Humanities

Geography

At The Radstone a high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

“Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me geography is a great adventure with a purpose.” Michael Palin 

Curriculum Intent

It is our intent that through our Geography Offer at The Radstone Primary School, children will develop a deep understanding and interest in the world. Pupils will have a holistic appreciation of the world including an understanding of concepts such as: diversity, community, and sustainability. Our pupils will be considerate and curious, wanting to explore why and how. Pupils will have an acceptance and appreciation of a range of cultures and understand how life is different and how it is similar in different places. At The Radstone, we want our learners to celebrate diversity and have an appreciation for the cultures across the world, and in the UK and our local area. We want our learners to become resourceful, confident, and aspirational. We aim to achieve this through providing opportunities for children to use high quality resources, to research, to ask questions and to actively partake in outdoor learning and field work. Pupils will understand their impact on the world and how we can all make steps to protect the environment, knowing what they can do to take care and take responsibility for the world we live in and the impact this can have on our futures. Children at The Radstone will know that they are all capable of making a difference in the world.   

Our core concepts are: 

• Natural Features: Understanding the Earth's physical processes and landscapes. 
• People and Places: Exploring human geography and the interconnections between people and environments. 
• Fieldwork and Skills: Developing geographical skills through practical experiences and investigations. 

Our intent is to equip pupils with knowledge about diverse places, people, resources, and natural and human environments. We aim to develop a deep understanding of the Earth's key physical and human processes, preparing our pupils to be informed, compassionate global citizens with a stronger voice to discuss issues that matter. 

Implementation

We focus on delivering a thorough, engaging geography education that builds upon children’s knowledge and skills progressively: 

• Curriculum Structure: Throughout EYFS children are immersed within geographical learning through a variety of different topic focusses. As they move into Year 1 and 2, we begin with learning about our local area – this is the foundation in which we then expand to outwards, learning about places and features within the UK, and worldwide. This allows us to progress this understanding throughout KS2, developing a deeper understanding of all aspects of geography.  
• Natural Features Focus: Within our curriculum, all children study various physical geography aspects. Throughout Key Stage 2, they learn about mountains, biomes, and rivers, even natural disasters such as volcanoes and earthquakes. This focus on our 'Natural Features' core concept helps pupils understand the physical processes shaping our world. 
• People and Places Emphasis: Human geography is explored through studies of settlements, land use, and comparisons between different localities. Pupils investigate the impact of human activity on environments and explore global challenges such as population growth, resource distribution, and climate change. This aligns with our 'People and Places' core concept, fostering an understanding of human-environment interactions. 
• Fieldwork and Skills Development: We emphasize practical geographical skills throughout our curriculum. We have access to maps, atlases and globes in school. This hands-on approach, part of our 'Fieldwork and Skills' core concept, enthuses pupils about geography and develops essential practical skills. 
• Assessment and Retention: We use topic maps to support retention, encourage the use of specific, technical geographical language and help pupils make connections.  Furthermore, we engage in retrieval exercises throughout units of learning, as well as across units of learning, to continually return to previous learning to ensure knowledge is retained. This approach fosters enthusiasm for the subject and ensures quality learning outcomes. 

Impact

The impact of our geography curriculum is evident in the following outcomes: 

• Geographical Knowledge and Understanding: Pupils develop a comprehensive understanding of physical and human geography. They can confidently discuss natural features, human-environment interactions, and global issues, demonstrating the quality of their geographical education. 
• Critical Thinking and Enquiry Skills: Pupils show the ability to think critically about geographical issues, ask pertinent questions, and conduct enquiries. This reflects our emphasis on quality learning and the development of essential geographical skills. 
• Enthusiasm for Geography: Pupils demonstrate a love for geography, showing curiosity about the world around them and enthusiasm for exploring new places and concepts. This aligns with our school's ethos of fostering enthusiasm for learning. 
• Practical Geographical Skills: Pupils can use maps, atlases, and other geographical tools (including digital maps), reflecting the success of our 'Fieldwork and Skills' core concept implementation. 
• Global Awareness and Responsibility: Pupils understand their role as global citizens and can discuss complex issues such as climate change, resource distribution, and cultural diversity. This showcases the effectiveness of our 'People and Places' core concept and our emphasis on partnership with the wider world. 
• Local Knowledge and Appreciation: Pupils have an understanding and appreciation of their local area and its place in the wider world, demonstrating the success of our approach to building geographical knowledge from the local to the global. 

We assess these impacts through pupil voice, work scrutiny, and learning walks. Our geography teaching consistently demonstrates high standards, with engaging lessons that captivate pupils' interest. Through our engaging geography curriculum, we foster a culture where children love geography, building within them a curiosity about people and places that enriches their understanding of the world. 

