Subject Policy

Geography Policy for Longton Primary School

Subject:        Geography

                                       Author:     Helen Pratten

 

Date of issue:                                  Summer 2015

Introduction

This policy outlines the teaching, organisation and management of geography taught and learnt at Longton Primary School.

The policy has been drawn up as a result of staff discussion and has the full agreement of the Governing Body.  The implementation of this policy is the responsibility of all teaching staff.  The responsibility for monitoring and review rests with the geography co-ordinator.

Geography teaching in the Primary School is about developing an understanding of our world, through experience, investigation and learning from secondary sources. Geography helps children to gain a greater understanding of the ways of life and cultures of people in other places. This will help to enable children to take responsibility for their role in society and to develop a caring attitude towards others, animals and plants in our environment.

Geography is concerned with the study of places, the human and physical processes which shape them and the people who live in them. Children study their local area and contrasting places in the United Kingdom and other parts of the world. The study of the local area forms an important part of the geography taught at our school and activities are planned to build upon the children's knowledge and understanding of the local area.

Aims

Through our teaching of geography we aim to encourage children to think about their learning and for the learning to be child initiated, the children are given the opportunity to say what they would like to learn about at the beginning of a topic

Through our teaching of geography we aim to:

 

  • develop children's geographical understanding and competence in specific geographical skills;

  • help children acquire and develop the skills and confidence to undertake, investigation, problem solving and decision making;

  • stimulate the children's interest in and curiosity about their surroundings;

  • create and foster a sense of wonder about the world;

  • inspire a sense of responsibility for the environments and people of the world we live in;

  • increase the children's knowledge and awareness of our changing world, so that they will want to look after the Earth and its resources and think about how it can be improved and sustained;

  • begin to develop respect for, and an interest in, people throughout the world regardless of culture, race and religion;

  • develop a sense of identity by learning about the United kingdom and its relationship with other countries.

 

Through Geography we can also:

 Improve pupils' skills in literacy, numeracy and ICT

  • Develop pupils' thinking skills

  • Promote pupils' awareness and understanding of gender, cultural, spiritual and moral issues

  • Develop pupils as active citizens

     

      

    Entitlement

    Geography is a foundation subject in the National Curriculum. The fundamental knowledge, skills and understanding of the subject are set out in the National Curriculum programmes of study and key skills are identified and covered through our creative curriculum.

     All pupils are entitled to access the geography curriculum at a level appropriate to their needs arising from race, gender, ability or disability. Fieldwork may have to be adapted to individual requirements. Fieldwork and outside visits are encouraged. School grounds are  developed to include a wildflower area, greenhouse and growing environment for each class , School council involvement will maximise all possible outdoor facilities that can be utilised through a geographical theme. A standard risk assessment has been approved for class use of the Brickcroft, a great local field study resource and close links between the Penwortham environment centre will increase facilities for our pupils.

     

    Equal Opportunities

     In line with our Equal Opportunities Policy we are committed to providing a teaching environment conducive to learning. Each child is valued, respected and provided with Equal Opportunities in accordance with our Single Equality Policy

     Strategies for the teaching of geography

     Learning and Teaching in geography will be in line with the school’s Teaching and Learning Policy, where provision is made for all learning styles.

  • Begin the teaching of geography in reception class relating it to the objectives set out in the EYFS Curriculum in particular developing children’s knowledge and understanding of the world.

  • Always explain what we want pupils to know, understand and be able to do through the geography they are about to do

  • Often use a key question to direct pupils' thinking / enquiry

  • Use a range of sources such as people, the local environment, sites, photographs, portraits, artefacts, written materials, ICT based materials, data, TV / video extracts

  • Present their knowledge and understanding in a variety of ways such as through drama, art, models, various writing styles / genre, collage, timelines, sketches, maps thus  varying the resources and activities to ensure each pupil can be effective in finding out about  the world.

