History
We take great pride in our History, Geography, and Design Technology curriculum. The sequencing of these units has been meticulously structured to foster ongoing learning opportunities, facilitating pupils in establishing connections among these disciplines.
Teachers have been equipped with comprehensive declarative knowledge to enhance their subject expertise, fostering confidence in delivering lessons and taking ownership of the learning process. Identifying essential knowledge for students ensures a cohesive progression within and across different lessons, terms and yer groups. Each lesson begins with a review of both current and past learning, meticulously designed to pinpoint any potential gaps in prior knowledge that could affect the current lesson. Continuous assessment evaluates skills throughout, while knowledge of the unit is assessed at the conclusion of each theme. Daily retrieval activities have been established outside regular lessons to reinforce crucial learning.
Our History curriculum is designed around the themes, concepts and drivers of daily life, beliefs, social hierarchy, significant people and significant events. At least four of these if not all are present in every unit of work. As well as this, children learn the key historical skills of chronology, using sources, identifying similarities and differences, identifying causes and consequence, presenting learning and questioning. Historical concepts are taught through and alongside explicit teaching of historical skills.
Our Geography is designed around the key drivers of locational knowledge, place knowledge, human and physical geography and geographical skills and field work. The national curriculum has been broken down and allocated to units of work in each year group. Declarative and procedural knowledge are taught alongside each other.
Our Design and Technology is designed around ‘Big Build’ themes that allow pupils to reinforce contextual understanding and create purposeful outcomes. Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others ’needs, wants and values. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Curriculum Implementation
History Overviews
