the past – how do we know what we know? E.g. changes, continuation, causes, sources.
So that our pupils are able to learn more and know more, we believe it is vital that our history curriculum develops both categories. Our aim is to ensure that our pupils become historians who can confidently attain knowledge regardless of the subject or topic. In order to do this, we carefully plan our history lessons so that the following concepts are taught. These concepts ensure that children are able to unpick historical knowledge throughout their life.
- Chronology: The understanding of time and place throughout history.
- Historical Enquiry: Providing opportunities for children to develop their knowledge and understanding by carrying out investigations into a certain theme or aspect.
- Significance and Interpretation: Identifying what is important and why it is important, and that our understanding of the past comes from different sources.
- Continuity and Change: Identifying whether something has changed or stayed the same throughout history.
- Cause and Effect: Identifying, examining and analysing the reasons why events have happened and the consequences of this.
- Similarity and Difference: Understanding the complexity of people's lives, differing perspectives and relationships between different groups.
- Sources and Evidence: Knowing that history is collected from various sources and can come in many different forms - letters, photographs, paintings etc.
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At Salterhebble, our intent is 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. Furthermore, we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 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.
Through our teaching, we intend to provoke thought and questions, encouraging children to build resilience, to discover answers to their own questions. We encourage pupils to explore and research, using first-hand fieldwork experiences, to enable them to gain a greater understanding and knowledge of the world, and their place within it.
Our curriculum is enriched with a range of experiences, enhancing learning opportunities for our children and increasing their cultural capital. These experiences include:
- Visits within the local area
- Visits beyond the local area
- Inviting visitors into school
- Supporting community and charity work
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