History and Geography

History and Geography - Key Drivers Of Enquiry Learning


Central to our ethos of Enquiry Learning lies the deep-seated belief that children can only contribute positively to the future if they have a secure sense of identity and belonging, understand the implications of human activity on the environment, and appreciate that mankind can learn from mistakes made in the past. For this reason, we deploy the Humanities - History and Geography specifically - as potent drivers for our Enquiry Curriculum.


Each term, our 'Big Question' hinges on the exploration of a key historical or geographical theme. Over the sequence of learning opportunities, we aim to capture a snapshot of pupils' knowledge and understanding as a starting point for developing questioning, thinking and reflection. Often, we begin with familiar ideas which resonate closely with a pupils' personal experience in order to make learning tangible. This is usually in the form of a full 'Immersion Day' where children 'live' experiences and examine evidence first hand. By the end of an Enquiry, we aim to have facilitated wider learning so that children have a more global understanding of the concepts being explored. This is rather like the ripples in a pond, moving out from the child at the centre - to the wider reaches of a developing global identity.


At the end of each term, children reflect on the journey of their learning and are regularly 'moved' to respond to a global issue through a performance, a piece of writing with a purpose (often a letter) or by hosting a fundraising event. It is this 'citizenship in action' which demonstrates the extent of their commitment to their learning in History and Geography - subjects which have been made real for them through Enquiry.


History at Delabole Community Primary School


A high-quality History education will help pupils to gain a coherent knowledge and understanding of Britain's past and that of the wider world. It should inspire pupils' curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps 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 changes of their time.




The National Curriculum for History aims to ensure that all pupils:

  • 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 the 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.

Geography Curriculum At Delabole Community Primary School


A high quality Geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how Earth's features at different scales are shaped, interconnected and change over time.




The National Curriculum for Geography aims to ensure that all pupils:


  • 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:

-collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes


-interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)


-communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


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