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History & Geography

At Featherbank Primary School, children are taught the subjects of History and Geography through a cross-curricular topic based approach, with a particular focus on either History or Geography in each term,  but also bringing in all other aspects of our broad and balanced curriculum.

 

Therefore, a topic programme of study on, for example, Vikings, will explore the Geography of Viking homelands and key landscape features of their settlements, the History of the Viking people in their exploration and invasion of Britain, Viking Art studies and investigations, Viking Topic-led Writing, GPS & Literacy skills (eg: writing a kenning poem, recounting a battle, a persuasive letter written by monks requesting aid after a Viking invasion, a new Viking legend, a factfile on a Viking god or goddess), Viking-led Drama performances, Viking PSHE debates on whether invading or settling could be morally justified, Viking DT lessons crafting shields, Hnefatafl chess sets and coin pouches).

 

Topic-led learning has changed our approach to learning and has made it massively more engaging, deep and immersive.  The children have really connected to their learning in a life-long way and have built amazing memories of school that they will treasure.

 

History

 

Intent
History has always been held in high regard at Horsforth Featherbank Primary School. We pride ourselves on our creative learning environment and classroom/door displays.

 

The history curriculum at Featherbank makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.


Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Featherbank is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Featherbank aims to ensure that all pupils: gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; begin 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.

 

Implementation
History is taught in topics throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.


Cross-curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. The local area is also utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge.
 

 

Impact
Outcomes in topic and writing books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge and skills. Children review the agreed successes at the end of every session. Children are also asked what they have learned comparative to their starting points at the end of every topic.
Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning.

History

 

Intent
History has always been held in high regard at Horsforth Featherbank Primary School. We pride ourselves on our creative learning environment and classroom/door displays.

 

The history curriculum at Featherbank makes full use of resources within the immediate and wider local area enabling children to develop a deep understanding of the history of their locality.


Topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area. The history curriculum at Featherbank is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum at Featherbank aims to ensure that all pupils: gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; begin 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.

 

Implementation
History is taught in topics throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. They are able to draw comparisons and make connections between different time periods and their own lives. Interlinked with this are studies of world history, such as the ancient civilisations of Greece and the Egyptians.


Cross-curricular outcomes in history are specifically planned for, with strong links between the history curriculum and English lessons enabling further contextual learning. The local area is also utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice. Planning is informed by and aligned with the national curriculum. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. Outcomes of work are monitored to ensure that they reflect a sound understanding of the key identified knowledge.
 

 

Impact
Outcomes in topic and writing books evidence a broad and balanced history curriculum and demonstrate the children’s acquisition of identified key knowledge and skills. Children review the agreed successes at the end of every session. Children are also asked what they have learned comparative to their starting points at the end of every topic.
Emphasis is placed on analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study, pupils learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Regular school trips provide further relevant and contextual learning.

 

 

Geography

Intent
At Horsforth Featherbank Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. We pride ourselves on our creative learning environment and classroom/door displays.

 

Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Featherbank enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Featherbank and also to their further education and beyond.

 

Implementation
Geography at Featherbank is taught in topics throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.


Cross-curricular outcomes in geography are specifically planned for, with strong links between geography and English lessons identified, planned for and utilised. Featherbank Forest and the local area are fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

 

Impact
Outcomes in topic and writing books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objectives at the end of every session. Children also record what they have learned comparative to their starting points at the end of every topic. As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. Regular school trips provide further relevant and contextual learning.

 

History & Geography Policy

TOPIC BASED LEARNING FOR 2021-2022

LAST YEAR'S TOPIC BASED LEARNING:

TOPIC BASED LEARNING FOR 2020/2021

 

TOPIC - BASED LEARNING IN 2019-20 :

 

TOPIC-BASED LEARNING IN 2018 - 19 :

Humanities in the Summer term

Humanities in the Spring Term

 

Step into the worlds of....

 

See how our classrooms immerse us into the worlds of Winter, Storytelling, Space, The Romans, The Tudors, The Victorians and World War II.

Humanities for the new year

 

Topic work is already well underway - step into the worlds of....

Visits and visitors...

Year 1 receive a visit from a pilot
Nancy came to visit Year 1 from Horsforth Museum
Parents came to talk to Year 1 about their world trip
Year 3 learning about the Ancient Egyptians at Leeds Museum
Year 3 making Egyptian bread
Year 4 visit to Skelton Grange to learn about the Stone-Age
Year 6 making Greek pottery

 

 

 

Humanities during the summer term (2018)

 

 

 

Topics for the summer term

 

Year 1    Then and Now    (Year1 and the time machine)

 

Year 2    The seaside and Tocuaro

 

Year 3    The Rainforest   (I'm a Featherbanker, get me out of here!)                         

 

Year 4    The World Cup   (World at your feet)

 

Year 5    The Vikings                                 

 

Year 6    The Americas   (American road trip)

 

Our topic work for the Spring term is well underway. Can you work out the themes for each class?  

 

Year 1

The sky's the limit!

(Weather)

 

 

 

Year 2

Around The World In Eighty Days

(Volcanoes & Fire)

Year 3

The Empire Strikes (back)

(Romans)

Year 4

A Night At The Museum

(The Stone-age)

 

Year 5

Vive La France

(The French Revolution)

 

Year 6

We Are At War!

(WWII)

 

 

 

 

 

 

_____________________________________________________________________________________________

June 2017

It has been a good year developing our cross-curricular learning in Geography across our school.   We have been exploring more, learning more and making Geography a stronger and more-exciting subject.    In our lessons, we have been exploring the world, writing and drawing about what life is like all over the planet.

 

Speaking to the children across the school, they are really inspired by seeing pictures and watching videos about life in different environments across the globe, from the hot and busy streets of Brazil to the frozen north of Viking Scandinavia.   They are interested in using IT and computing to help them in their learning (eg: Google Earth quizzes and challenges).  They like the idea of more trips - Tropical World was a big hit, apparently!  The also love going to see animals such as farm trips and exploring the countryside.

 

Here are some samples of the children's work so that you can see the kind of things that we have been up to!

I hope that you will help to cheer the children on and inspire them in their Topic-based learning!

 

Many thanks and best wishes,

Mr Prowse,   Geography Leader,   June 2017.


 

The Geography curriculum at Featherbank aims to:
 

Provide inspiring practical enquiries and investigations that give children first-hand information and direct experiences of the real world.

 

Engage children in studies of the locality (Horsforth) which help them to develop their sense of identity, to locate themselves in their surroundings and find their way from one place to another.

 

Give children the opportunity to take part in case studies (including a residential field trip in KS2) of other UK regions e.g. Bridlington, the Yorkshire Dales and European and International countries e.g. France, Brazil,

 

Utilise a great variety of visual devices including photographs, charts and diagrams to communicate findings in non-verbal ways.

 

Provide opportunities for children to debate local and global issues, appreciate uncertainties and propose solutions to problems involving human and physical geography e.g. sustainable development, global warming, climate change and natural disasters.

 

Engage children in ICT, allowing them to record and interpret the world in new ways.

 

Help children to recognise that we are all interdependent global citizens with a responsibility to the planet and to each other.

 

Provide critical and creative thinking skills and long term learning across the curriculum.

 

 
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