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Geography - Historic England


Embedding heritage within Geography and History to make learning engaging, meaningful, purposeful and rewarding for our children.


Having a strong sense of heritage promotes children’s identity, as it creates opportunities for pupils to know and value where they live and see their local identity in a national context. Starting a lesson with a heritage ‘hook’, such as talking about somewhere children know, can be the quickest and easiest way to spark interest and engage learning. By doing this we are making the learning more meaningful as all history means more when it can be connected to places within feet of where you live. The learning is more likely to stick as local is more memorable. Children will view a particular spot in a completely different light if they come from there.


Whilst we are talking about our personal heritage this enables us to link to the national and bigger picture- a flowing way to extend learning. By engaging with local heritage we are creating opportunities which readily lends itself to enquiry based learning, complex thinking skills, independent & collaborative learning- all of which are intertwined in a broad and balanced curriculum.

We can embed the Heritage School Programme into our Geography curriculum by:

  • Exploring what our local, regional, national and global heritage is through fieldwork within the school and its grounds, as well as local buildings around us.


  • Researching what is on our doorstep, locally, nationally and globally using computers and books.


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


  • Using maps, atlases, globes and digital/computer mapping to locate our local area, country and other countries around us.


  • Using aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devising a simple map; and using and constructing basic symbols in a key.


  • 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.


  • We can also ask the children how the weather has altered the local buildings and question if they may have weathered differently in other parts of the U.K or world?


  • Conducting investigations on how the local area has changed over a long period of time by exploring both physical and human geography.
  1. Physical Geography (Physical features show natural objects such as mountains and rivers). Do we live in a flat or hilly environment?


  1. Human Geography (Human Geography relates only to the human environment; something that is built by humans and would not have existed in nature without humans. Features include anything from a house to a city, and all the related infrastructure such as roads, rail, canals etc.) - studying Dewsbury, Ravensthorpe, local streets, shops, factories & houses.


  • Teach children to be proud and respect their locality, and how they are able to take responsibility and contribute to its care. We are doing this by: 
  1. Having our own knowledge of the area and community around us which we pass on to the children during the school day.


  1. Consistently demonstrating to the children how proud we are to live and work within this local area, emphasising the fantastic community we have around us. Having regular stay and play sessions on a Friday to build partnerships with the local parents.


  1. Keeping our environment clean and tidy because we respect it, the children are taught from entering school to have respect for the equipment and the classroom they work within.




Click here to reach Historic England's website.