Characteristics of a Historian
By the end of Year 6, a historian in the Three Rivers Federation will understand and explain key events in ancient and modern history, particularly ones that have shaped society and Britain. They will understand how events in the past shape, influence, impact and make the present. Pupils will have a sense of who we are and why we are the way we are as a nation. They will be able to interpret and analyse sources skillfully and be confident to question history and different perspectives of it, in order to build their own understanding of events.
Stoke Canon C of E Primary School’s History Curriculum design intends to celebrate the rich history of our local area. History units are informed by the National Curriculum and intend to provide pupils with a detailed knowledge and understanding of local, regional, national and international history and how these past events influence, impact and make the present. Pupils are encouraged to contextualise history in their locality; using resources within the immediate and wider locality enables pupils at Stoke Canon C of E Primary School to develop a deep understanding of the history of their locality and compare and contrast their lives with those of the past.
Consequently, pupils will develop a coherent chronological narrative and understand how their locality and the wider world has changed over time, what has caused societies and places to be the way they are, and identify similarities and differences between different historical periods.
The History Curriculum at Stoke Canon C of E Primary School is carefully designed to inspire pupils’ curiosity to know about the past and ensure for development and progression in learning. Our curriculum design follows an enquiry-based approach to learning. This approach is intended to model how to be ‘historians’ and thus, how to ask, explore and critically evaluate historically valid questions, using a range of sources
Historians at Stoke Canon C of E Primary School embark upon three history units per academic year, developing a rich and chronologically secure knowledge of local, national and world history. Each unit is comprised of a series of enquiry questions to guide learning and spark curiosity. These enquiry questions follow two themes: ‘Daily Life’ and ‘Rule of Law’. As a school, we believe the theme of ‘Daily Life’ is relatable to pupils and is a theme interwoven throughout any historical period. The theme ‘Rule of Law’ enables pupils to develop a rich and deep knowledge and understanding of how societies are governed. As a result, the themes of ‘Daily Life’ and ‘Rule of Law’ are addressed in every year group, providing a continuous thread for pupils to follow, refer to and build upon. Retaining these themes enables pupils to draw connections between different time periods, historical eras and events and clearly identify similarities and differences to understand their place in the world. We have identified the key knowledge and skills in our curriculum and consideration has been given to ensure progression
across topics in each year group.
The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice such as visits to the Iron Age fort at Killerton House and Gardens and Exeter's City Centre.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
As a school, we use a range of knowledge retrieval practices for pupils to acquire, identify and develop key knowledge about each unit of historical enquiry. Various strategies of assessment for learning take place at the start and end of each unit: at the end of each unit, pupils are encouraged to record and reflect upon what they have learned comparative to their starting points. Additionally, pupils review the agreed successes at the end of every session and are actively encouraged to identify their own target areas, with support from their teachers. Outcomes of learning and evident in pupils’ history books.
Pupils are encouraged to think critically and analytically about different interpretations of historic events and how sources can provide an insight to our past. Pupils’ curiosity is fostered through the encouragement of pupils raising historically valid and perceptive questions and devise ways to find answers
Characteristics of a Geographer in Year 6
A Geographer from the Three Rivers Federation will:
- be curious and inquisitive about the world around them, including its physical and human geography
- be able to form and express well-balanced ideas and opinions about the world, which are rooted in good knowledge and understanding of societal and environmental issues
- to be confident using fieldwork and other geographical skills to develop an understanding of their locality and how their locality sits within the country, the continent and the wider world.
At Stoke Canon C of E Primary School children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Stoke Canon C of E Primary School enables children to develop knowledge and skills that are transferable to other curriculum areas. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people ; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We make the most of our local area with visits including around Stoke Canon e.g. children walk around the village looking at land use, the local river Exe and Culm, visits to Exeter, Dartmoor and Exmouth.
Geography is taught as a discrete subject and we have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs future study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objectives at the end of every session and through retrieval practice. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.
History and Geography work is recorded in topic books and should reflect examples of all four strands (chronological awareness, knowledge and understanding, historical concepts and organise, evaluate and communicate information). Some of the evidence will involve photographic evidence or teacher’s notes where the activity has been one of discussion or drama.
Teachers assess children’s knowledge, understanding and skills in History by making observations within class and by analysis of their written evidence. As part of our assessment for learning process (and in line with our school’s assessment policy), children will receive both verbal and written feedback as a means of development. The Curriculum Leader provides feedback to staff in order to inform and improve future practice.