Humanities (History and Geography)

At Mill Lane, we value history and geography and aim to provide the children with a secure knowledge and understanding of the principals and periods they study. We recognise that both history and geography require a broad factual base but also that both subjects offer pupils the opportunity to develop valuable skills of investigation and enquiry. We therefore plan and deliver lessons which allow children to formulate ideas and predictions based on the facts they have learned and to test them through practical investigation.

Our curriculum is based on the Cornerstones curriculum topics which allow children to work creatively and develop links with other curricular areas; particularly in maths and English where children are able to apply the skills they have been taught in meaningful contexts.

In both history and geography, we are keen to use technology to support learning and we also take opportunities to engage children through educational visits to sites of historical interest and to carry out field work and by bringing in visitors to school to work with the children.

For more information, please go to long term plans.

On Wednesday 2nd October, Year 3 enjoyed a great day at Cleveland Ironstone Mining Museum. We created some cave art, looked at some animals’ teeth and bones from the Stone Age, acted out a story and even hunted a mouflon!

On Wednesday 2nd October, as part of their topic ‘ Mexico’. the children from Year 6 visited the Chocolate Story in York (as chocolate was invented in Mexico!). The children had a fantastic trip, learning about how chocolate was made and even had a go at making their own chocolate lollies and chocolate drink. Great fun was had by all!

On Wednesday the 25th of September, Year 4 visited York to learn all about the Vikings at Dig and the Jorvik Viking Centre. Lots of unusual Viking medicines have been shared – some of our children weren’t convinced about maggots, leaches and magic to make them better!!!

Geography Intent Statement

Intent

At Mill Lane, we believe Geography can inspire children with a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. It, therefore, forms an important part of the curriculum and is taught individually as well as being incorporated across other areas of the curriculum such as literacy and maths. Detailed below is an overview of what children will learn in Geography through each of the key stages.

Progression will be assessed through evaluation of the children’s written work and consideration of their responses and contributions to discussions.

Implementation
In Key Stage 1 children will develop their knowledge about the United Kingdom and their own locality. They’ll learn how to use maps, atlases and globes as well as learn simple compass directions. The children will also study seasonal and daily weather patterns in the United Kingdom and look at the hot and cold areas of the world in relation to the equator and the North and South Poles.

In Key Stage 2 the children will look to extend their knowledge to beyond their local area and will study Europe as well as North and South America. They will begin to look at similarities and differences of human geography such as types of settlement and land use. They will also study physical geography elements such as climate zones, rivers, mountains, volcanoes and earthquakes. Children will continue to use maps, atlases and globes and will use the 8 points of the compass in their work. They will start to consider the use of four and six figure grid references and ordinance survey maps.

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.

Impact
At Mill Lane we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on analytical thinking which helps children gain a coherent knowledge and understanding of the world. Through this study children learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History Intent Statement

Intent
At Mill Lane Primary School it is our intent that the history element of our curriculum will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past.

As our pupils progress they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. The 2014 National Curriculum for history aims to ensure that all children:

Gain a coherent knowledge and understanding of Britain’s past and that of the wider world, which helps to stimulate children’s curiosity to know more about the past.
Children should learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
To begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Implementation
At Mill Lane Primary, these skills are embedded within history lessons and developed throughout their journey of the history curriculum. We will enable pupils to draw comparisons and make connections between different time periods and their own lives. Interlinked with this is the need to look at world history such as the ancient civilisations of Greece, Egypt and the Mayans.
The content and principles underpinning the history curriculum are taken from the 2014 National Curriculum. We use the National Curriculum Programmes of study and the Cornerstones Scheme of Work to guide us on the content and focus of each objective to inform our curriculum. These units are enriched by cross curriculum work when appropriate.

Impact
At Mill Lane we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on analytical thinking which helps children gain a coherent knowledge and understanding of Britain’s past and that of the wider world and fires children’s curiosity to know more about the past. Through this study children learn to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.