Church of England Primary School

Geography & History

In Geography, pupils develop their knowledge of people and places as well as the lifestyles of people who live there.  We study local areas and extend these studies into the wider world. The children learn to use maps to locate cities, countries, mountain ranges, rivers, seas and oceans. They use atlases, photos and the internet to explore the environment of those countries which they study. They then use the skills they have developed in literacy, numeracy and ICT to report and record their findings.

The National Curriculum for Geography can be found by clicking here.

Our history curriculum aims to inspire our pupils’ curiosity to know more about the past. In History, pupils are encouraged to investigate specific times, understand key events and compare how people used to live, as well as in modern day. The set of skills needed in History are broken down into 4 different areas; 1.knowledge and understanding of events, people and changes in the past; 2. Historical enquiry; 3. Chronological understanding; 4. Historical interpretation; 5. Organisation and communication.

The National Curriculum for History can be found by clicking here.

Our long term plan for History and Geography can be found by clicking here.


Education Visits

Pupils here at Roecliffe school have many opportunities to handle a wide variety of real artefacts. Where possible, we provide first hand experiences of field work visits as well as offering workshops to come into school. We have found that through real life experiences, children’s understanding of the world is enhanced. Throughout their time here, children have the chance to visit local museums and places of historical and cultural interest such as a ‘mock up’ Viking settlement.

Celebration Days

A Celebration day is where we offer our pupils the chance to celebrate their knowledge and understanding of a unit they have studied in History or Geography.  Children are given the chance to collate their work and share it either with the rest of the school or the local community. The work is a culmination of computer skills, group poster presentations, Writing, Art and Design and Technology. Recent events have been a European morning where children presented their research of European countries, and a morning celebrating the history of Roecliffe village. Samples of ‘Thank you’ letters from the public can be found by clicking here and here. We have found that these days are both meaningful and purposeful, but above all a lot of fun for the children.

National Curriculum

Geography programmes of study : key stages 1 and 2 , state that:

Purpose of study

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. 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.


The national curriculum for Geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places.
  • understand the processes that give rise to key physical and human geographical features of the world.

are competent in the geographical skills needed to:

  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
  • interpret a range of sources of geographical information.
  • communicate geographical information in a variety of ways.

Subject content:

Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Key stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.


History programmes of study : key stages 1 and 2 , state that:

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world.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 the challenges 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.
  • know and understand significant aspects of the history of the wider world.
  • 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.
  • understand the methods of historical enquiry.
  • gain historical perspective by placing their growing knowledge into different contexts.

Subject content:

Key stage 1

Pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.

Key stage 2

Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time and develop the appropriate use of historical terms.

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 local history study.
  • a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066.