Hist/Geog




 

Geography at Key Stage 1
At Iqra we aim to develop children’s knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 

Geography at Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

 

History at Key Stage 1
Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

 

History at Key Stage 2
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.

 

Geography and History Curriculum KS1

In Geography pupils in KS1  should be taught to:
§Locational knowledge§Name and locate the world’s seven continents and five oceans§Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
§Place knowledge§Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
§Human and physical geography§Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles§Use basic geographical vocabulary to refer to:§Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather§Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
§Geographical skills and fieldwork§Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage§Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map§Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key§Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
In History pupils in KS1 should be taught about:
§Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life§Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries]
§The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole or Florence Nightingale and Edith Cavell]§Significant historical events, people and places in their own locality.

Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Where do, and did, the wheels on the bus go?

Where do leaves go in winter?

Why is the PS3 more fun than Grandma and Grandpa’s toys?

Why can’t a Meerkat live in the North Pole?

What are the differences between Slough and the rainforests?

Year 2

Why were Florence Nightingale and Neil Armstrong brave people?

Where would you prefer to live: England or Kenya?

How have Emily Pankhurst and Nelson Mandela helped to make the world a better place?

What would Dora the Explorer/Ben 10 find exciting about our town?

What was it like when the Queen came to the throne in 1953?

Why do we love to be beside the seaside?

Geography and History Curriculum KS2

In Geography pupils in KS2 should be taught to:
§Locational knowledge§locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities§name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time§identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)
§Place knowledge§understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America
§Human and physical geography§describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle§human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
§Geographical skills and fieldwork§use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied§use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world§use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
In History pupils in KS2 should be taught about:
§Changes in Britain from the Stone Age to the Iron Age §The Roman Empire and its impact on Britain History§Britain’s settlement by Anglo-Saxons and Scots §The Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor§A local history study§A study of an aspect or theme in British history that extends pupils ‘chronological knowledge beyond 1066§The achievements of the earliest civilizations–an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China§Ancient Greece–a study of Greek life and achievements and their influence on the western world§a non-European society that provides contrasts with British history–one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.

Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 3

Why do so many people go to the Mediterranean for their holidays?

What makes the Earth angry?

What was so groovy about the Greeks?

Who first lived in Britain?

Why is the Thames so important to London?

Were Richard III and Simon de Montfort heroes or villains?

Year 4

Why were the Norman castles certainly not bouncy?

Who were the early law makers?

Where would you choose to build a city?

Why is London a cool place to live?

Why were the Romans so powerful and what did we learn from them?

What would you have done after school 100 years ago?

Year 5

Why should the rainforest be important to all of us?

Why should gunpowder, treason and plot never be forgotten?

How can we re-discover the wonders of Ancient Egypt?

What’s so special about the USA?

 

From Stone Age man to William the Conqueror. How did Britain change?

Why is Brazil in the news again?

Year 6

How did the Battle of Britain change World War 2?

Will you ever see the water you drink again?

Why should the world be ashamed of slavery?

Why was the Islamic Civilization around AD900 known as the ‘Golden Age’?

I’m a Year 6 pupil; can you get me out of here?