The Learning for Life Proud to be part of The Learning for Life

Humanities

Back

Intent

Daven Primary School follows the Learning Challenge Curriculum and has adapted it to suit their pupil’s needs. Our topics covered are displayed in the Humanities Overview (long term plans). The Learning Challenge Curriculum is a question-based approach to structuring and delivering the 2014 National Curriculum. Children also suggest questions they would like to ask in order to deepen their understanding and thinking about each theme, which gives the children ownership of their learning. Teachers will provide an opportunity for children to find the answers to their questions either through a whole lesson or the children carrying out their own research.

The Learning Challenge Curriculum approach secures greater learning involvement, builds on children’s prior knowledge and helps them to develop into creative, confident learners who are keen to take risks, collaborate and persevere.

Implement

What are the main principles?

  • In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and the school’s context, a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question.
  • The subsidiary learning challenges need to make sense to the learners and it is something that is within their immediate understanding.

How do the Pre- Learning Tasks Work?

  • Pre-Learning Tasks ensure that learners are directly involved in the planning process. Well planned pre-learning tasks should help to bring out what learners already know; what misconceptions they may have and what really interests them.
  • Teachers should take account of the outcomes from pre-learning tasks to plan the subsidiary learning challenges for each major area of study. It should help teachers recognise which transferable skills learners have already developed that could be used to initiate new learning with a level of confidence.
  • Pre-Learning tasks could take many different forms and can last for as long or as short as required. At Daven, the children complete a KWL chart, where the children fill in what they already know about the topic, questions they want to find out and then at the end of the topic they record what they have learnt. Using pre-learning tasks as part of a school’s programme of home learning will help to get parents and carers directly involved in their children’s learning.

How do we ensure that pupils are improving their knowledge and understanding and developing appropriate skills?

  • Continuity and progression in the curriculum will be built around a set of matrices known as essential knowledge, understanding and key skills within subject disciplines. These are broken into year group expectations and have additional challenges for able learners. The ‘Key Skills and Essential Knowledge and Understanding’ matrices within the Learning Challenge Curriculum will allow the school to guarantee that the learners’ essential skills are being developed, alongside National Curriculum requirements (where appropriate), whilst allowing Daven Primary School to have a great deal of autonomy with our methodology.
  • In addition, there is an expectation that teachers apply English, mathematics and ICT skills where it is appropriate to do so. An overview of the skills likely to be adopted is presented as part of the planning structure.

How are learners presented with opportunities to reflect on their learning?

  • Time for learners to reflect or review their learning is central to the whole process. This is in keeping with the ‘Learning to Learn’ principles where reflection is seen as a very important part of individuals’ learning programme.
  • Within the Learning Challenge Curriculum, it is suggested that the final subsidiary learning challenge is handed over for learners to reflect on their learning. The idea is that learners present their learning back to the rest of the class making the most of their oracy and ICT skills to do so. Initially, learners may require a great deal of direction so the reflection time may need to be presented in the form of a question that helps them to review their work.
  • Although reflection is seen as a concluding part of the prime learning challenge it is hoped that there will be continual opportunities for learners to reflect frequently, especially as each subsidiary learning challenge comes to an end. Ideally, there should be a good deal of learner autonomy evident during reflection time. 

Books

In Reception, work is recorded in a whole class floorbook and can include pictures, vocabulary, statements from children and reflections.

In Key Stage 1 and 2, every child has a Humanities book. A list of non-negotiables is provided to staff to ensure all books follow a similar structure.

Each book has a:

  • Title page with the Year group, the title of the challenge, some existing vocabulary and space for children to record additional vocabulary across the topic
  • A KWL chart split into three columns: what do you know, what do you want to know and what have you learnt
  • WALTs for each LCC question covered plus any additional lessons and space for self-assessment
  • Where appropriate, articles from the children’s rights and evidence of the sustainability goals are recorded underneath the WALT

See the non-negotiables document below to view in more detail

Staff meetings

Staff meetings have taken place to support teachers with the delivery of teaching Geography and History, assessing children, sharing resources and sharing good examples of planning. All resources shared with staff are stored on staff share for teachers to use and refer to when planning and teaching. Time was also given to teachers to reflect on the book scrutiny and to set themselves targets for their next topic.

Impact

Geography and History at Daven are assessed termly (three times a year) using the skills recorded in the skills progression document taken from the Learning Challenge Curriculum Skills, Knowledge and Understanding statements. Teachers assess through observations, discussions and marking using the skills taught in each topic. Children are assessed as ‘below age expected’, ‘at age expected’ and ‘above age expected, which is then recorded in an assessment tracker. For each topic, there is also statements that exceeding pupils should meet in order to be ‘above age expected’. The children are also assessed at the end of the school year which are shared with parents in the annual end of year report.

