Humanities

Geography Statement of Intent:

It is our intent for the Geography element of our school curriculum to inspire pupils with a curiosity and fascination about the world and its people through a thematic approach. 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. We want our children to gain confidence and practical experiences of geographical knowledge, understanding and skills.

Aims of Geography 

  • To stimulate children’s interests in their surroundings and develop a knowledge and understanding of the physical and human processes which shape places.
  • To increase pupils’ knowledge of different cultures and in doing so, teach a respect and understanding of what it means to be a positive citizen within a multi-cultural society.
  • To provide opportunities that enthuse, engage and motivate children to learn and foster a sense of curiosity and wonder of the world around them.
  • To encourage in children a sense of commitment to sustainable development and an appreciation of what “global citizenship” means.
  • To make sense of their own surroundings through learning about their own locality and the interaction between people and the environment.
  • To develop skills including how to use, draw and interpret maps of different scales and the vocabulary necessary to carry out effective geographical enquiry.
  • To apply map reading skills and identify geographical features.
  • To formulate appropriate questions, develop research skills and evaluate material.
  • To enable children to work in a range of geographical contexts, using a variety of materials and equipment.

History Statement of Intent

At Farndon Primary School it is our intent that the history element of our curriculum will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world through a thematic approach. We aim to inspire pupils’ curiosity to know more about the past – locally, nationally and around the world.

As our pupils, they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want 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.

Aims of History

The national curriculum for history and our progression of skills within each milestone aims to ensure that all pupils:

  • To understand chronology and 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
  • To build an overview of world history and know and understand significant aspects: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • To effectively communicate historically and gain and deploy a 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
  • To investigate and interpret the past through understanding 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

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