1. Primary History & Geography: coverage and progression The Treasure House, Beverley 22 nd May 2014 9:30 – 4:00

2. Agenda 9:45 – 11:00Coverage – 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 11:15 – 12:30Museums Service developments - using artefacts and sites in the East Riding Sarah Hammond, Treasure House Education Officer 13:30 – 14:30Planning a unit of work for history or geography Ann Walker, Schools Library Service Manager 14:45 – 15:45Progression: how to ensure progression in history and geography from Year 1 to Year 6 Jinny Crossley-Klinck

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

4. Ofsted: history for all, March2011 …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. 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...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 1. better professional development 2. 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.

5. Ofsted geography 2011: learning to make a world of difference 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

6. …and best practice is where: 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

7. …ofsted recommendations 2011 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

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

9. NC Expectations at KS1 Geography:  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  Changes in living memory  Significant events beyond living memory  Lives of significant individuals  Significant events, people, places in the locality

10. NC Expectations at KS2 Geography  The local area  A region of the UK  A region of a European country  A region within N/S America  Physical Geography History  Stone to Iron Age Britain  Roman Empire and its impact on Britain  Settlement by Anglo-Saxons and Scots  Viking & Anglo-Saxon to 1066  Local history study  An aspect/theme over time  Earliest civilizations  Ancient Greece  A non-European society (contrast)

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

12. Location Knowledge KS1KS2GA Resources General geographical knowledge, position and significance North and South Poles Equator 4 Compass points N,S,E,W Locational language 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 Geography Plus: Little Blue Planet Geography Plus: Living in the Freezer Inflatable globe GA member base maps / map outlines Range of Collins atlases Global: name and locate: Seven continents& five oceans 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 UK: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)Our FarmsOur JourneysOur shops

13. Place knowledge KS1KS2 Compare and contrast Local scale study UK & Non - European country Regional comparison UK, European country, North or South America Geography Plus: Australia here we come KS1 Tocuaro, St LuciaTocuaro, St Lucia, Chembakolli existing resources KS1Chembakolli Human / physKS1KS2 Global 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 UK Identify seasonal and daily weather patterns SKILLSKS1KS2 Identify places using maps, atlases, globes 2, aerial images and plan perspectives, make maps, devise basic symbols, Fieldwork, geographical vocabulary. 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

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

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

16. ‘Down the line’: research based on Longitude Ann Walker

17. Coffee 11:00 – 11:15

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

19. LUNCH – 12:30 – 13:30

20. Planning a unit of work for history or geography Ann Walker, Schools Library Service Manager

21. Coffee 14:30 – 14:45

22. Progression in history and geography from Year 1 to Year 6 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?

23. Subject aims: -essential for guiding the development of skills/understanding alongside knowledge

24. Ensuring progression in planning 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

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