Harvills Hawthorn
Primary School
History and
Geography Policy
Updated November 2014
Claire Burley
The Harvills Hawthorn History and Geography Policy plays an important role
in the implementation of our thematic curriculum. We value that teaching
historical and geographical themes in a creative way is fundamental to
successful learning for all children.
The Importance of Geography
Geography provokes and answers questions about the natural and human
worlds, using different scales of enquiry to view them from different
perspectives. It develops knowledge of places and environments throughout
the world, an understanding of maps, and a range of investigative and
problem solving skills both inside and outside the classroom. In addition
geography helps shape thinking about the future.
Teachers are responsible for the implementation of geography effectively
and to assist pupils to:
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Develop skills which enable them to develop their knowledge and
understanding of places
Undertake geographical enquiry both inside and outside the classroom
Develop an understanding of the patterns and physical and human
processes which enable us to make a sense of place
Develop knowledge and understanding of environmental change and
sustainable development
Develop a sense of their own identity and place in their local
environment as well as in the world.
The Importance of History
History fires pupils’ curiosity about the past and the wider world. Children
will consider how the past can influence the present as well as the future. It
develops chronological framework for children’s knowledge of significant
events and people. They see the diversity of human experience and
understand more about themselves as individuals and members of society.
Teachers are responsible for the implementation of history effectively and
to assist pupils to:
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Develop chronological understanding of periods of time
Increase knowledge and understanding of key events
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Know about famous people who have influenced the course of history
Recognise that the past is represented and interpreted in different
ways
Be able to use a range of sources to select and record relevant
information
Develop a range of skills necessary to communicate their knowledge
and understanding.
Breadth and Balance of Humanities
The skills and breadth of study for geography and history are based on the
National Curriculum 2014 programmes of study. The programmes of study
may be supported by QCA schemes of work if appropriate.
In the Foundation Stage, geography and history learning is developed within
the Understanding of the World strand of Development Matters.
In Key Stage 1 geography and history are taught in a clearly identified way
within thematic areas of study.
In Key Stage 2 we teach within thematic units with either a geographical or
historical basis. Most are these themes have been adapted to make links
with other foundation subjects. They also link to a themed class reading
book to help aid geographical and historical enquiry.
Where some aspects of history or geography are not covered fully within
the curriculum, focus weeks are planned. E. G. Roman week, Geography Week
(Local area focus).
Inclusion and equal opportunities
Teachers should aim to give every pupil the opportunity to experience
success in learning and to achieve as high a standard as possible to fulfil
their potential in the following ways:
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To plan classroom activities to challenge and involve all pupils
appropriately, according to age and capability, ethnic diversity, gender
and language background
To be aware about different learning styles and the need to allow
pupils to be able to work in their preferred learning styles for some
of the time
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To use materials for teaching which avoid stereo typing, and bias
towards race, gender, role or disability
To deal with such issues clearly and sensitively when they arise.
Where the attainment of a child exceeds the expected level of
attainment, teachers use material from a later key stage, or extend
the breadth of work within the areas for which the child shows
particular aptitude.
Collaborative Learning
Children will utilise collaborative learning strategies as part of the everyday
learning and teaching process in both geography and history.
Examples of such strategies are:
• Snap 2
• Snowball
• Listening triangles
• Envoy
• Rainbow groups
• Jigsaw
It is the expectation that some or all of these techniques will be used and
become second nature to the children. This will not only improve standards
but more importantly will give the children a voice, placing them at the
centre of their learning.
Teaching Approaches
A variety of approaches will be used to cater for differing learning stylesvisual, auditory and kinaesthetic:
• Story
• Timelines
• Individual/group/class projects
• Classroom displays
• Role play and drama
• Artwork/model making/craftwork
• Map work
• Use of photos, artefacts and other resources
• Site and educational visits
• Problem solving/debates/reconstructions
• Philosophy for children
Assessment, record keeping and recording
Teacher assessment is incorporated into the class teacher’s daily, weekly
and termly planning. For formal assessment, in Years 1-6, a record sheet
based on the skills in history, geography, art and design technology that each
theme covers will be attached to the back of the children’s thematic books.
These skills are signed and leveled by the class teacher throughout the term
and are based partly on the evidence of work recorded in each child’s
thematic book. Teachers are also to expected to draw on the children’s
verbal skills; encouraging description, explanation and opinions.
Children will be expected, as in other subjects, to be assessing their own and
partners learning as a continuous and ongoing process.
In the Foundation Stage, teachers record child voice, take photographs,
make observations and keep a record of learning by the children.
Information on a child’s progress in geography and history will be
communicated to parents, in a written report at the end of each school year.
Assessment as Learning:
As part of the learning process children will discuss, with their peers, and or
with a relevant adult the outcomes of their learning, its merits and the ways
in which it can still be improved.
This will be done on a regular basis and will involve:
• Children’s conversations to help determine whether success criteria
have been met
• Conversations with teaching staff to help determine whether success
criteria have been met
• Children’s written (writing comments in each others work books)
feedback as a result of the conversations
All of the above will support and augment school’s formal assessment
procedures.
Role of the subject leader for history and geography
The subject leader is responsible for the maintenance and development of
geography and history. The history and geography subject leader is
responsible for ensuring quality and raised standards in the subjects by:
• Playing an active role in the development of history and geography.
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Acting as a consultant to colleagues on resources, fieldwork
possibilities, curriculum changes, classroom teaching and learning ideas
Monitoring and evaluating pupil’s work, pupil’s views on the subject,
displays and teacher’s planning
For developing the progression map for geography and history skills
Auditing, ordering and replacing resources