Geography and history

Geography Intent:

At CSPA our motto is ‘Bringing joy….. inspiring success.’ The Royal Geographical Society (2021) states that Geography is an education for life and living, which helps us to become more socially and environmentally sensitive and informed. A high-quality Geography curriculum should inspire in pupils a curiosity and fascination about the world around them, leading to a life-long love of learning about the wonders of our world. The curriculum should equip students with knowledge about their local area as well as more diverse places, people, resources and natural and human environments. It should nurture a deep understanding of the Earth’s key physical and human processes and how they impact the world they live in. As they progress through the school, pupils' growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. Pupils should leave the school with the necessary geographical knowledge for the next step in their learning journey. Ultimately, becoming more responsible citizens. “Geography is more than just memorising places, it is about understanding the complexity of our world” (Obama, 2012).

Geography Implementation:

Topics are taught in discrete blocks on a half-term basis.

Teachers develop cross-curricular links with literacy planning as appropriate.

Teaching and learning are monitored by subject leaders and teachers are supported and resourced to provide high-quality lessons and outcomes. Geographical knowledge, understanding and skills enhance their locational and place knowledge.

Pupils will extend their locational knowledge by being able to name and locate countries and cities of the United Kingdom, describing key geographical regions, human and physical characteristics, key topographical features and land-use patterns.

Pupils will extend their locational knowledge when they learn to locate and name European countries as well as North and South American countries, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

In addition, pupils will learn about aspects of physical geography (investigating climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes) and human geography (learning about types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water).

Pupils will build on skills from KS1, by continuing to develop geographical skills and fieldwork skills, through these three areas of study, where they will learn to use maps, atlases, globes and digital/computer mapping; eight-point compass directions; four and six-figure grid references, symbols and keys and the Ordnance Survey maps.

They will also 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.

Geography Impact:

Through engaging with the Geography curriculum at CSPA, pupils will develop the geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it.

As pupils advance through school, their knowledge and skills will develop progressively and systematically, to not only meet the requirements of the National Curriculum, but to prepare them to become competent geographers in secondary education.

The outcomes produced in pupil’s books will evidence the broad and balanced Geography curriculum on offer at CSPA, whilst demonstrating children’s acquisition of the identified key knowledge relating to each of the National Curriculum strands.

Teachers will feel equipped and supported to develop and deliver a robust curriculum that is flexible and responsive to the needs of the pupils, using up-to-date facts and figures.

History Intent:

Humanities teaching at CSPA aims to inspire children’s curiosity and engagement with the world around them and a deeper understanding of how the past has shaped the lives we lead now.

In history, pupils will gain a deep knowledge and understanding of Britain’s past and that of the wider world.

Children’s curiosity will be nurtured. Teaching will equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Pupils will reflect on how the events of the past impact on our world today and continue to shape what will happen in the future.

Through humanities, teachers will help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

History Implementation:

Topics are taught in discrete blocks to ensure coverage and progression in all skills relating to humanities.

Skills and knowledge are then revisited regularly as children move up the school, encouraging recall, reflection and more mature analysis.

Teachers develop cross-curricular links.

Teaching and learning are monitored by subject leaders and teachers are supported and resourced to provide high-quality lessons and outcomes.

There is a focus on chronological knowledge to allow children to reference previous events in time and to refer to this prior learning regularly.

Enrichment activities, including expert-led workshops, with a focus on artefact handling, and opportunities to visit historical sites, enhance children’s learning and engagement.

The progression of skills is set out in order to build and develop the following:

Chronological understanding
Knowledge and understanding of events, people and changes in the past
Connection and historical links
Interpretations of history
Historical enquiry and a critical approach to historical sources

History Impact:

Children will leave CSPA with a firm foundation on which to build in further studies.

They will be confident historians and be able to clearly discuss their learning from past and current topics.

Pupils will become increasingly critical and analytical within their thinking. They will be able to make informed and balanced judgements based on their knowledge of the past.

Children will become increasingly aware of how historical events have shaped the world that they currently live in.

They will have an understanding of their place in the world and how they can impact and interact with their environment, society and the wider world.

They will develop enquiry skills to pursue their own interests within a topic and further questioning.

Teachers will feel equipped and confident to teach a well-balanced and inspiring humanities curriculum.