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Southfields Primary School

Southfields Primary School

Humanities

Humanities at Southfields includes History and Geography. Please see below for more information about each of the subjects.

 

History

Our high-quality History education at Southfields Primary School aims to inspire pupils’ curiosity to know more about the past, developing a knowledge and understanding of Britain’s past and that of the wider world. Pupils should develop key skills including asking perceptive questions, thinking critically, weighing up evidence, sifting arguments and developing perspective and judgement.

The national curriculum for History aims to ensure that all pupils:

  • Know and understand the history of the United Kingdom as a coherent, chronological narrative, from the earliest times to the present day. 
  • How people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • To know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain  
  • To deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and‘peasantry'.
  • To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends and frame historically-valid questions
  • To create their own structured accounts, including written narratives and analyse; understand and the methods of historical enquiry
  • To know how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.

           Geography          

          A high-quality geography education should give pupils a personal experience of the wider world in               which they live, how it is changing and their impact upon it. It should 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. As pupils progress, their 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. Geographical knowledge provides the tools and            approaches that explain how the Earth’s features at different scales are shaped, interconnected and            change over time.

          The national curriculum for Geography aims to ensure that all pupils:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  •  Are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Southfields also aims to ensure that all pupils:

  • Show excitement and curiosity about the past and an interest in learning about others and their own past
  • Develop opinions and interpret History and Geography using a variety of sources and evidence
  • Develop research and interpretation skills using a range of media and artefacts.
  • Gain a strong knowledge about their local History and Geography
  • Have a sense of their own identity within our social, political, cultural and economic background.
  • Have the opportunity to bring History to life by creating ‘History off the page’ – Children will have the opportunity to use and access all the different resources in school, including the Tudor House to bring History to life
  • Learn about the history of Southfields School – aided by our own ‘Southfields Museum.’
  • Have the opportunity to visit places of rich History as an added learning tool such as Peterborough Museum
  • Go on exciting residential visits such as Stibbington where children can apply their geographical skills in real life situations

Curriculum Organisation

History and Geography will be planned, taught and assessed in accordance with the National Curriculum (2014) which outlines the aims and objectives for Key Stage 1 and Key Stage 2. Schools are given freedom when choosing certain areas they wish to study.

Subject planning has three phases:

  • Whole school: this ensures continuity and progression within subjects and ensures that there is no unnecessary duplication or omission.
  • Year Group: this ensures that classes within the same year group cover the same areas aiming for the same objectives.
  • Class: this allows the teacher to interpret the learning objective in their own way and deliver the lesson in an interesting way for their class, taking into account abilities and needs within the class.

Below are the grids outlining topics for each year group taught at Southfields.

Geography

Year Group

Autumn

Spring

Summer

1

Weather and climate

Seasonal and daily weather patterns in the UK

United Kingdom

Identify the UK and it’s countries on a map

Local area

Find the school and other local amenities on a map of Stanground

2

History themed term

Going on Safari

Hot and cold places, comparison of the UK with Africa

Pirates

7 continents and 5 oceans, compasses

3

Ancient Egypt

Types of settlements and land use, links to History

Stone Age to Iron Age

Extreme weather, climate zones

European region: Greece

Comparing the UK with Greece, links to History

4

The Romans

Types of settlements and land use, links to History

Mountains and explorations

Biomes, rivers, mountains and volcanoes

STEM themed term

5

Earth Composition

Oceans, continents and capital cities 

Exploring Europe

Movement of invaders, links to History

Victorian London

Hills, mountains, coasts and rivers.

6

Rainforests

Deforestation, vegetation belts, canopy and emergent layer.

World War 2

Looking at maps, journeys made

Climate change, coastal erosion

(links with history topic of the pier)

 

History

Yr. Grp

Autumn

Spring

Summer

1

Superheroes

Remembrance day and Neil Armstrong

Under the Ground

Mary Anning fossil hunter

How have we changed?

Comparing Victorian childhood with personal history.

2

Travelling through History

The Great Fire of London and The first flight

Geography themed term

Marvellous Medicine

Florence Nightingale, Mary Seacole and Edith Cavell

3

Ancient Egypt

What was life like in Ancient Egypt?

Stone Age to Iron Age

Key changes that happened between the Stone Age and the Iron Age

Ancient Greece

How the Ancient Greeks have influenced our lives today

4

The Romans

The impact of the Romans on modern Britain

Geography themed term

Inventions

Inventions and inventors

5

Geography themed term

Saxons and Vikings

Teaching them together in one longer study focuses on their interrelationship as well as their separate identities

Victorian London

Comparison between London now and then

6

Mayan Civilisation

Pakal the Great of Palenque and pyramids

World War 2

 Life on the home front and the evacuation of children

History of the Pier

How piers have changed

Continuity and Progression

In order to ensure progression, the learning activities are sequenced within a scheme of work or through cross-curricular opportunities within other areas of study. This is achieved through direct teaching to the class or small groups, by providing direct experiences in practical tasks through using a wide range of equipment and resources within school and experiences on residential trips or day excursions. Elements of History as a subject which are developed each year are; investigating, developing sympathy and empathy for and with people from other eras, questioning, collecting and comparing evidence and reflecting on how the past can assist us in the future. Elements of Geography that are developed each year are; locational knowledge, place knowledge, human and physical geography as well as developing geographical skills and fieldwork. 

