The aim of the History curriculum at Croft is to give children a broad range of knowledge of different periods and cultures across History. They are encouraged to compare and contrast those periods as well as considering the impact they have on our current times. We believe there is a moral purpose to History education and particularly the achievements and follies of mankind, therefore the events and individuals chosen are done so with this in mind. The key concepts that are threaded through the Croft curriculum are central to the study and understanding of History and underpin the different units. The consistent focus of history across the school is on people; those who have influenced our world or what it was like for people to live at different times in the past. By the end of Year 6 we hope that children have taken on board the key concepts taught to deepen their knowledge and understanding of the world and that they go out into the world and make a difference in the world for good.
Our history topics are informed through the National Curriculum as well as the context of the local area and the interests of the children. We use the progression of skills grids on the following pages to ensure that children are taught historical skills and that those skills progress as they move up through school. We believe it is essential that children have a broad and balanced view of history and not a narrow or stereo-typed narrative.
We want children to leave Croft understanding that History has not only been shaped by huge empires and powerful leaders but by those who spoke out when others had no voice.
The aim of the Geography curriculum at Croft is to give children a broad knowledge of places and locations as well as different aspects of human and physical Geography. Children are encouraged to compare and contrast different places and locations as well as considering the impact humans have on the earth and different habitats. By the end of Year 6, we hope that children have taken on board the key concepts taught to deepen their knowledge of the world and that they go out into the world and make a difference in the world for good.
The sequence of lessons has been carefully chosen so that children can create links to other curriculum subjects and build on relevant prior learning. For example, it is understood that children will have a knowledge of the continents and the United Kingdom in KS1 therefore they can revisit, consolidate and deepen this knowledge when entering KS2. Children of all abilities have the opportunity to develop their skills and knowledge in each unit and, through planned progression, we offer them increasing challenge as they move up the school. Recall and retrieval is used to help children remember more of their prior learning.
In Keystage 1, children’s learning is focussed on the local area and the United Kingdom before progressing further afield. Children are given the opportunity to learn about London as our capital city as well as an extended study of Kenya. They begin to learn about a range of geographical features, particularly related to islands and coasts.
In Lower Keystage 2, we aim to continue to develop children’s knowledge of geographical features as well as considering the impact humans have had on the earth and how our interaction with natural resources impacts the planet, habitats and animals. This is emphasised in considering how human settlements have changed, different types of land use, aspects of renewable energy and the human impact on oceans.
During Upper Keystage 2, children deepen their knowledge of different geographical features and move from learning about larger areas such as continents, oceans and countries to smaller areas such as counties, biomes and habitats. They continue to learn about human interaction with the planet and the influence of extreme environments on human settlement and exploration.
We want children to leave Croft knowing that Geography is not only about geographical features but about our interaction with the planet we live on and our responsibility to protect habitats, wildlife and the earth’s natural resources.