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Through the teaching of history and geography, children should develop their interest, fascination and curiosity. Both history and geography are of central importance to understanding the world and our place in it. The teaching of history will help pupils develop 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. Pupils should be encouraged to ask perceptive questions, think critically, weigh evidence 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. Through the teaching of geography, pupils are able to develop a deep understanding of places, people, environments and the Earth’s and human processes. 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.


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 National Curriculum for Geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • 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
  • 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, numerical and quantitative skills and writing at length.

Woodcote Primary School aims to ensure that children are experiencing a range of learning opportunities both inside and outside of the classroom to support the development of their learning skills and knowledge. Through developing pupil’s enjoyment, excitement and interest with enriching activities we are able build and encourage curiosity. Woodcote aims to deliver a challenging and ambitious curriculum to equip children with the skills, knowledge and understanding needed for their next stage of learning.



All children are given the opportunity to access the curriculum through providing differentiated and ambitious lessons with appropriate challenge and support. All pupils will be challenged including the more able. For children with SEN, tasks will be adjusted or pupils will be given support to access tasks. Children will be given different starting points for each lesson providing resources of different complexity and setting tasks of increasing difficulty. Using teacher assessment from previous lessons, some children may start independent tasks without teacher input, others may be set a challenge more suited to their needs. Tasks will be set that allow for a variety of open-ended responses.


Teachers will use the knowledge harvests completed by children at the beginning of each theme to assess what the children already know and revisit the knowledge harvests at the end of each theme for children to add to showing progression throughout the theme. Ongoing assessments will take place through the sequence of teaching with teachers making observations of pupils during lessons and through marking, questioning and discussion with pupils and feedback on their written work. Teachers should plan and adapt lessons accordingly, planning in opportunities for assessment, considering what the children already know.


  1. Depth of Understanding
  2. Questioning
  3. Differentiation
  4. Sentence stems
  5. Key vocabulary
  • Glossary for each theme
  • Word mats for each theme
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