Humanities

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Geography

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Geography at Red Hill

The new National curriculum for Geography states:

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. Teaching should 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 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. 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.

Our subject leader for Humanities (including geography) is:

Mrs W Rope

Our essential learning objectives for Geography at Red Hill Primary school are to enable children:

  • To investigate places
  • To investigate patterns
  • To communicate geographically

Geography is taught in a thematic, cross-curricular way to enable children to make links between subjects and to ensure that learning is meaningful, relevant and interesting.  There are geography topics or significant components taught within every year group’s curriculum at Red Hill.

There will be an allocated week every year when all the children study a region in another part of the world and compare it to the UK. This work will be developmentally appropriate for the children in different year groups.

Children will have the opportunity to share what they have learnt with other classes in the school.

Year 1

Autumn

We will be finding out about the seasonal and daily weather at home and in other parts of the world. We will be keeping weather diaries and making forecasts.

Spring

As part of their topic learning about China children will be comparing China and the UK. They will be using maps and the internet to find out about the capitals and countries of the UK.

Summer

As part of our ‘Our Chislehurst’ work we will use simple fieldwork skills to study the geography of our school and its grounds and the key human and physical features of its surrounding environment. We will devise our own simple maps of our school.

Year 2

Autumn

As part of the ‘Shipwrecked’ topic the children will be learning to use world maps, atlases and globes. They will be using simple compass directions and investigating the world’s continents and oceans

Spring

We will be learning all about London. We use aerial photographs and plan perspectives to recognise famous landmarks and basic human and physical features. We will devise our own maps of our local area and London and using and creating simple keys.

Summer

We will be thinking about the seaside and rainforests, especially human and physical geography. We will be using geographical vocabulary to describe key features such as cliff, coast, vegetation, soil, harbour etc. We will compare these places to our locality and learn how the weather in these places is related to the Equator and North and South Poles.

Year 3

Autumn

As part of our ‘Living and Growing’ topic we will be involved in lots of fieldwork in our own locality to observe, measure, record and present the human and physical features using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Spring

As part of our topic ‘Sticks, Stones and Bones’ we will be thinking about human geography, particularly early types of settlements and land use and the importance of natural resources for energy, food and water.

Summer

Our summer topic of ‘Rivers’ is one of our most important physical geography topics, including learning about the water cycle. We will begin by linking to the previous term’s work on ‘Ancient Egypt’ linking to the Nile but this time will consider its present day uses, impact and trade links. We will focus on the River Thames in the UK and the River Severn and develop our place knowledge by learning about the region at the source of these rivers. We will also study a European river and a key region associated with it. The chosen river may vary according to classes, to allow them to share and present their work to each other.

Year 4

Autumn

This is a big term for geography!

As part of their learning about the Romans children will benaming and locating counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics. They will be thinking about land-use patterns, especially settlements and understand how these have changed over time.

In their second topic ‘Fire and Ice’ children will be thinking about aspects of physical geography including climate zone, mountains, volcanoes and earthquakes. They will beidentifying 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)

Spring

As part of the ‘Invaders and Settlers’ topic children will be returning to think about 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.

Summer

In the summer term, Year 4 visit Oxford for a residential stay. We will think about the similarities and differences between Chislehurst and Oxford. We will use fieldwork techniques to observe, measure, record and present the human and physical features of both areas using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Year 5

Autumn

Using the historic context of World War II, we will be 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. We will learn how the world map has changed in the last 70 years.

Spring

As part of their work about the Vikings we will look at types of settlement, land use and trade links.

Summer

During the summer term, as part of our topic about Earth and Space we willuse maps, atlases, globes and digital/computer mapping to locate countries and describe features. We will also be looking at satellite images of the world and continents and learning about human and physical geographical features from these.

