The Treasure House, Beverley
22 nd May 2014
9:30 – 4:00

Agenda
9:45 – 11:00
11:15 – 12:30
13:30 – 14:30
14:45 – 15:45
Coverage – expectations of the new curriculum
Jinny Crossley-Klinck
School Library Service - what's available
Kevin Cooper, Schools Library Service
‘Down the line’: Research based on Longitude
Ann Walker
Museums Service developments - using artefacts and sites in the East Riding
Sarah Hammond, Treasure House Education Officer
Planning a unit of work for history or geography
Ann Walker, Schools Library Service Manager
Progression: how to ensure progression in history and geography from Year 1 to Year 6
Jinny Crossley-Klinck

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Is it En/Ma/Sci? (the DfE definition)
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What are basic/transferable/cross curricular skills?
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So what subjects form the framework of the Primary School curriculum?
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Raising the profile

Ofsted: history for all, March2011
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…much that was good and outstanding use of ICT much more evident …. and pupils take greater responsibility for their own learning.
generally taught well and the subject was well led.
Most pupils enjoyed well-planned lessons that extended their knowledge, challenged their thinking and enhanced their understanding.
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Most pupils reached the end of Key Stage 2 with detailed knowledge derived from well-taught studies of individual topics.
However,
 some pupils found it difficult to place the historical episodes they had studied within any coherent, long-term narrative. They did not have an overview. ….so they found it difficult to link developments together.
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..many primary teachers lack adequate subject knowledge beyond the specific elements that they taught. The curriculum structure for primary schools was itself episodic and militated against pupils grasping such an overview.
There is a pressing need for
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better professional development for the curriculum to provide overview as well as in-depth topics so that children grasp the coherent chronological framework for the separate periods and events that they study.

Ofsted
2011: learning to make a world of difference
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 pupils’ progress uneven across classes more or less disappearing in 1 in 10 schools
(often using themes) primary teachers’ weak knowledge, lack of confidence in teaching insufficient subject-specific training limited use of topical events or geographical information systems
50% were not using geography to support pupils role in their locality, their country or the wider world
Feb 2011

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HTs acknowledge the value of geography there is a subject action plan subject-specific training is provided the curriculum is monitored to ensure coverage and progression
CPD is offered through the Action Plan for
Geography
Feb 2011

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Focus on core knowledge
Develop a sense of place
Identify subject content in a thematic approach
Ensure coverage
Provide support and professional development
Plan frequent fieldwork
Use new technology
Recognise responsibilities for the locality, country and the global community
Use networks to share ideas and expertise

History/Geography in your school
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Join, use, share and disseminate Historical
Association materials http://www.history.org.uk//index.php
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…and the Geographical Association at http://www.geography.org.uk
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Keep it current/relevant http://www.firstnews.co.uk/

Geography:
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My school/surroundings
Weather and extreme climates
Physical geography: continents, oceans, features
Small area of the UK
Small area of a non-
European country
History
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Changes in living memory
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Significant events beyond living memory
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Lives of significant individuals
 Significant events, people, places in the locality

Geography
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The local area
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A region of the UK
A region of a
European country
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A region within N/S
America
Physical
Geography
History
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Stone to Iron Age Britain
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Roman Empire and its impact on
Britain
Settlement by Anglo-Saxons and
Scots
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Viking & Anglo-Saxon to 1066
Local history study
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An aspect/theme over time
Earliest civilizations
Ancient Greece
 A non-European society (contrast)

Geography: resources to support the curriculum …….
Ref. Geography Association publications table
(linked to the Key Stage expectations of the new curriculum)

Location
Knowledge
General geographical knowledge, position and significance
KS1
Global:
North and
South Poles
Equator
4 Compass points
N,S,E,W
Locational language name and locate: Seven continents& five oceans
UK:
KS2
Latitude, longitude, Equator, N. &
S. hemispheres, Tropics Cancer &
Capricorn, Arctic and Antarctic
Circle, Prime / Greenwich
Meridian & time zones.
8 Compass points, 4 & 6 figure grid references
GA Resources
Geography Plus: Little Blue Planet
Geography Plus: Living in the Freezer
Inflatable globe
GA member base maps / map outlines
Range of Collins atlases
Locate world's countries, Europe,
(including location of Russia),
Americas, concentrating on regions, key physical and human characteristics, countries, major cities.
Geography Plus: Little Blue Planet KS1
Inflatable globe and activities to download
Range of Collins atlases
SuperScheme Basics Our World (KS1)
Isle of Coll SuperScheme and map
Looking at Europe SuperScheme
Name, locate, identify: four countries and capitals of UK & surrounding seas.
Counties, cities, geographical regions, characteristics, topographical features, land use & changes over time
Geography Plus: The UK
Fieldwork file
SuperScheme Basics Our Farms , Our
Journeys , Our shops (KS1)

Place knowledge
Compare and contrast
KS1
Local scale study UK &
Non - European country
KS2
Regional comparison UK, European country,
North or South America
Geography Plus: Australia here we come KS1
Tocuaro, St Lucia , Chembakolli existing resources KS1
KS2 Human / phys KS1
Global
UK
SKILLS
Identify hot and cold areas of the world in relation to equator and
North and South Poles
Describe and understand key aspects of :
Climate zones, biomes, vegetation belts, rivers, mountains, volcanoes, earthquakes, water cycle
Types of settlement & land use, economic activity, trade links, distribution of natural resources: energy, food, minerals, water cycle.
Geography Plus: Living in the
Freezer (KS2)
Geography Plus: Little Blue
Planet (KS1)
Geography Plus: Food for thought (KS2)
SuperSchemes: Investigating rivers
Identify seasonal and daily weather patterns
KS1
Identify places using maps, atlases, globes 2 , aerial images and plan perspectives, make maps, devise basic symbols, Fieldwork, geographical vocabulary.
KS2
Fieldwork, locate and describe using maps
(including OS maps), atlases, globes, digital mapping, measure, record and communicate using a range of methods including maps, plans, graphs, writing at length.
Fieldwork file
Atlases and wall maps

Bringing the curriculum to life – when first hand experience is more difficult!
What’s out there?
www.bbc.co.uk/learningzone/clips

School library service - what's available
Kevin Cooper, Schools Library
Service

Museums Service developments using artefacts and sites in the East
Riding
Sarah Hammond, Treasure House
Education Officer

Progression in history and geography from Year 1 to Year 6
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ISSUE: that only the ‘core’ subjects address the issue of progression beyond that defined at KS1/KS2
How can we ensure that skills and understanding are developing from Year 1 to Year 6?

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Reflect on the subject aims for your subject
Explore the (draft) models presented for progression in geography and history
Discuss and amend the models based on your knowledge/experience
Reflect on the unit plan completed in the last session, the age/year group it was intended for and suggest where changes/additions are needed

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Completion of evaluations
What needs to be done next in your school?