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Stoke Canon CofE Primary School

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Humanities

History

Intent

History has always been held in high regard at Stoke Canon C of E Primary School, with the school’s own rich history within the context of the local area a celebrated and inspiring feature of the school. The history curriculum at Stoke Canon C of E Primary School makes full use resources within the immediate and wider local area enabling children to develop a deep understanding of the rich history of their locality.
Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Stoke Canon C of E Primary School is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy.

 

Implementation


History is taught as part of the cross-curricular plan, so that children achieve depth in their learning. We have identified the key knowledge and skills in our curriculum and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and Egypt.

 

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  Planning is informed by and aligned with the national curriculum. Within our knowledge-rich approach, there is a strong emphasis on people and the community of our local area.


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.

 

Impact


Outcomes in topic and literacy books, evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge. Children 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. Children also record what they have learned comparative to their starting points at the end of every topic.


Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. 

 

Geography

 

Intent


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, visits to Exeter, Dartmoor and Exmouth.

 

Implementation


Geography is taught as part of the cross-curricular plan, so that children achieve depth in their learning. 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 the programme of 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.

 

Impact


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 are actively encouraged to identify their own target areas, with these being identified, shared and verified by teachers as necessary. 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. 

 

 

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