Our units of learning are structured using half-termly whole school themes, with a geography or history focus. Geography units develop the concepts of place, space and scale. Where possible they provide the geographical context for the following history topic. In history, the periods studied enable pupils to make connections in local and world history by developing the key concepts of: chronology, evidence, significance, change and interpretation.
Our Medium Term Plans (MTP) are supported by ‘small steps in progression’ documents- ensuring a progression in both concepts,content and skills.
Using the the Rosenshine Principles of Instructions pupils will be encouraged to 'think like a geographer or historian'. With the support of the Geographical and Historical Associations documents teachers plan for: enquiry based learning using explicit instruction, modelled examples; use of metacognitive talk using subject specific vocabulary and provide guided and independent practice opportunities.
Pupils will be challenged to consider the danger of a 'single story' by identifying facts and opinions, identifying bias, evaluating evidence, developing empathy, challenging a charity mentality and starting with stories about us and mutual respect and values.
As the Geography curriculum is defined and sequenced with attention to the types of knowledge - our assessment design is precise. Our assessment identifies the specific knowledge students have learnt and can apply, it pinpoints misconceptions and is incremental. We identify how far each aspect of the curriculum has been mastered. The evidence of impact is subject specific and ranges from written outcomes, pupils articulation of learning, visual presentations, drama, music or dance.
Assessment for learning- ( daily; in class)
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