History and Geography

The teaching of History and Geography at Gilbrook is delivered through the use of Cornerstones Topics which are delivered over a 3 year rolling programme. Each key stage has its own programme. Each topic has a main focus which is either science, history or geography based but within most there are sub focuses for history or geography. At the end of each programme the topics are reviewed to see if they have been successful in meeting the objectives of the National Curriculum and more importantly that the children have enjoyed them and been able to access them effectively. A table of the topics are at the end of this item with their relevant history or geography focus.

Also as part of our ongoing strive to ensure aspects of the National Curriculum are covered each subject leader will annually choose a Key Performance Indicator (KPI) for geography and history. These are sequential developmental skills which form a focus for targeting a specific geography or history objective and are used to assess progress using our assessment program Target Tracker. This progress is monitored by the subject leader through discussions with staff and work scrutinies.

History

Our history curriculum aims to inspire our pupils’ curiosity to know more about the past. History helps pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time. Visits to historical sites and museums are carried out to support topic work whenever possible and visitors are encouraged to come into school to share their knowledge and experiences. In History, the teaching of ‘time’, movement of time,and linking events across time periods is carried out in appropriate classes. Staff are aware that some children, particularly those with ASC, may find the concept of time difficult and may need to revisit it consistently. Gradually as thechild become more mature and or able, they concentrate on past events, lifestyles and activities of people in the past.

The National Curriculum programmes of study which we currently aim to cover within our topics are;

KSI

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 lives of significant individuals in the past who have contributed to national and international achievements such as Neil Armstrong and Mary Seacole
Significant historical events, people and places in their own locality

KS2

The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor. This also encompasses a local history study of the Wirral.
a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066-Tudors and 2WW
the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of the following: Ancient Egypt
Ancient Greece – a study of Greek life and achievements and their influence on the western world

Other programmes of study required by the National Curriculum and not covered here are form part of our review process.

KS1

Learning Project	ILP/KPI Focus	Core Skills – KPIs	SEAL & Life Skills	Intent	Implementation	Impact
Term 1 All About Me History	To understand time lines and use historical language of past, present and future.	Children share baby photographs and a current photograph and discuss hopes and dreams for the future. Create personal timelines.	Understanding self and personal development.	Developing personal awareness and a sense of community and culture.	Creating time lines based on personal experience.	Pupils confident to use historical language in reference to self.
Geography	To explore features of the area in which they live and go to school. Use geographical language.	Use google maps to find own home and school and identify natural and manmade features nearby. Make bird’s eye view map of the classroom. Aware of charities in the local community and make a positive contribution e.g.; make cakes, hamper etc.	Making a positive contribution to community.	Develop map skills and awareness of local community.	Differentiated teaching of map skills using proper and technological mapping.	Assess against target tracker objectives. Teacher assessment.
Term 2 Scrumdiddly- umtious History	Significant people and events.	Exploring how the Cadbury company began and developed and ordering this on a time line.	Understanding self and personal development.	Developing personal awareness and a sense of community and culture.	Creating time lines based on personal experience.	Pupils confident to use historical language in reference to self.
Geography	Food miles and Fair Trade	Journey of the banana or cocoa bean. Fair trade and other organisations that help farmers.	Making a positive contribution to community.	Develop map skills and awareness of local community.	Differentiated teaching of map skills using proper and technological mapping.	Assess against target tracker objectives. Teacher assessment.
Term 3 Paws, Claws and Whiskers Geography	Comparing habitats	Label countries of origin of different big cats – why is this environment suitable habitat? Design a zoo or wildlife park, drawing a visitor map with a key.	Caring for the planet	Develop map skills and awareness of local community.	Differentiated teaching of map skills using proper and technological mapping.	Assess against target tracker objectives. Teacher assessment.

KS2

Topic	ILP/KPI Focus	Core skills – KPIs	SEAL and life skills	Intent	Implementation	Impact
Term 1.1 A child’s war Geography	Cities of the UK	Name and locate countries and cities of the UK.	To be able to locate where they live.	To develop map skills.	To go on a walking tour of the school surroundings and use a map to find their way back.	Pupils will be able to locate their home town, street and house on a map.
History	The Second World War	Learn about an aspect or theme in British History that extends pupils chronological knowledge beyond 1066.	To develop empathy towards their evacuees in our local community.	To understand the impact of the war within our community.	Visit to local museums and watch documentaries of real life accounts.	Pupils will have developed a deeper understanding of the war within the local community.
Term 1.2 Blue Abyss Geography	Geography: seas and oceans of the world	Identify the position and significance of latitude, longitude, equator, Northern hemisphere, Southern hemisphere and the tropics.	To have awareness of the world we live in.	To identify specific geographical locations.	To use maps and globes.	To understand more about the world we live in.
History	19^th Century Ocean exploration.	Study an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.	To show awareness of the changes in British history through making their own timeline	To promote knowledge and independence in timelines	Practical lessons practising fine motor skills.	Pupils will understand the correct order of dates and events in British history.
Term 2.1 Mighty Metals Geography	NA
History	NA
Term 2.2 Pharaohs Geography	Study the River Nile.	Locate the River Nile on a world map and globe. Use the internet (BBC geography) to research the River Nile.	To have empathy with other peoples’ cultures and beliefs.	To have a better awareness of the River Nile and its impact on people in Africa.	Look at features of the River Nile and draw any comparisons with our local river (The Dee).	To understand the importance of the River Nile and to the people in its vicinity.
History
Term 3.1 Burps Bottoms and Bile Geography	NA
History	NA
Term 3.2 Hola Mexico Geography	Using maps	Use maps, atlases and globes to locate countries and describe features studied.	To have empathy with other peoples’ cultures and beliefs.	To have a better awareness of the River Nile and its impact on people in Africa.	Look at features of the River Nile and draw any comparisons with our local river (The Dee).	To understand the importance of the River Nile and to the people in its vicinity.
History	Ancient Maya civilisation.	Learn about a non-European society that provides contrasts with British history.	Understand, respect and value other people’s beliefs.	Carry out a debate to discuss the opening of Tutankhamun’s tomb, i.e. what respect to the dead deserve?	Create a courtroom scenario within the classroom. Some in favour and others against.	Pupils will be able to reflect on spiritual, moral, social and cultural issues.