Intent
The intent of our history curriculum is to deliver the aims of the National Curriculum in a way that creates curious, independent and reflective historians. Richard Clarke historians will gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We begin this learning in Reception by sparking curiosity about life that happened before us. Richard Clarke historians will be curious enough to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. A sequential and cumulative curriculum allows pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. New knowledge which is sequenced and skills that build on what have been taught before work towards clearly defined endpoints.
Implementation
We at the Richard Clarke First School aim to implement the knowledge and skills required in the National Curriculum through the history threshold concepts of investigate and interpret the past, understanding chronology, understanding of the world and communicate historically. Our carefully planned curriculum aims to incorporate and build on these concepts as the children move through school. The topics we teach in each year group have been judiciously considered in order to achieve cohesion and progression.
We hook our historians of the future through interesting topics, exciting workshops and trips, high quality resources and chosen key vocabulary. We focus on trailblazing historical figures who inspire the children through learning about them. We aim to provide children with the knowledge of each topic in order for them to understand how life was different through the time periods and for them to gain an appreciation of how society has changed.
The sequence of lessons are planned to ensure that children gain the knowledge they need in order to reach the end point. This then forms part of the assessment alongside summative assessments throughout the topic of children’s understanding of the taught curriculum, their vocabulary comprehension and the threshold concepts.
Impact
The outcome of our curriculum is that we have confident learners who are able to share their knowledge and understanding of the taught topics through the vehicles of the threshold concepts.
Key Documents:
“I like History because it shows how something got created, like the railways!”
“I like History because it is fun to know what it was like in the past.”
“History is great because it is always interesting!”
Intent
At The Richard Clarke First School, Geography helps explore the natural and human aspects of our world, fostering a deeper understanding of global interconnectedness. Our progressive curriculum, which aligns with the National Curriculum, imparts geographical knowledge, skills, and supports holistic development. We equip pupils with diverse knowledge about places, people, resources, and environments. As they progress, they explore the interplay between physical and human processes, landscape formation, and utilisation, providing a framework for understanding Earth’s evolution.
Our ultimate aim is to spark a lasting curiosity and fascination about the world and its people, nurturing empathetic and knowledgeable global citizens with a lifelong appreciation for its diversity.
Implementation
Our Geography curriculum, centres around our key concepts:
• Environment and Comparison
• Sustainability
• Impact
These concepts form the backbone of our teaching, guiding pupils as they build on their prior knowledge. Our curriculum, a collaborative effort by our teaching team, ensures a seamless progression and reinforces learning. Teachers assess pupils’ prior knowledge before advancing, and carefully chosen key vocabulary aids in memory retention. Geography and History topics are thoughtfully integrated, with some focusing more on one subject but always with meaningful connections to avoid superficial associations.
Impact
Our Geographers engage passionately, employing ambitious vocabulary to discuss their learning. Outcomes reflect a well-rounded curriculum, showcasing children’s acquisition of key knowledge corresponding to the National Curriculum strands: locational knowledge, place knowledge, and human and physical geography, as appropriate to their key stage. Furthermore, we emphasise skill development through fieldwork. As our pupils’ progress throughout the school, they cultivate a profound understanding and appreciation of their local area within the broader geographical context, enriching their holistic geographical education.
D. Austin, Geography Lead
Key Documents
RCFS Geography Yearly Overview
“I like Geography because we use an atlas to learn about oceans, countries, continents and capital cities”
“We make our own maps. I enjoyed going into Abbots Bromley to see how local land is used”