Year 6

Autumn

As part of our learning about the Victorians we will be focussing on the development of the railways and how this and industrialisation effected types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Spring

Our topic in the spring term has a geography base. The children will be doing ‘A lap of the World’ based on the geography of Formula 1. As part of this they will be use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. As part of this topic children will be involved in their own geographical research topic about a country visited as part of their learning.

Children will be using 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.

Summer

As part of their learning about the Ancient Greeks children will be following and plotting the journey of ‘The Odyssey, using maps, atlases, globes and digital/computer mapping.

History

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History at Red Hill

The new National curriculum for History states:

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. 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 develop perspective and judgement. 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.

Our subject leader for Humanities (including History) is:

Mrs W Rope

Our essential learning objectives for History at Red Hill Primary school are to enable children:

  • To investigate and interpret the past
  • To build an overview of world history
  • To understand chronology
  • To communicate historically

History is taught in a thematic, cross-curricular way to enable children to make links between subjects and to ensure that learning is meaningful, relevant and interesting.  There are history topics taught within every year group at Red Hill and we have some themes that are developed as whole school topics to allow our children to share their learning and learn from one another.

Year 1

Autumn

Children will learn to organise events on a time line with past, present, older and newer.

As part of their ‘Where the Wild Things Are’ topic they will be talking and learning about the life, inventions and legacy of William Caxton, one of the first British printers.

Spring

Explicit, planned history learning will not take place this term although teachers will be responding to events and artefacts that have, or may, interest and develop the children’s historical learning.

Summer

As part of the topic ‘Our Chislehurst’ children will learn to recount changes that have happened in their own lives, what their local area of ‘Chislehurst’ was like in the past and how it has changed over time. We will learn about significant historical events, places and figures in our locality.

Year 2

Autumn

As part of their ‘Our Families’ topic children will be learning about changes within living memory from family members.

As part of our ‘Shipwrecked’ topic we will learn about the life and discoveries of explorer ‘Christopher Columbus’.

Spring

Our topic is ‘London’. We will be learning about Great Fire of London, how London has changed and grown and the lives of some great Londoners such as diarist Samuel Pepys and the scientist Michael Faraday.

Summer

As part of our topic ‘At the Seaside’ we will be returning to the think about changes within living memory as we look at the seaside now, and in the past.

Year 3

Autumn

Explicit, planned history will not take place this term although teachers will be responding to events and artefacts that have, or may, interest and develop the children’s historical learning.

Spring

This is a new topic we have introduced this year, we are very excited about it!

As part of our topic ‘Sticks, Stones and Bones’ children will be learning about changes in Britain from the Stone Age to Iron Age. They will be learning about settlements, locally and nationally and the development of art, culture and tools.

  • We will be studying and making models of Stonehenge.
  • We will be linking some of this work to our Forest School curriculum.

Year 4

Autumn

Our first topic in year 4 is the ‘Rotten Romans’. A starting point for our learning will be using artefacts to create our own Roman history museum. We will be studying the Roman Empire and its impact on Britain. We will find out about the ‘Romanisation’ of Britain and the legacy we still have today. We will also be learning about Boudicca’s resistance to the Romans. We will be linking with geography to study the extent of the Roman Empire and the development of settlements.

Another important part of our learning will be a visit to Lullingstone Villa to explore and learn from further first hand evidence and artefacts from Britain at that time.

Spring

This term we have a topic of ‘Invaders and Settlers’. Again, we will be using objects and artefacts to help us ask and answer questions about the past. We will move forward in time to study Anglo-Saxon invasions, settlements and kingdoms. We will particularly focus on Anglo-Saxon art, culture and village life.

Summer

The children have a residential visit to Oxford this term so, although they do not have a specific history unit, they will be learning about the history of the city of Oxford and visiting the Pitt Rivers museum in Oxford and  taking part in a workshop where they are historical detectives finding out about people from other countries, cultures and times.

