History/Geography

 At Harworth Church of England Academy our children want to be Heroic (Harworth) Historians and Genius Geographers! At the end of every term they take a test of general knowledge and achieve either Bronze, Silver or Gold. Our aim is to have the best general knowledge in Harworth!

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History - Amaze, Achieve, Aspire

We Amaze by recalling prior learning and experiences and applying that to our work.

We Achieve by gaining knowledge and skills to find out about people and events over time and how these impact on the present.

We Aspire to give every child the personal motivation to be excited about, and curious to find out, about events in history and to make connections between these and other knowledge

Geography - Amaze, Achieve, Aspire

We Amaze by recalling prior learning and experiences and applying that to our work.

We Achieve by pupils making sense of the world in which they live, a secure understanding of the world and their place within it.

We Aspire to give every child a personal motivation to be excited about, and curious to find out, about physical and human geography and to be able to make connections between these and other knowledge.

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Topics for the Autumn term 2021

History

Little Owls (FS) - What was school like a long time ago?

Elf Owls (1) - Changes in living memory – transport.

Snowy Owls (2) - Significant individuals: Florence Nightingale, Mary Seacole and Edith Cavell.

Barn Owls (3) - Stone Age to Iron Age

Tawny Owls (4) - Anglo Saxons and Scots. Vikings.

Eagle Owls (5) - Ancient Egypt.

Wise Owls (6) - Victorians: Industrial Revolution.

Geography

Little Owls (FS) - Weather.

Elf Owls (1) - School grounds: field work.

Snowy Owls (2) - Comparing Harworth to Jamaica.

Barn Owls (3) - Land use/Human Geography.

Tawny Owls (4) - UK and Scandinavia.

Eagle Owls (5) - Biomes and vegetation belts. Rivers and the water cycle.

Wise Owls (6) - Fossil fuels: coal.

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Topics for the Spring term 2022

History

Little Owls (FS) - Similarities and differences between things in the past and now.

Elf Owls (1) - Explorers - (Armstrong and Columbus).

Snowy Owls (2) - The Great Fire of London/The Plague.

Barn Owls (3) - The Roman Empire.

Tawny Owls (4) - Benin.

Eagle Owls (5) - The Tudors.

Wise Owls (6) - World War II (The Battle of Britain).

Geography

Little Owls (FS) - Describing the immediate environment.

Elf Owls (1) - 7 continents and oceans/Hot and cold areas.

Snowy Owls (2) - UK Geography.

Barn Owls (3) - Extreme earth - volcanoes, earthquakes and mountains. UK v Italy.

Tawny Owls (4) - Climate Zones.

Eagle Owls (5) - Time zones. OS Maps & Field work graphs.

Wise Owls (6) - The changes in the world during World War II.

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Topics for the Summer term 2022

History

Little Owls (FS) - People who are familiar to us.

Elf Owls (1) - The Local Area.

Snowy Owls (2) - Local History (Captain Sir Tom Moore).

Barn Owls (3) - Local History (Church/Brailsford).

Tawny Owls (4) - Shang Dynasty.

Eagle Owls (5) - Pilgrim Fathers.

Wise Owls (6) - Crime and punishment.

Geography

Little Owls (FS) - Compare Harworth to Tanzania.

Elf Owls (1) - Features and locations on a map.

Snowy Owls (2) - Beaches, Islands and sustainability.

Barn Owls (3) - Field work. Grid references. UK counties and cities.

Tawny Owls (4) - Field work.

Eagle Owls (5) - Similarities/differences UK, Northern America, Europe. Compass work/Grid referencing (6 figure).

Wise Owls (6) - Field work.

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History

Curriculum Intent

At Harworth Church of England Academy our history curriculum provides opportunities for the children to develop a sense of identity and cultural understanding based on their historical heritage. We teach children to understand how events in the past have influenced our lives today: we also teach the children to investigate these past events and, by doing so, develop the skills of enquiry, analysis, interpretation and problem solving.

Christian Values

We gain a heart of wisdom in every lesson, in every day. Jesus taught kindness, compassion, fairness and patience. This is what we base our teaching and learning on. We teach children to have an emotional response by providing opportunities for reflection. This could include time to reflect on a response of historical events (such as Remembrance Day)/ or recent events (such as the recent death of Prince Phillip).

What do we want for our children in this subject?

At Harworth Church of England Academy our aim is for all children to develop an enjoyment of historical study, which develops children’s curiosity in order to gain a clear understanding of past (and present). Teaching is underpinned by an enquiry-based approach bringing History to life by making connections or taking starting points from children’s prior knowledge. We also encourage every child to build a range of knowledge and learn new skills through a variety of experiences.

How do we cater for SEND and Disadvantaged?

We ensure that all children are fully involved in all History lessons. We use a range of strategies to support pupils, such as the use of appropriate vocabulary at varying levels of difficulty, or, different levels of written or oral questions for pupils investigating visual materials. Using this approach, all children are exposed to some higher-level thinking questions and problem solving as well as the opportunity to collaborate with their peers. Each class also plans carefully thought out educational visits to immerse the children in their learning.

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Geography

Curriculum Intent

At Harworth Church of England Academy our geography curriculum provides opportunities for the children to develop an understanding of our world, through experience, investigation and learning from secondary sources. Geography helps children to gain a greater understanding of the ways of life and cultures of people in other places. This will help to enable children to take responsibility for their role in society and to develop a caring attitude towards others, animals and plants in our environment.

Christian Values

We gain a heart of wisdom in every lesson, in every day. Jesus taught kindness, compassion, fairness and patience. This is what we base our teaching and learning on. We teach children to have an emotional response by providing opportunities for reflection. This could include time to reflect on a response to currents news events, for example: extreme weather, natural disasters or issues around climate change / the environment.

What do we want for our children in this subject?

At Harworth Church of England Academy our aim is for every child to grasp a deeper understanding of the processes that give rise to human and physical features of the world, making connections between places, people, resources and natural and human environments.

How do we cater for SEND and Disadvantaged?

We ensure that all children are involved in all Geography lessons. We use a range of strategies to support pupils, such as the use of appropriate vocabulary at varying levels of difficulty, or, different levels of written or oral questions for pupils investigating visual materials. Using this approach, all children are exposed to some higher-level thinking questions and problem solving as well as the opportunity to collaborate with their peers. Each class also plans carefully thought out educational visits to immerse the children in their learning.

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 History / Geography policies

History Policy

Geography Policy

EYFS - 'Development Matters is used to support each individual child's development pathway'.

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History - The National Curriculum 2014

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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

Aims

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

• know and understand the history of these islands 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
• 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 and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• 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, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ‘non-statutory.

Subject content

Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

In planning to ensure the progression described above through teaching about the people, events and changes outlined below, teachers are often introducing pupils to historical periods that they will study more fully at key stages 2 and 3.

Pupils should be taught about:

• changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
• events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
• the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]
• significant historical events, people and places in their own locality.

Key stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

In planning to ensure the progression described above through teaching the British, local and world history outlined below, teachers should combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content.

Pupils should be taught about:

• changes in Britain from the Stone Age to the Iron Age

 The Roman Empire and its impact on Britain

 Britain’s settlement by Anglo-Saxons and Scots

 The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor

 A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066

The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China

Ancient Greece – a study of Greek life and achievements and their influence on the western world

a non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Geography - The National Curriculum 2014

Purpose of study

A high-quality geography education 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, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims

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.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Subject content

Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Pupils should be taught to:

Locational knowledge

• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
• use basic geographical vocabulary to refer to:
• key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
• key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge

• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

• describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
• 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.