History and Geography
Please click here to view our History Curriculum Overview
Please click here to view our Geography Curriculum Overview
History and Geography are taught through the Primary Knowledge Curriculum (PKC). We believe through the use of PKC, foundation subjects are taught consistently and with a clear focus on knowledge rich and vocabulary focussed teaching. Moreover, the use of the scheme supports teacher workload and wellbeing.
Intent
At William Harding we want to ensure that our curriculum is not only tailored to our pupils’ interests and needs but also ensures they are ready for life in the wider world. We believe in subject based lessons where pupils can articulate and have a passion for subject based learning. We currently work with the Knowledge Schools Trust on their Primary Knowledge Curriculum (PKC) to ensure that our provision for History and Geography is a ‘carefully sequenced, knowledge-rich curriculum which aims to inspire pupils, promote excellent outcomes for all and overcome inequality of opportunity.’
Our aims for our History and Geography curriculum are to support our pupils to become young historians and Geographers of the future, through our hands-on curriculum that develops the ability to think critically, question and develop pupils’ natural curiosity about the past. We aim for our approach to open pupils’ minds to understanding the past and unlock their potential.
In History we aim to encourage all pupils to:
• develop their historical and chronological understanding of Britain and the wider world
• feel enthused, engaged, inspired and challenged by their learning
• think critically and develop their own judgements
• explore differences and similarities that have evolved over time
• understand how people’s lives have shaped the world today
• understand the connections between local, regional, national and global history
• be equipped with the historical knowledge required to understand the implications and influence of history on the wider world and Britain today
• acquire a wide historical vocabulary
• make fair and critical responses about their own history work and that of their peers
• experience quality resources, including historical sources, that enhance lessons and bring history to life in a safe, respectful manner
In Geography, we aim to encourage all pupils to:
• develop geographical knowledge, conceptual understanding and foster curiosity.
• feel enthused, engaged, inspired and challenged by their learning
• use geographical skills, including first-hand observation, to enhance their locational awareness.
• develop knowledge about the world, the United Kingdom and their locality.
• make fair and critical responses about their own Geography work and that of their peers
• to understand and to use subject-specific vocabulary relating to human and physical geography.
• to understand how Geography lessons, link to everyday life and the world around them.
What is a Knowledge-Rich Curriculum?
A knowledge-rich curriculum at William Harding;
· places powerful knowledge at the heart of the curriculum
· has carefully chosen content
· is organised in a coherent way, ensuring it builds from year to year
· is cumulative, constructing firm foundations from which children can build conceptual understanding and skills over time
· is an entitlement for every child, regardless of background
· is coherent and ensures that teaching does not jump from topic to topic, but enables children to develop knowledge and a love of learning
We have focused our review on what content should be taught, in what order, whilst reflecting upon what children remember and how they remember it. The Primary Knowledge Curriculum (PKC) has been developed in line with current thinking on how children learn. Importantly, findings from cognitive science are beginning to influence practice in the classroom. An essential element of a knowledge curriculum is the development of a broad and rich vocabulary, and the ambitious and explicit teaching of this. The vocabulary content of the Primary Knowledge Curriculum has been planned with the purpose of addressing the ‘word gap’ for children who enter school with a limited vocabulary.
Implementation
History, Geography, Art, DT and Science at William Harding are taught through the Primary Knowledge Curriculum and follow the National Curriculum in a coherent, well-sequenced and knowledge-rich curriculum. Whilst the subjects are taught as separate lessons, cross curricular links are clear in the planning and shared with children. Knowledge, vocabular and the skills of each subject are clearly taught and communicated with clear and progressive learning objectives and success criteria.
We work with the Knowledge Schools Trust (KST) to follow the Primary Knowledge Curriculum through training and professional development opportunities focused on History, Geography, Art, DT and Science.
Our leaders work to highlight areas of strength and areas for improvement with clear next steps to support staff with action planning. Our staff have visited a KST schools to witness the PKC in action as well as undertaking Insets and staff meetings. High quality CPD alongside teacher textbooks, to support teacher subject knowledge, detailed knowledge based planning and resources ensures that teachers are well equipped to deliver a high quality curriculum.
In Geography pupils gain knowledge about the world, the United Kingdom and their locality. They learn subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
In History pupils develop an awareness of the past, using vocabulary relating to the passing of time. They learn where historical figures and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods with geographical links, including local history. At William Harding we enhance this using our custom made timelines.
In Art pupils are provided with opportunities to develop mastery of a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. They create drawings, paintings and sculptures to express their ideas, experiences and imaginations. They gain knowledge of great artists, architects and designers in history and use this to critique and evaluate their own work. Through their art work, pupils are encouraged to investigate and offer reasoned views on ethical and moral issues and display respect and tolerance for all cultures and beliefs.
In DT pupils learn through three different themes, build, cook and sew. They are given opportunities to research current products before designing, making and evaluating their own.
The above are supplemented through trips, visitors and focused learning days.
Impact
Aims of such an education for our pupils;
· to be knowledgeable about content and the world around them
· to recognise the connection between significant events and people and how they have influenced the modern world
· to transform their minds so that they are able to make reasonable and informed judgements
· to ensure they can engage fruitfully in conversation and debate
· to develop confidence that comes from possessing a store of essential knowledge and the skills
· to recognise their own role in becoming a responsible global citizen
· to have a sub-set of knowledge and the accompanying vocabulary that will maximize chances of leading rich and fulfilling lives