Geography

Intent

At Daven, we want to deliver a high-quality Geography education that inspires pupil’s curiosity and fascination about the world and its people, which will remain with them for the rest of their lives. We want to equip pupils with knowledge about diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

The aims of Geography is to ensure all children:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  1. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  2. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs, and Geographical Information Systems (GIS)
  3. communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills, and writing at length.

Implement

Each topic starts with a Prime Learning Challenge which is expressed as a question. Each year group has a breakdown of knowledge, skills, and understanding to be taught for Geography and this ensures that progression is built on from the previous year’s learning.

All of the subsidiary learning tasks are also expressed as questions. We then build and extend learning making explicit links between different subject areas.

For each topic the children complete a KWL chart where they record prior knowledge, things they want to find out in the form of questions, and at the end of the topic, the children can record things they have learned. Throughout the topic or at the end of each topic, the children are given the opportunity to find the answers to their questions that haven’t already been answered.

Examples of Prime Learning Challenges and subsidiary learning tasks

Year 1: Why can’t a meerkat live in the North Pole?

  • Why does Sunny the meerkat live in the Kalahari Desert, Kenya? LC2

Year 3: What makes the Earth angry?

  • What causes a volcano to erupt and which are the famous volcanoes in the world? LC1

Year 5: What’s special about the USA?

  • Why is New York one of the world’s most visited cities? LC2

Impact

Geography at Daven is assessed termly (three times a year) using the skills recorded in the skills progression document taken from the Learning Challenge Curriculum Skills, Knowledge and Understanding statements. Teachers assess through observations, discussions, and marking using the skills taught in each topic. Children are assessed as ‘below age expected’, ‘at age expected’, and ‘above age expected, which is then recorded in an assessment tracker. For each topic, there are also statements that exceeding pupils should meet in order to be ‘above age expected’. The children are also assessed at the end of the school year which are shared with parents in the annual end of year report.

Useful websites

BBC Bitesize Geography – Key Stage 1

https://www.bbc.co.uk/bitesize/subjects/zcdqxnb

BBC Bitesize Geography – Key Stage 2 https://www.bbc.co.uk/bitesize/subjects/zbkw2hv

National Geographic Kids – Geography https://www.natgeokids.com/uk/category/discover/geography/

Free Geography quizzes

https://online.seterra.com/en

Ordnance Survey – Map Zone

https://www.ordnancesurvey.co.uk/mapzone/

History

Intent

At Daven, we want to deliver a high-quality History education that will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We want to inspire pupils’ curiosity to know more about the past. We also want to equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

The aims of History are to ensure all children:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Implement

Each topic starts with a Prime Learning Challenge which is expressed as a question. Each year group has a breakdown of knowledge, skills and understanding to be taught for Geography and this ensures that progression is built on from the previous year’s learning.

All of the subsidiary learning tasks are also expressed as questions. We then build and extend learning making explicit links between different subject areas.

For each topic the children complete a KWL chart where they record prior knowledge, things they want to find out in the form of questions and at the end of the topic the children can record things they have learnt. Throughout the topic or at the end of each topic, the children are given the opportunity to find the answers to their questions that haven’t already been answered.

Examples of Prime Learning Challenges and subsidiary learning tasks

Year 2: What were the people who lived in Congleton like 100 years ago?

  • What can we learn about the past by looking at photographs and artefacts? LC2

Year 4: Why were the Romans so powerful and what did we learn from them?

  • Who were the Romans and would they have enjoyed coming to Britain? LC2

Year 6: Were the Vikings always victorious and vicious?

  • Why did the Vikings come to Britain and how did they make the journey? LC3

Impact

History at Daven is assessed termly (three times a year) using the skills recorded in the skills progression document taken from the Learning Challenge Curriculum Skills, Knowledge and Understanding statements. Teachers assess through observations, discussions and marking using the skills taught in each topic. Children are assessed as ‘below age expected’, ‘at age expected’ and ‘above age expected, which is then recorded in an assessment tracker. For each topic, there is also statements that exceeding pupils should meet in order to be ‘above age expected’. The children are also assessed at the end of the school year which are shared with parents in the annual end of year report.

Useful websites

History – Home Learning

https://www.history-rocks.com/home-learning

BBC Bitesize History – Key Stage 1

https://www.bbc.co.uk/bitesize/subjects/zkqmhyc

BBC Bitesize History – Key Stage 2

https://www.bbc.co.uk/bitesize/subjects/zcw76sg

National Geographic Kids – History

https://www.natgeokids.com/uk/category/discover/history/

British Museum – KS1 and KS2

https://www.britishmuseum.org/learn/schools

Museum of London

https://www.museumoflondon.org.uk/schools

Subject Documents Date  
Daven Primary School Humanities Overview 21st Feb 2021 Download
Daven Primary School History Skills Progression 21st Feb 2021 Download
Daven Primary School Geography Skills Progression 21st Feb 2021 Download
Daven Primary School Humanities Book Non negotiables 21st Feb 2021 Download