History and Geography
As explained on our curriculum webpage, our history curriculum is based on Jonathan Lear’s ‘Guerrilla Curriculum’ idea. In the autumn term, we teach history and this is our ‘Discover’ term.
At Great Kimble Church of England Church of England School, our history curriculum aims to inspire pupils to be curious (show a love of learning) and creative thinkers, who develop a complex knowledge of local and national history and the history of the wider world (live through other's experiences).
We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence (learn). Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes.
Our history curriculum aims to support pupils in building their understanding of chronology in each class, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture. Our history curriculum enables pupils to meet the end of Key stage attainment targets in the National curriculum and the aims also align with those set out in the National curriculum.
- During our ‘Discover’ term, children will gain knowledge about the current topic, time period, society or event being studied
- Build an understanding of language related to chronology
- Build a mental timeline of periods of time studied
- Develop an awareness of general features of periods of time
- Know particular dates and events
Substantive (abstract) concepts:
- Invasion, settlements, civilisation, beliefs, achievements, power
- Change and continuity
- Similarities and differences
- Cause and consequences
- Historical significance
- Sources of evidence
- Historical interpretations
- Posing a historical question
- Gathering, organising and evaluating evidence
- Interpreting findings, analysing and making connections
- Evaluating and drawing conclusions
- Communicating findings
At Great Kimble Church of England School, our history curriculum emphasises the importance of historical knowledge. Each of the strands above are interwoven through all our history units and we aim to make an engaging and enriching learning experience. We want children to see themselves as historians and we have replaced our WALTs (we are learning to) with ‘As historians we are___. The rational behind this was to encourage the children to see themselves as historians and immerse them within their learning. Each unit is based on a six-week unit, allowing them to explore the period of time. Children, in Key Stage 1, will develop their awareness of the past and will be taught where events fit chronologically. Our aim, over time, is to allow children to build a ‘mental timeline’, which they can refer to during their time at Great Kimble Church of England School.
We have carefully considered our curriculum and delivery, to ensure that all teachers can develop their knowledge and confidence. We have ensured that we cover the National Curriculum and have a progression of skills.
Children will develop their awareness of the past in Key stage 1 and will know where people and events fit chronologically. This will support children in building a ‘mental timeline’ they can refer to throughout their learning in Key stage 2 and identifying connections, contrasts and trends over time. The Kapow Primary timeline supports children in developing this chronological awareness. Units are organised around an enquiry-based question and children are encouraged to follow the enquiry cycle (Question, Investigate, Interpret, Evaluate and conclude, Communicate) when answering historical questions.
History Knowledge Organisers (Autumn Term)
As explained on our curriculum webpage, our Geography curriculum is based on Jonathan Lear’s ‘Guerrilla Curriculum’ idea. In the spring term, we teach Geography and this is our ‘Explore term.
Geography is taught within the EYFS through cross-curricular learning and topics. We aim to offer a high-quality geography education that will inspire a curiosity, fascination and Love of the world and its people that will remain with them for the rest of their Lives. We aim to equip our children with the knowledge about places, people, resources and natural and human environments together with an understanding of the Earth’s key physical and human processes. Children will Learn about the importance of sustainability and how they can be a part of positive change and reform for the future and for our planet.
At Great Kimble Church of England School, we use the Kapow Primary’s Geography Curriculum of learning. This aims to inspire pupils to become curious (show a love of learning) and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer (live). We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through their lessons, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
Our curriculum encourages:
• A strong focus on developing both geographical skills and knowledge
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence
• The development of fieldwork skills across each year group
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world. • A growing understanding of geographical concepts, terms and vocabulary
The National curriculum organises the Geography attainment targets under four subheadings or strands:
• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork
Kapow Primary’s Geography Curriculum has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of Skills and Knowledge document shows the skills taught within each class and how these develop. We have created a progression of skills and knowledge document, which shows what is being taught across the school. Key concepts are woven across units and build progression. Our curriculum is a spiral curriculum, which aims to build increasing complexity and build on previous learning.
We use enquiry questions to form the basis of our units. This means that pupils can gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. The questions are designed to be open-ended with no preconceived answers and therefore they are purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.
Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised. Kapow Primary units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National Curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats.
We are lucky, as a school, to have Smokey Row, our outside learning environment. We have access to use this, in our geography topic, when required. Our Smokey Row area can be looked at in more detail on ‘Learning Outside the Classroom’ section of our website, under the curriculum tab.
Geography Knowledge Organisers (Spring Term)