The National Curriculum in England Framework, July 2013 states, ‘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 provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps and writing at length.’
The National Curriculum in England Framework, July 2013 states, ‘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.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.’
The work is planned to ensure a balanced, progressive and differentiated curriculum but there will be opportunity to take advantage of situations as they arise e.g. visitors, news items, children’s own experiences. Children should have the opportunity to look at their own experiences and those of others. They should have the opportunity to explore religious ideas as expressed through literature, music, art and architecture and to ask questions, explore ideas, visit, receive visitors, investigate, celebrate, use their senses, reflect, discover, observe and describe. We include teaching about Christianity, Judaism, Hinduism, Buddhism, Sikhism and Islam in our Religious Education. Our teaching will reflect the multi faith nature of our society, whilst giving due regard to the Christian foundation. The children will be living in a multi faith community and need to develop an understanding and positive attitude for this experience.
Religious education should help pupils to:
- acquire and develop knowledge and understanding of Christianity and the other major world religions and value systems found in Britain,
- develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures,
- be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life,
- have respect for other peoples’ views and to celebrate the diversity in society,
The children should be aware that religion is a major force in people’s lives in all parts of the world and that the world has enormous diversity. Even if this diversity is not the experience of our School community, the children will encounter it in history, geography, television, newspapers and books. Including world faiths in Religious Education teaching will not be a study of comparative religions but an opportunity for the children to learn something about those things which others hold to be important.