Year 5

Autumn

Year 5 begin the year with a local history unit linked to Chislehurst Caves about World War II. A visit to the caves will be an important stimulus. There will be strong link to learning in English, studying source material such as documents, articles and newspapers from the time. The children will learn about rationing, evacuation, the Blitz and the Battle of Britain. The will look at the effects of the war across Europe.

Spring

‘Runes and Ragnarok’ is another history topic where the children will be learning about the Vikings and British resistance. They will learn about the relationships between the Saxons and the Vikings, raids and invasions.

Summer

The children will be learning about the space race and some of the early pioneers of manned space flight.

Year 6

Autumn

The children will be studying the coming of the railways during the Victorian era. They will be learning about industrialisation, the impact on life then and how society has been shaped and changed since. They will learn about the British Empire, its impact and effects from Victorian times to the present day.

Spring

Explicit, planned history learning will not take place this term although teachers will be responding to events and artefacts that have, or may, interest and develop the children’s historical learning.

Summer

The children will finish their learning career with a topic about Ancient Greece. They will learn about the history of the Olympic Games, study Greek life, achievements and learn about their influence on the Western World. There will be a particular focus on learning about government, parliament and democracy. This will link to PSHE work now and further back in the year (Junior Citizen).

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Languages at Red Hill

The new National curriculum for Languages states:

Purpose of study:

Learning a foreign language is liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Our subject leader for Languages is: general staff responsibility

At Red Hill French is learnt in years 3, 4, and 5.

In year 6 children can continue learning French in French club and are also given the opportunity to learn an additional language, Spanish.

Many children move onto secondary schools that teach French and Spanish in year 7.

At the beginning of year 6 children have the opportunity to put their French skills to the test during a week’s residential school journey to France.

Our essential learning objectives for Languages at Red Hill Primary school are to enable children:

  • Understand the culture of France or Spain
  • To be able to speak confidently
  • To be able to read and understand the main points in simple texts.
  • To be able to write short texts on simple topics.

Teachers use the ‘LCP’ and ‘Tout Le Monde’ programmes to support French teaching. These are progressive schemes of work that aim to develop and build on children’s language skills.

Year 3

Autumn

‘Moi’ (All about me). Children will learn that French is a language spoken in France and elsewhere. They will learn some facts about France. They will learn to say and respond to greetings and understand and respond to simple questions about themselves.

‘Jeux et chansons’ ( French Games and Songs), We will also learn to perform a carol in French. We will learn to count in French to at least 10.

Spring

‘On fait la fete’ (Celebrations) We will learn about celebrations in France and similarities and differences to those we have in the UK. We will learn vocabulary and simple sentences to describe the celebrations.

‘Portraits’ is a unit that develops children’s grammar and vocabulary by describing pictures.

Summer

‘Les quarter amis’ (The four friends)

‘Ca pousse’ (Growing things)

Year 4

Autumn

‘On y va’ (All Aboard)

L’argent de poche (Pocket money)

Spring

‘Le Carnaval des animaux’ (Carnival of the animals)

‘Je suis le musicien’ I am the music man

Both these units link to the topic ‘Marvellous Me’ and learning about sound and music.

Summer

Raconte-moi une histoire (Tell me a story)

Quel temps fait-il? (What’s the weather like)

Year 5

Autumn

Le passé et le present (Then and now) Will link to our learning about World War II

En route pour l’ecole (On the way to school)

Spring

Notre ecole (Our school)

Notre monde (The world about us)

Summer

‘Les Planetes’ (The planets) This will complement our topic learning about Earth and Space.

Les quatre saisons (The four seasons)

Year 6

Autumn

Practising French conversational skills in preparation for school journey

Introduction to Spain and Spanish.

Learning numbers/days/greetings

Spring

Children will learn to respond to simple questions about themselves and to describe personal facts and features. They will learn about celebrations and how to describe them in simple sentences.

Summer

Spanish Fiesta- the opportunity to practise skills learnt so far, learn about and celebrate Spanish Fiesta