We use topics to deliver humanities subject skills and understanding. Our topic programme is based upon the National Curriculum expectations and is carefully balanced and planned to be age appropriate across the years. Topic overviews are in place to show how the children will have a rich and varied topic journey whilst with us at Roade Primary School.
The knowledge and skills covered and links to other parts of the curriculum are clearly made by the staff at their medium term planning meetings before the new topic starts.
It is important to us that art, music, literacy and where appropriate numeracy and science are linked in topic teaching. So, for example, a history Romans topic could include urn making in art, catapult construction in design and technology and catapult testing and measuring in maths and science.
Our topics have a history and geography base so that we teach location and place knowledge, weather and climate skills and knowledge and about significant historical events, people and places in our own locality. Topic time also provides further opportunities to learn about people and cultures. A timetable of trips to support pupils’ learning and to enhance the curriculum is published as part of our long term planning.
Humanities Programmes of Study:
Geography is a subject that is packed with excitement and wonder. Children are naturally inquisitive and have very questioning minds. We nurture that at Roade and believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Underpinning all of this is strong spatial awareness that deepens our understanding of what places are like, why and how they are connected. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. We want our children to develop a sense of agency and responsibility, as well as pride in their local community. The teaching of geography should provide children with the cultural capital that they will need to succeed in their lives beyond primary education. Through trips, visits and discussions of current affairs, children should become engaged with the world around them, at a local, national, and international level.
The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments and processes. The cyclical nature of the curriculum allows children to continue deepening and building on their understanding of their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. We want children at Roade Primary School to be able to speak in a confident and knowledgeable manner about a range of geographical topics as well as a responsibility for the longevity of our planet and the impact that we have on it. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives, equipping them well for further education and beyond.
Geography at Roade Primary School is taught alongside History in Topic sessions. Teachers have identified the key knowledge and skills of each blocked topic and theses are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically.
Cross curricular outcomes in geography are specifically planned for and these are indicated on the whole school Geography Knowledge and Skills Progression Map. The geography provision is also well resourced and specific resources are mapped to specific year groups and topics to support effective teaching and learning. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.
In order to ensure the progression of skills as pupils move through the school, we use Target Tracker to monitor and assess children towards the expectation of the National Curriculum. This provides teachers with a more detailed breakdown of skills for each year group. This will ensure that books, displays and pupil interviews demonstrate that skills are being developed and embedded as children move from the Early Years to Year 6. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.
Another key strand of geography is its potential for enhancing key cross-curricular skills. Teachers encourage oracy in geography through discussion, presentation, and debates. Pupils will be encouraged to use full sentences when answering questions and giving opinions. This means that pupils will become more confident, and we be able to speak on a range of topics. We want pupils to feel engaged with the world around them and able to articulate their thoughts and opinions. The promotion of a language-rich geography curriculum is essential to the successful acquisition of knowledge and understanding in geography. The promotion and use of an accurate and rich geographical vocabulary throughout the school is planned for each topic, with working wall vocabulary displays. We will use learning walks as an opportunity to ensure consistency in the quality of teaching and identify strengths within the school. This will provide opportunities for professional development and support where teachers can observe each other, team-teach and share good practice.
Cultural capital is the accumulation of knowledge, behaviours, and skills that a child can draw upon and which demonstrates their cultural awareness, knowledge, and competence; it is one of the key ingredients a pupil will draw upon to be successful in society, their career and the world of work. Central to the teaching of geography is the enhancement of the curriculum through trips and visits. We will plan visits, visitors, and activities within the community to provide first-hand experiences for the children to support and develop their learning. These opportunities provide a contextual understanding of geography - both within the immediate vicinity of the school and around Northamptonshire. Staff will be made aware of opportunities which match their curriculum objectives, and which give pupils the chance to explore their local area.
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. Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography. This is in addition to the development and application of key skills, supported by fieldwork.
By the time children leave Roade Primary School they will:
- Have an excellent knowledge of where places are and what they are like.
- Have a superb understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
- Have an extensive base of geographical knowledge and vocabulary.
- Be fluent in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
- Have the ability to reach clear conclusions and develop a reasoned argument to explain findings.
- Have significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
- Be highly developed and frequently utilised fieldwork and other geographical skills and techniques.
- Have a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
- Have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.
Through our teaching of an engaging and contextualised geography curriculum, we want to foster a culture where children love geography. We want to build within them a curiosity about people and places that will enrich their understanding of the world around them, both within the school, and in their everyday lives. They will gain a rich and varied knowledge of the world. Children across the school will be empowered and will understand the contributions they can make to both the local and global community