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.
At All Saints’, exciting half-termly topics teach pupils a variety of essential skills, including map-reading, data collection, analysis, fieldwork and problem-solving. Children are encouraged to develop a curiosity about the world around them at local and global scales whilst developing their Geography skills.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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.
At All Saints’, the essential skills of historical enquiry are put into context through a variety of fun and engaging half-termly topics. Ranging from the ancient civilisations of China, Greece and Rome to more modern events, people and changes, such as the Second World War, pupils develop their understanding of history at local, national and global scales.
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