  • Use starters and plenaries to ensure students fully understand how and  what they are learning, how their learning links to other subject areas and how well they are progressing.

  • Will differentiate to ensure that the varying needs and abilities of the children will be catered for through tasks differing in difficulty and outcome. Work will be whole class/group or individual work and appropriate strategies will be employed for the very able and those with special needs.

     Assessment

     Each year group/thematic study will need to have specific assignments to assess the breadth of geography covered. These may include written or diagrammatic work and observations noted during discussion and fieldwork.  Reporting to parents occurs annually with a written report.  The geography co-ordinator monitors the quality of written reports through taking a 10% sample of each year group.

     The role of the Governing Body

     Governors are responsible for ensuring the effective delivery of the National Curriculum. The subject leader will ensure that the Governing body is kept up to date with the actions and initiatives which are relevant to the subject. This update will include details of their subject review, action plan, feedback, pupil and staff questionnaires and policy review and will take the form of a report to Governors twice a year.

     Resources

     Most resources are year based with a small supply of central stock. Resources will be kept within specified areas and any new purchases communicated to staff.

     Health and Safety

     This needs to be read alongside our Health and Safety Policy and Off Site  Activities Policy.

     Monitoring and Evaluation

     To monitor and evaluate geography the head of department:

  • Supports teachers via co-planning, team teaching, observing / giving feedback, preparation of INSET, review and purchase resources

  • Monitors teachers' medium term planning ensuring key skills under Dimensions Curriculum are being covered thoroughly and with purpose.

  • To have responsibility for securing high standards of teaching and learning in Geography and evaluate their effectiveness.

  • To have responsibility for securing high standards of teaching and learning in Geography and evaluate their effectiveness.

  • Works co-operatively with the SENCo

  • Discusses regularly with the headteacher and relevant governor, the progress with implementing this policy in the school

    Adopted in Summer 2015

     

    Review date Summer 2018

     

    Signed Harry Glover

...........................................................................................................................................................................................

History Policy for Longton Primary School

Subject:   History

Author:   Helen Pratten

 

Date of issue:    Summer 2015

Reviewed :         Summer 2018

 

Introduction

This policy outlines the teaching, organisation and management of history taught and learnt at Longton Primary School.

The policy has been drawn up as a result of staff discussion and has the full agreement of the Governing Body.  The implementation of this policy is the responsibility of all teaching staff.  The responsibility for monitoring and review rests with the history co-ordinator

The teaching of history will be wholly integrated into our creative curriculum topics with skills linked to the National Curriculum. We help pupils gain knowledge and understanding of Britain’s past and that of the wider world. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. Thus they learn to value their own and other people’s cultures in modern multicultural Britain. By considering how people lived in the past, they are better able to make their own life choices today. In our school, History makes a significant contribution to citizenship education by teaching about how Britain developed as a democratic society. We teach children to understand how events in the past have influenced our lives today; we also teach them to investigate these past events and by doing so, to develop the skills of enquiry, analysis, interpretation and problem solving..

Our aims in history are:

 The objectives of teaching History are:

 

  • To foster in children an interest in the past and to develop an understanding that enables them to enjoy all that History has to offer;

  • To enable children to know about significant events in British history, and to appreciate how things have changed over time;

  • To develop a sense of chronology;

  • To know and understand how the British system of democratic government has developed and in doing so to contribute to a child’s citizenship education;

  • To understand how Britain is part of a wider European culture, and to study some aspects of European history;

  • To have some knowledge and understanding of historical development in the wider world;

  • To help children understand society and their place in it so that they develop a sense of their cultural heritage;

  • To develop in children the skills of enquiry, investigation, analysis, evaluation and presentation and local area.

    In learning history pupils will:

  • Work creatively through topic/ thematic based units to encourage breadth of study and ensure pupils can compare their lives to those of individuals or groups in the past.

  • Pupils will study everyday life and culture of people in the past and make comparisons with their own lives and experiences.