Progressively challenging but realistic learning experiences reflecting children’s cognitive, social and emotional development ensure that they build upon historical and geographical knowledge, skills and understanding further each year. 

Time Allocation

An hour of Humanities is allocated to all year groups per week. Geography and History are part of a carousel which rotates thereby providing continuity in the subject and assists in the coverage and completion of the units.

Teaching and Learning Strategies

A variety of teaching methods are used to deliver History and Geography.

These include:

  • Whole class teaching (for acquiring knowledge)
  • Small group work (for investigating and discussing)
  • Role Play and oracy activities (for developing understanding and empathy)

Opportunities for first hand experiences will be offered where possible, these include:

  • Fieldwork
  • Visits to museums and other sites
  • Visits from people with specialist knowledge
  • Investigating artefacts
  • Television
  • Audio
  • Drama
  • Oracy
  • Utilising new and existing equipment and resources, Victorian classroom, Tudor House, Anderson Shelter.

Activities the children are likely to be involved in are:

  • Investigations
  • Gathering, recording and analysing information
  • Discussion and debate
  • Question and answer
  • Writing
  • Drama/Role-play (including dress up and getting into character)
  • Presentation of findings

Resources

Resources are organised into topic boxes which are currently located in the resource cupboard in Key Stage 2. The boxes include resources such as:

  • Pictures
  • Photographs
  • Stories
  • Reference books
  • Artefacts
  • Games
  • Teacher resources books
  • Newspapers
  • DVDs
  • Recorded television programmes and accompanying teacher notes.

Other Resources:

  • Websites
  • Our own Victorian Classroom
  • Our own Tudor House
  • Our own Anderson Shelter
  • Our own Historical Outfits

Contribution to other areas of the Curriculum

History and Geography teaching can be used to enrich and be enriched by other areas of the curriculum such as:

  • Maths: looking at past number systems, chronological dates.
  • English: previous languages, communicating historical learning and understanding through reading, writing and speaking.
  • Computing: the Internet provides a rich source of information on the periods studied and also allows children to build the understanding and empathy for different periods through games and simulations. Computing also offers the children different ways of presenting their findings from historical research.
  • PE: looking at past exercise regimes and dances(e.g. Egyptian dance)
  • Music: looking at the development of music throughout the time, instruments played during the time period being studied.
  • Art: Changes in artistic style and fashions, famous artists throughout History.

Health and Safety

The general teaching requirement for health and safety applies in this subject. All teachers will plan their work with the safety of the pupils in mind.

Risk Assessment

Regular checks and risk assessments are reviewed by all teachers, as well as a continuous risk assessment which is carried out every day.

Annual safety checks are carried out on all electrical equipment and if a potential hazard is identified it is immediately taken out of use.

Equal Opportunities

All children will be given equal access to History and Geography irrespective of race, gender, creed, level of ability or nationality. When planning and teaching History and Geography teachers will consider:

  • Setting suitable learning challenges
  • Responding to pupils diverse needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

Community Links

The school aims to promote close links with the community through History and Geography encouraging family and local residents’ involvement wherever possible. Local learning can be enhanced through links with the community through family interviews, visitors to the school and looking at local architecture/landscapes.

Assessment, Recording and Reporting

History can be assessed in a variety of ways:

  • Observations of pupils or groups on task
  • Discussion with pupils about their tasks
  • Work in books
  • Pupil’s own evaluation of their work

These assessments:

  • Inform future planning
  • Provide information about individuals or groups
  • Provide summative information
  • Provide information for parents

Assessments are carried out throughout both Key Stages and levels recorded on Scholarpack. These are the responsibility of the class teacher with support from the Assessment and Humanities coordinators.

Review and Monitoring

The monitoring of the standards of pupils’ work and of the quality of teaching and learning in History is the responsibility of the Humanities coordinators. The work of the subject coordinators also involves supporting colleagues in the teaching of History, being informed about current developments in the subject, and providing a strategic lead and direction for the subject at Southfields.

The effectiveness of the Humanities curriculum will be evaluated in discussions with the head teacher, teaching staff and the Humanities coordinators. Resources, teaching methods, pupils’ experiences and needs will be identified and priorities for amendments to the policy and in- service support will be established.

This annual evaluation form the basis for an action plan, which will inform the school improvement plan.

Inclusion Statement

We ensure access to the curriculum at an individual level through appropriate differentiated materials to support ability levels. Further support is available from teaching assistants and the SENDCo.

Useful contacts/ Websites

http;//www.history.org.uk/resources/resources.html – has articles for teachers to read and examples and suggestions of work for the different History topics

http://horrible-histories.co.uk/ - fun and engaging website for the children to explore the different areas studied in History

https://www.history.org.uk/

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