Kingdom of Benin study
The National Curriculum in England: framework document (July 2014)
History
History programme of study states that:
Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Aims of the programme include:
At 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. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
Pupils should be taught about:
English
Spoken language:
Pupils should be taught to speak clearly and convey ideas confidently using Standard English. They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.
Reading and writing
Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils should build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.
Vocabulary development
Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.
Non- statutory notes and guidance
Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates.
Geography
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.
Aims
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics
Key stage 3
Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features
Pupils should be taught to:
Location knowledge
extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities
Place Knowledge
understand geographical similarities and differences through the study of human and physical geography of a region within Africa and a region within Asia
Art and Design
Purpose of study
Pupils should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Aims
The national curriculum for art and design aims to ensure that all pupils:
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Pupils should be taught:
Source: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4
Please also read: The Open Government licence here: http://www.nationalarchives.gov.uk/doc/open-government-licence/version/2/
Download a complete Key Stage 2 History initial Teachers information and guidance here:History Cheat Sheets ---->
Click on the buttons below to see possible primary history curriculum maps:
History
History programme of study states that:
Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Aims of the programme include:
- 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 non-European societies; achievements and follies of mankind
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
At 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. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources and that different versions of past events may exist, giving some reasons for this.
Pupils should be taught about:
- a non-European society that provides contrasts with British history - one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300.
English
Spoken language:
Pupils should be taught to speak clearly and convey ideas confidently using Standard English. They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.
Reading and writing
Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils should build on what they have been taught to expand the range of their writing and the variety of the grammar they use. The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read.
Vocabulary development
Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.
Non- statutory notes and guidance
Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates.
Geography
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.
Aims
The national curriculum for geography aims to ensure that all pupils:
develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics
Key stage 3
Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features
Pupils should be taught to:
Location knowledge
extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities
Place Knowledge
understand geographical similarities and differences through the study of human and physical geography of a region within Africa and a region within Asia
Art and Design
Purpose of study
Pupils should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Aims
The national curriculum for art and design aims to ensure that all pupils:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
Key stage 2
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.
Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay)
- about great artists, architects and designers in history.
Source: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4
Please also read: The Open Government licence here: http://www.nationalarchives.gov.uk/doc/open-government-licence/version/2/
Download a complete Key Stage 2 History initial Teachers information and guidance here:History Cheat Sheets ---->
Click on the buttons below to see possible primary history curriculum maps: