Humanities (History and Geography)
At Blackpool, our main goal is for our pupils to develop a sound knowledge of the local community, environment and wider world. We want to ensure that learning is fun, actively promoting an understanding of key historical events and geographical awareness through the exploration of skills and knowledge. Through an exciting and topic based humanities curriculum, in History, we aim to inspire the children’s curiosity and for them to know and understand significant aspects of history and the wider world. We will help pupils gain a coherent knowledge and understanding of Britain’s past and its links to present day. In Geography, we aim to develop the children’s knowledge of globally significant places and their understanding of key physical and human geographical features. We will encourage the fascination about the world and its people, further embedding an understanding of diversity in the ever-changing world.
We intend to inspire all children to excel in humanities and tailor our teaching and learning to suit their needs. As well as following a key-stage appropriate progressional programme of study, we also plan many opportunities for cross-curricular learning including trips, visitors and residentials, maximizing the use of our surroundings and local area. To ensure the retention of key information in their long term memory, pupils are expected to take responsibility for leading their own learning, build on prior knowledge and ask questions to apply key skills independently. Humanities are a key component in our ‘My Place in the World’ Curriculum Driver, as well as an important element in our ‘Creativity’ and ‘Life Long Skills’ Drivers.
We follow the Blackpool School 2 year rolling programme based on the National Curriculum. It is designed to build on prior knowledge, provide a high-quality progression of skills from EYFS to Year 6 allowing the children to successfully make connections with other areas of their learning.
Aims in History:
Pupils will be taught to:
Be curious about people and show interest in stories about themselves and their family.
Enjoy pictures and stories about themselves, their family and other people.
Show interest in the lives of people who are familiar to them and remember and talk about significant events in their own experience.
Key Stage 1:
By the end of Key Stage 1, pupils will be taught about:
Changes within living memory
Events beyond living memory that are significant nationally or globally
The lives of significant individuals in the past who have contributed to national and international achievements, some should be used to compare aspects of life in different periods
Significant historical events, people and places in their own locality
Key Stage 2:
By the end of Key Stage 2, pupils will be taught about:
Changes in Britain from the Stone Age to the Iron Age
The Roman Empire and its impact on Britain
Britain’s settlement by Anglo-Saxons and Scots
The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor
Relevant local history
A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
The achievements of the earliest civilizations – an overview of where and when they appeared and an in depth study of one of the following: Ancient Sumer, The Indus Valley, Ancient Egypt, The Shang Dynasty of Ancient China
Ancient Greece – a study of Greek life and achievements and their influence on the western world
A non-European society that provides contrasts with British history
Pupils will be assessed at the end of each unit of work on their geographical and historical subject knowledge, skills and application, against National Curriculum age-related expectations highlighted in the aims above. Teaching and learning will use these objectives to form a rolling programme with curricular goals and ensure that knowledge and skills are embedded by the end of each Key Stage.
There are a range of ways that teachers will form an assessment judgement in Humanities. Please see the school Assessment and Feedback policies as well as the assessment methods below.
Each lesson will have an intended learning objective and teachers will make assessments of pupils to ascertain whether pupils have met, not met or partially met the objectives. These judgements will be made against a range of evidence including – written/printed evidence, teacher/pupil discussions, conferencing and self or peer reflections. Concept maps could be used to elicit initial information and build a bank of knowledge and learning as the topic progresses.
End of unit assessment projects or tasks will be used to assess the acquisition of skills and knowledge against the curricular goals for the unit of work. There will be opportunities for children to demonstrate new learning and learning over time.