History & Geography

Intent

Getting better at history and geography requires all aspects of the disciplines to be developed together. We may be able to set out separate summaries of the historical and geographical knowledge and disciplinary knowledge, but they need to be carefully blended in all teaching and learning. Only when all aspects are carefully and thoroughly mixed in the appropriate balance is the subject discipline being developed.

Our history and geography curriculum ensures children develop a deep sense of place and time. Children learn a chronological narrative which explains how the lives of people in Britain and the world have been shaped and are influenced by historical and geographical events.

Our history curriculum has three main aspects:

Knowledge of history: Dates, facts, people, events

Disciplinary knowledge: change & continuity, chronology, causation, consequence, similarity & difference, and significance

Conceptual Knowledge: Society, Governance, Movement & Migration, Achievements & Legacy Culture, Trade & Industry

Our geography curriculum has three main aspects:

Knowledge of geography: Locational knowledge, names of places, rivers, mountains

Disciplinary knowledge: Fieldwork, Map Reading,

Conceptual knowledge: Human & Physical, Movement & Migration, Trade & Industry, Settlements.

Annual Overview - History & Geography.pdf

Child Protection and Safeguarding

Schools must have rigorous policies and procedures in place to safeguard children. Our school has several members of staff who have undertaken specialist training. Each School has a Designated Safeguarding Lead.


The law places a duty on the Headteacher and their staff to report any obvious signs or suspected cases of child abuse – which include non-accidental injury, neglect, emotional abuse and/or sexual abuse. The procedures are intended to protect children and all schools are expected to take the attitude that where there are grounds for concern it is better to be safe than sorry. This means that the school risks upsetting some parents by reporting a case that proves unfounded on investigation. In such circumstances, it is hoped that families would accept that the school acted in what were believed to be the child’s best interests.


In line with government requirements, the school maintains a central list of checks on appointed staff and adults who work in or visit the school.