Key Information

Primary National Curriculum

TRPS Geography Skills and Progression

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History

At The Radstone Primary School, our history curriculum is designed to ignite children's curiosity about the past in Britain and the wider world. We believe that history is all around us, shaping our understanding of the present and influencing our future. Our intent is to provide a high-quality history education that helps pupils gain a coherent knowledge and understanding of Britain's past and that of the wider world, inspiring their curiosity to know more about the past. 

"We are not the makers of history we are made by history" - Anonymous

Curriculum Intent

Our approach is built on three core concepts: 

• Chronology: Developing a secure understanding of historical periods and their sequence. 

• Change: Exploring how and why things have changed over time, and the impact of these changes. 

• Use of evidence: Promoting rigorous historical inquiry through the analysis of evidence, fostering curiosity about the past and an understanding of its impact on the present and future. 

Through these core concepts, we aim to: 

• Stimulate pupils' enthusiasm: for, and understanding of, the past. We encourage children to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. This approach aligns with our school's ethos of fostering enthusiasm for learning and partnering with students in their educational journey. 

• Develop a sense of identity: through learning about the past. We help pupils 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. This supports our commitment to quality education that prepares students for their roles as global citizens. 

• Create strong cross-curricular links: particularly with geography, literacy, and the arts. By integrating history with other subjects, we provide a rich, holistic learning experience that demonstrates the relevance of historical thinking across all areas of study and life. This interdisciplinary approach reflects our dedication to providing a high-quality, comprehensive education. 

• Foster skills:  of enquiry, analysis, interpretation, and problem-solving. These transferable skills not only serve pupils well in their historical studies but also in their wider academic and personal development, embodying our school's commitment to quality education and enthusiasm for lifelong learning. 

Curriculum Intent

To achieve our intent, we implement a comprehensive and engaging approach to history education: 

• Curriculum Structure: Our history curriculum is taught through clearly defined history units, allowing for in-depth exploration of topics. The curriculum is carefully sequenced to build on previous learning, progressing from familiar concepts in Key Stage 1 to more complex historical studies in Key Stage 2. This structure reflects our commitment to quality education and enthusiasm for deep, meaningful learning experiences. 

• Chronological Understanding: In Key Stage 1, pupils begin with studies of familiar objects and places within living memory before moving beyond living memory. They explore topics such as toys, transport, and significant individuals. In Key Stage 2, British history is taught chronologically from the Stone Age to World War II, interspersed with studies of world civilizations. This approach helps pupils develop a clear sense of chronology, one of our core concepts. 

• Emphasis on Change: Throughout our curriculum, we highlight how things have changed over time. From the evolution of toys and transport in Key Stage 1 to the transformations brought about by the Industrial Revolution in Key Stage 2, pupils are constantly engaged in exploring and understanding historical change. 

• Fostering Curiosity: We encourage pupils to ask questions, investigate historical sources, and form their own opinions about historical events and figures. This inquiry-based approach is supported by a variety of resources, including primary and secondary sources, artefacts, and educational visits where possible. 

• Skill Development: We focus on developing key historical skills such as research, interpretation of evidence, critical thinking, and argument formation. These skills are practiced and refined throughout the years, preparing pupils for more advanced historical study and supporting their overall academic development. 

• Cross-curricular Integration: History is often integrated with other subjects, particularly geography, literacy, and the arts. This approach helps pupils see the connections between different areas of learning and reinforces core concepts and skills. 

Impact 

The impact of our history curriculum is evident in the following outcomes: 

• Historical Knowledge and Understanding: Pupils develop a secure knowledge and understanding of people, events, and contexts from the historical periods covered. They can place historical events and people in a chronological framework and understand the connections between local, regional, national, and international history. 

• Critical Thinking and Communication: Students demonstrate the ability to think critically about history and communicate their ideas confidently. They can support, evaluate, and challenge views using detailed, appropriate, and accurate historical evidence derived from a range of sources. 

• Historical Enquiry Skills: Pupils show proficiency in historical enquiry, including how evidence is used rigorously to make historical claims, and how and why contrasting arguments and interpretations of the past have been constructed. 

• Enthusiasm for History: Students exhibit a passion for history and an enthusiastic engagement in learning. They show curiosity about the past and understand how and why people interpret the past in different ways, reflecting our school's ethos of fostering enthusiasm for learning. 

• Respect for Evidence: Pupils demonstrate respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements, aligning with our commitment to quality in education. 

• Preparation for Future Learning: Our students are well-prepared for the next stage of their education, with a solid foundation in historical knowledge and skills that will serve them in their future studies and in understanding the world around them. 

Through this comprehensive approach, grounded in our core concepts of chronology, change, and use of evidence, The Radstone Primary School provides a history education that not only meets national standards but also inspires the next generation of historians, critical thinkers, and informed citizens. 

Key information

History Vocabulary Progression

History Skills Progression Overview

History Curriculum Overview