Both history and geography are key strands of our topic-based curriculum and these subjects provide two of the main three topic themes for each KS1 and KS2 class each year. The learning undertaken in history and geography provides a large amount of the subject content developed into pieces of writing in English. For example, when studying the Romans as a history topic, children may write chronological reports of a Roman invasion, descriptions of life in a Roman town, persuasive letters from a slave to an Emperor and fictional stories of a Roman childhood.

History

Intent

Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves.

The aim of our History provision at Fleet is to root our children in the rich knowledge of the history of their own country and culture, and countries and cultures around the world.  In order to prepare for an unknown world, we must equip our children with the lessons learned in the past and we endeavour to spark a curiosity in them to make choices for a brighter future.

With our cross curricular approach, we explore the National curriculum objectives for skills and knowledge in History in each year group through a topic based approach, building on previous learning. The children’s interests and passion are entwined with the statutory learning across the term. We encourage the children to explore sources and information from the past, ask questions and consider different perspectives, as all Historians do.

Implementation

We explore History through a range of learning activities and styles, including research, drama, source exploration, art, videos and workshops in school. The school’s own context is celebrated with opportunities for visits to places of historical interest and learning outside the classroom also identified and embedded in practice. Visits to the local area and use of local artefacts, such as the use of maps and photographs of bomb damage to the local area in WWII, also support contextualised learning, as well as the acquisition of key knowledge and key skills.

We assess the children’s historical learning through a variety of strategies, including child self-reflection with our termly knowledge harvests, careful teacher questioning, recording in books and fun quizzes using our termly Topic Snapshots.

Impact

Throughout their time at Fleet children will develop:

• A secure knowledge and understanding of people, events and contexts from the historical periods covered.

 · The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences.

 · The ability to consistently reflect upon, support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.

· A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.

They will have the enquiry based skills and a secure knowledge to prepare them for the next chapter of learning at Secondary school.

Geography

Intent

At Fleet we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Through exploration of cultures and countries, children develop a stronger sense of self and identity in the world. Our Geography curriculum is embedded in our cross curricular approach, allowing for a vast and varied array of opportunities to develop their spiritual, moral, social and cultural development.
The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
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.

Implementation

Geographical knowledge and skills are progressive and are embedded in each topic, as planned by class teachers, using a whole school progression map. Existing knowledge is checked at the beginning of each topic, as part of through class and individual knowledge harvests. This ensures that teaching is informed by the children’s starting points and incorporates children’s interests. Learning activities are 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 themselves as they return to their knowledge harvests. Assessment is consolidated throughout the term with quick quizzes based on Topic learning.  The local area is fully utilised, with extensive opportunities for learning outside the classroom embedded in practice, including Hampstead Heath, Burgh House and London Zoo.

Impact

Our Topic and English books showcase 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. As children progress throughout the school, they develop knowledge and appreciation of their local area and its place within the wider geographical context. Additional opportunities for spiritual, moral, social and cultural development are celebrated across the school, such as International Food evening, where families of the school share cuisines from countries and cultures all over the globe, and STEAM week, where guests are invited to give workshops and assemblies on subjects such as real life expeditions in Antarctica and why they are needed.