  • Pupils will compare a range of historical events to gain knowledge of change and the evolution.

  • Pupils will be given an understanding of chronology

  • Pupils will recognise that some things change and others remain the same

  • Pupils will be made aware that historical events often have more than one cause and consequence

  • Pupils will be introduced to ideas about using evidence

  • As they grow in confidence, begin to pose and investigate their own questions about the past

      

    When teaching history we:

  • Begin the teaching of history in reception class relating history to the objectives set out in the EYFS Curriculum in particular developing children’s knowledge and understanding of the world.

  • Always explain what we want pupils to know, understand and be able to do through the history they are about to do

  • Often use a key question to direct pupils' thinking / enquiry about the past and often extended to challenge those pupils who are more able.

  • Use a range of sources such as people, the local environment, sites, photographs, portraits, artefacts, written materials, ICT based materials, data, TV / video extracts.

  • Work in a variety of contexts - individually, in groups, as a whole class

  • Present their knowledge and understanding in a variety of ways such as through drama, art, models, various writing styles / genre, collage, timelines, sketches, maps thus  varying the resources and activities to ensure each pupil can be effective in finding out about and trying to explain the past.

  • Use starters and plenaries to ensure students fully understand how and  what they are learning, how their learning links to other subject areas and how well they are progressing.

  • Will differentiate to ensure that the varying needs and abilities of the children will be catered for through tasks differing in difficulty and outcome. Work will be whole class/group or individual work and appropriate strategies will be employed for the very able and those with special needs.

     

    In our curriculum history is taught:

  • Through child initiated learning with children being asked what they would like to learn about at the beginning of a topic

  •  Within an integrated / topic approach linking it with all other areas of the curriculum.

    • To also improve pupils' skills in literacy, numeracy and ICT

    • To develop pupils' thinking skills moral issues thus develop pupils as active citizens.

    • To promote pupils' awareness and understanding of gender, cultural, spiritual and

       

       

      Equal opportunities

      We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and provided with Equal Opportunities in accordance with our Single Equality Policy.

       

      Health and Safety

      Health and safety regulations in class-based lessons apply as for any other subjects. For school journeys appropriately qualified staff will supervise all activities.

       

      Current issues / initiatives re: history:

      We aim to provide historic enquiry through displays around school and through history investigation days with visitors to school we aim to bring the subject to life.

       

      To assess pupils' progress in history we:

  • Gather evidence of what individual pupils know, understand and can do in history by observing them at work, listening to and discussing with them, and evaluating any work they produce.

  • Make periodic and end of key stage judgements using the levels of attainment statements. 

  • Report annually to parents on how well the pupil has achieved.

     To monitor and evaluate history the co-ordinator:

  • Supports teachers via co-planning, team teaching, observing / giving feedback, preparation of INSET, review and purchase resources

  • Monitors teachers' medium term planning ensuring key skills under Dimensions Curriculum are being covered thoroughly and with purpose.

  • To have responsibility for securing high standards of teaching and learning in History and evaluate their effectiveness.

  • To ensure that practices improve the quality of history education throughout the school and raise standards of achievement in line with the Rose report.

  • Works co-operatively with the SENCo

  • Discusses regularly with the headteacher and relevant governor, the progress with implementing this policy in the school

     

    The role of the Governing body

     Governors are responsible for ensuring the effective delivery of the National Curriculum. The subject leader will ensure that the Governing body is kept up to date with the actions and initiatives which are relevant to their subject. This update will include details of their subject review, action plans, feedback, pupil and staff questionnaires and policy review and will take the form of a report to Governors twice a year.

     

     

     Adopted in         Summer 2015

    Review date       Summer 2018

     

    Signed H Glover

     

    Chairman of Governors      H. Glover

     

     

     

 

 

 

 

 

 

 

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Contact the School

Longton Primary School

School Ln
Longton
Lancashire
PR4 5YA

Tel: 01772 612 495
Bursar@longton.lancs.sch.uk