We at Farnham Green Primary believe 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. Geography 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 through their schooling, their growing knowledge about the world should help them 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 frameworks and approaches that explain how the earth's features at different scales are shaped, interconnected and change over time.



Purpose of study

We at Farnham Green Primary believe a high quality history education will help pupils 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 to develop perspective and judgement. History helps pupils to understand the complexity of peoples 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.


History at Farnham Green Primary School 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 peoples lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • 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 no-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 analysis.
  • understand the methods of historical enquiry, including how evidence s 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.

Planning, Progression and Assesment

Planning for each year group will be drawn from the National Curriculum requirements. Topics will be given to each year group and be mapped on a yearly long term plan.

  • The topics will be planned around 2 or 3 skills only being drawn from the skills map.
  • Each year group will ensure progression of the skills and ensure good coverage.
  • Plans will highlight the 2 or 3 key skills and ensure good coverage.
  • Skills will be made into child friendly 'I can' statements.
  • Planning opportunities for writing, reading, and ICT but will be assessed against the history skills.
  • Assesment will be based upon the key skills for each unit.
  • Year groups should aim to assess throughout the topic but also a final assessment at the end and track children's progress against the skills on the correct pro-forma.


The History Subject Leader will aim to ensure History is covered correctly throughout the school.

  • History subject leader to monitor teaching and learning (work samples, childrens books, planning, pupil voice and observations).
  • Teachers are responsible for the planning of MTP units of work, assessment and providing relevant data to the History Subject Leader and acting upon feedback.
  • Teachers and LSA's are responsible for the safekeeping and storage of equipment and that the equipment storage is free from creating health and safety risks.


Lessons will be well resourced with the aid of a range of resources provided by the History Leader.

  • Resources will be stored in the history cupboard
  • Year groups are responsible for ensuring there are enough resources to aid in the delivery of the topic.
  • If more resources are required they must speak with the History Leader.
  • All staff are responsible for keeping the Humanities cupboard tidy, accessible and free from any health and safety hazards.
  • Educational visits and performers are encouraged to further the children's knowledge and understanding of History 9appropiate risk and assessments must be carried out).