The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage.


Geography provides children with a breadth of opportunity and experiences. We set out to discover the geographer in each and every child by igniting their curiosity and fascination for the world in which they live and how it became as it is today. Through our teaching of geography, we endeavour to help the children see the opportunities their world holds for them, by understanding it better, seeing how it has changed and appreciating the role in its sustainability.

All pupils will develop knowledge of the world through quality planned units which include locational knowledge, place knowledge, human and physical processes, map reading skills and progressive geography skills. We also place an emphasis on ensuring children’s skills such as geographical fieldwork are progressively developed. We focus on challenging children to ask and answer challenging and in-depth questions. Children are encouraged to think critically, weigh evidence, sift arguments and develop good perspective and judgement. We endeavour to help children understand that the world is complex and dynamic and challenge them to question their place in this.

All pupils have a variety of opportunities built into the geography curriculum which develop pupils’ love for and engagement in the subject of Geography. These include exciting and relevant trips, guests, and outdoor learning opportunities.


Our teaching of History will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world to build respect, appreciation, and pride of their country. We aim for it to inspire children’s curiosity and passion about the past to develop their understanding of key events about Britain’s past and that of the wider world. Children will ask perceptive questions, think critically, compare evidence, and develop perspective and judgement.
Through the teaching of History, we endeavour to teach children to understand the complexity of people’s lives, including those of the present, the process of change, the diversity of societies and beliefs, whilst celebrating these differences.
Experiential learning is built into the history curriculum to develop children’s love for and engagement in the subject.

Focus times in the champion your subject eg Black History month and Here We Are.
Geography - Progression maps are to show place, location knowledge, human physical and environmental knowledge and geographical skills and reflects the national curriculum aims, quality text used.
History – Progression maps are to show quality text used promote historical narratives and facts, vocabulary including change, similar, different, evidence and consequences of events, enquiry questions and ensure that teaching historical language that leads to discussion and how things have change. Questioning is to lead to discussion and encourage argument.
Progression maps to include opportunity for local links.
Teaching historical language to discuss change.
To promote disciplinary knowledge of geographical inquiry.
Access of up to date range of maps and atlases including Digimaps.
EYFS – Promote vocabulary re sense of place and expose range of places to create simple maps.
Field work is an interictal part and should happen on a regular basis.
Address misconceptions through History and Geography.
Scaffolded learning for SEN pupils.
History – Progression of chronological timelines are to be built from physical timelines to liner timelines were teachers key events covered in previous years.
History and Geography are taught through other areas of learning and through specific lesson.

We aim for all our children to leave Cross Farm…

As keen geographers who are curious about the world around them.
Using a range of sources to interpret geographical information such as maps, atlases, globes, diagrams, aerial photographs.
Having highly developed and applied fieldwork and other geographical skills and techniques.
Demonstrating a contextual knowledge of the location of globally significant places including their defining physical and human characteristics.
Having extended their knowledge beyond the local area to develop contextual knowledge of globally significant places.
Defining the physical and human characteristics of these locations and provide a geographical context.
Having an extensive base of geographical knowledge, skill and vocabulary.

We aim for all our children to leave Cross Farm…

Being keen historians who are curious about the world around them.
Having a secure knowledge and understanding of people, events and contexts from the historical periods covered.
Having progressed through a range of methods of enquiry, investigation and analysis to help them find out and deepen their understanding of historical concepts.
Knowing and understanding the history of the British Isles as a coherent, chronological narrative, from the earliest times to the present day.
To know how people’s lives have shaped our nation and how Britain has influenced and been influenced by the wider world.
Understanding historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections and draw contrasts.
Having an extensive base of historical knowledge, skill and vocabulary.

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