Key Stage 1

Intent:

Our aim is to teach children to gain an age appropriate understanding of places, environments and cultures throughout the world.

Geography: The children will develop specific geographical skills and language by asking geographical questions. This will allow them to make sense of their own local area, country and the wider world, as well as gaining an appreciation of life in other cultures through their growing knowledge and understanding of human and physical geography.

Our Geography curriculum aims to inspire and encourage children to think about their own place in the world and to develop a sense of responsibility towards the environment and an understanding of the impact humans have on the natural world.

History: The children will learn about a wide range of historical figures both nationally and internationally. By asking questions they will find out about their impact on the world and begin to put them into context. They will learn about the key historical events and the impact that they had. The children will look at and evaluate a range of historical resources and artefacts and begin to ask questions to help them understand and challenge their validity.

Implementation:

Key Stage 2:

Intent:

We are excited to be starting our ‘Opening World’s’ curriculum journey. It will take us three years to fully roll out the programme across Key Stage 2, as we want and need to develop the children’s prior learning and vocabulary to fully benefit from the topics and lessons taught through the ‘Opening World’s’ curriculum.

https://www.youtube.com/watch?v=19dj_7q_51E&t=21s

Curriculum rationale: Why are scope, rigour, coherence and sequencing the drivers of the Opening Worlds humanities curriculum?

Each subject curriculum and its associated teaching approaches needs to secure the highest possible quality of education for pupils. Four closely related curricular attributes – scope, rigour, coherence and sequencing – are our measures of quality. These four curriculum attributes are the means and measure of strong curricula. Scope and rigour matter because any school subject must properly reflect the disciplines and practices outside of school, to which the subject refers. Coherence and sequencing ensure that the material is organised so that pupils use earlier material to access later material and so that pupils start to see how everything connects within a subject, helping them to see that subject as a connected field of distinctive enquiry.

Implementation:

●     Years 5 and 6 will start with the Year 3 & 4 cycle B content in 2025-26, and then move to their own A and B cycles the following year.