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History is taught through themed based lessons alongside and within other curriculum subjects, eg, Literacy and Computing, as well in separate history lessons. As Historians pupils will gain a coherent knowledge and understanding of Britain’s past and that of the wider world which will inspire pupils’ curiosity to learn more about the past. Teaching will encourage pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Being Historians enables 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 within modern Britain.

Aims - The national curriculum for history aims to ensure that all pupils by the end of each key stage, know, can apply and understand the matters, skills and processes specified in the relevant programmes of study. 

Key Stage 1 
Pupils should be taught about: 
changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life 
events beyond living memory that are significant nationally or globally 

the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods significant historical events, people and places in their own locality

Key Stage 2

Pupils should be taught about: 

changes in Britain from the Stone Age to the Iron Age the Roman Empire and its impact on Britain 
Britain’s settlement by Anglo-Saxons and Scots 
the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor 
a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 
the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the 2 following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China.Ancient Greece – a study of Greek life and achievements and their influence on the western world

a non-European society that provides contrasts with British history -

one study chosen from: early Islamic civilization,


At OLQOP we are committed to providing all children with learning opportunities to engage in Geography and become young Geographers. A high-quality geography education should inspire in pupils a curiosity and fascination about the world and it’s people that will remain with them for the rest of their lives.

Teaching will 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 will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Being Geographers provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Fieldwork studies will strengthen children’s understanding of their own and wider communities in order to develop a sense of pride and willingness to protect the world around them for the future.

Aims - The national curriculum for geography aims to ensure that all pupils by the end of each key stage, know, can apply and understand the matters, skills and processes specified in the relevant programmes of study.

Key Stage 1 
Location knowledge 
name and locate the world’s seven continents and five oceans 
name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge 
understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography 
identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles 
use basic geographical vocabulary to refer to: 
key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather 
key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork 
use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage 
use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map 
use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key 
use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Key Stage 2 
Pupils should be taught about:

Location knowledge 

locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities 

name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time 
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge 

understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography 

 describe and understand key aspects of: 
physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 
human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork 
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 
use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world 

use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.