Subject Leader: Miss Cutler
History is held in high regard at Harlesden Primary School. We believe the teaching of the curriculum is best taught as discrete subject areas, whilst ensuring that knowledge is linked. Delivering the curriculum in this way best reflects the contexts, values and needs of our school community. Topics are informed by the national curriculum and are sensitive to children’s interests. The History curriculum is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the National Curriculum, the curriculum at Harlesden aims to ensure that all pupils: gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulate pupils’ curiosity to know more about the past; are encouraged to ask perceptive questions, think critically, weigh-up evidence, sift arguments, and develop perspective and judgement; 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 as well as develop a curiosity and fascination about the world and its people.
Our aim is:
- To 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
- To 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
- To gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- To 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
- To 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
- To 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 is held in high regard at Harlesden Primary School. Our curriculum makes full use of a wide range of resources within the immediate and wider local area which enables our pupils to develop a deep understanding of their locality and that of the wider world. Topics are informed by the National Curriculum and are sensitive to children’s interests. The Geography curriculum is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the National Curriculum, the curriculum at Harlesden aims to inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places; resources in the environment; physical and human processes; formation and use of landscapes. We also look to develop our children’s geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
- To 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
- To 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
- To make sure children 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.
- To interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
- To communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
(The National Curriculum in England Framework Document (DfE) 2014)
Please see our Geography and History curriculum overviews listed below.