History
Impact
In History we want our children to be curious and ask questions; allowing them to learn more about the past. We want to immerse our children in history so that they recognise the importance of the past and that cultures can learn from their mistakes. As historians we want the children to think critically in order to ask perceptive questions, consider different evidence and arguments to develop perspective and judgement.
Ultimately at Tibberton, we aim to develop inquiring minds so that the children to understand the process of change, helping them to make sense of the present and how our society arrived here.
We measure the impact of our curriculum through the following methods:
- Pupil discussions and interviews about their learning
- An assessment of standards achieved judged against the skills and knowledge outlined in our Curriculum map.
- Evidence of pupils’ work, gathered at the end of units.
By the time our children leave their school, as historians we want them to:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Intent
Our Curriculum is designed to cover all aspects of the National Curriculum, which has then been broken down into the skills, knowledge and vocabulary needed. This forms the history Curriculum map, which ensures a structured progression building upon children’s prior learning. Planned sequences of learning will take account of prior knowledge and skills development, building upon these to prepare for the next stage in their learning journey. Due to this spiral method of circling back to build on prior learning, information is committed to long-term memory.
In our school, we want the children to gain a coherent and chronologically secure knowledge and understanding of Britain’s past and that of the wider world. We want our children to become historians by being able to think critically; in order to ask questions, consider evidence and make arguments to support a theory about the past; thus gaining a greater understand of how our sociality has developed over time. At Tibberton, we believe that by looking at, and learning from the past we can make the future better for everyone.
Implementation
Our History curriculum has been designed ‘in-house’ using the skills and content set out in the National Curriculum. As a school, we have chosen to follow a topic based curriculum to allow children to embed their skills in a cross-curricular approach. Throughout our curriculum we have decide to focus on the theme of daily life to make our historical experience relevant the children. We are also careful embrace our rich local history including that of our church, locality, Roman settlements, hill forts and historical transport links of rail and waterways.
Curriculum Journey History
At Tibberton CE Primary School, we believe that History encourages children to consider how the past has influenced the present, and how a variety of elements influenced people’s actions. In our history curriculum we develop the skills of researching, comparing and evaluating evidence, as well as exploring past events, civilisations and personalities and the concepts of chronology.
In order to enrich our curriculum experience, as historians we aim to enhance the children’s understanding of history by ensuring that the humanities are a central part of external educational visits and internal educational visitor. On these occasions, our children, as historians have the opportunity to handle artefacts as well as analyse a range of primary and secondary sources in order to answer a historical question/enquiry.
Geography
Impact
At Tibberton, the geography curriculum is of high quality and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.
By the time children leave school they will:
- Have an excellent knowledge of where places are and what they are like.
- Have an excellent 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.
We measure the impact of our curriculum through the following methods:
- Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
- Summative assessment of pupil discussions about their learning.
- Images and videos of the children’s practical learning.
- Interviewing the pupils about their learning (pupil voice).
- Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
Intent
At Tibberton, we develop children’s understanding of their place in the world whilst inspiring and igniting their curiosity about the contexts and diversity of the wider world. Our geography curriculum inspires and develops children’s fascination about the world and its people, which will remain with them for the rest of their lives. We want to equip them with not only the minimum statutory requirements of the geography National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life.
Children build upon, prior learning using knowledge, skills and vocabulary, to investigate a range of places – both in Britain and abroad – to help develop their knowledge and understanding of the earth’s physical and human processes. We aim to:
- Develop contextual knowledge of the location of globally significant places, including their defining physical and human characteristics and how these provide geographical context for understanding the actions of processes
- Understand the processes that give rise to key physical and human geographical features of the world
- Develop geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical information systems
- communicate geographical information in a variety of ways, including through maps and writing at length
At Tibberton, our aim is that children will gain confidence and have first-hand practical experience of applying their geographical skills through fieldwork. Through our topic- based approach, we aim to equip 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Implementation
Children are taught a cycle of lessons, which carefully plans for progression and depth concentrating on the geographical skills suited to the age group. Teachers plan and deliver challenging questions for pupils to apply learning in a philosophical/open manner which allow children to ‘go deeper’ into their learning and understanding. The geography curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
Curriculum Journey Geography
We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – these piques their interests and passions. For example, our KS1 children will visit Chetwynd Deer Park to engage in activities in harmony with their local environment. Classes in KS2 visit the nearby Harper Adams University to understand about the planet’s food production, food processing, land management and sustainable living.
We believe that by creating our curriculum this way, we improve the potential for our children to retain what they have been taught, to alter their long-term memory and thus improve the rates of progress they make.
We are committed to providing children with opportunities to investigate and make enquiries about their local area of Newport and Telford & Wrekin so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special. We want our children to use the vibrancy of our community to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have.
Pupil Summative Assessments:
Spring Term: Year 3 & 4 Volcanoes
Spring Term: Year Five & Six Anglo-Saxons
Autumn Term: Year 3 & 4 Ancient Egypt
Autumn Term: Year Five & Six First World War
End of Unit Assessment – Year 1 & 2 – Simple Fieldwork
End of Unit Assessment – Year 2 & 3 – Stone Age
End of Unit Assessment – Year 2 & 3 – Continents & Oceans
End of Unit Assessment – Year 3 & 4 – Water Cycle & Rivers
End of Unit Assessment – Year Five & Six – Locational Knowledge
End of Unit Assessment – Year 1 & 2 – Great Fire of London
End of Unit Assessment – Year Five & Six – Rivers
End of Unit Assessment – Year 3 & 4 – Ancient & Modern Greece
End of Unit Assessment – Year Five & Six – Vikings
End of Unit Assessment – Year Five & Six – Rainforest