‘Geography has made us neighbours. History has made us friends. Economics has made us partners, and necessity has made us allies. Those whom God has so joined together, let no man put asunder.(John Kennedy)

St. John’s CE Primary School Personal, Local and Global Understanding of the World Policy and Yearly Plans

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St John’s CE Primary Working Party PolicyCycle of Development for PLG Understanding Working Party Statement-GeographyAs members of the PLG Working Party we value the impact the exploring our personal community alongside recognising the wider and global world. We believe it is vital that our learners are able to explore the world, its people and places and make informed decisions about how our world comprises of many differing locations and environments. We are committed to providing quality first teaching that enables learners to enquire, research, question and compare geographical aspects in our personal communities as well as those linked to our local, national and international partnerships.In line with the National Curriculum for England Geography we believe that learners should undertake geographical enquiry and skills that develop knowledge and understanding of places patterns and processes and environmental change and sustainable development.Within the NC Programme of Study for Geography our learners will participate in planned activities that promote:•Geographical Enquiry and Skills•Knowledge and Understanding of Places•Knowledge and Understanding of Patterns and Processes•Knowledge and Understanding of Environmental Change and Sustainable Development

During Key Stage 1 Learners will:Participate in activities that promote knowledge, skills and understanding through studyingThe local area to our schoolA contrasting locality overseas that supports our global links and Sister School Project

During Key Stage 2 Learners will:Participate in activities that promote knowledge, skills and understanding through studyingThe local area to our schoolA contrasting locality overseas that supports our global links and Sister School Project (recognising its economical development)Study three themes:Water and its effect on people and placesDifferent and changing settlementsEnvironmental Issues – changes in environment and managing environmental sustainability

All learners from FS to Y6 will participate in educational visits and fieldwork.

Working Party Statement-HistoryAs members of the PLG Working Party we value the impact the exploring our personal community alongside recognising the wider and global world. We believe it is vital that our learners are able to explore the history of our world, its people and places and make informed decisions about how our world has evolved over time. We are committed to providing quality first teaching that enables learners to enquire, research and question historical aspects in our personal communities as well as those linked to our local, national and international partnerships.In line with the National Curriculum for England History we believe that learners should undertake historical enquiry and skills that develop knowledge and understanding of people and events , recognising chronology and interpreting impact on the wider world.

Within the NC Programme of Study for History our learners will participate in planned activities that promote:•Chronological Understanding•Knowledge and Understanding of events, people and changes in the past•Historical Interpretation•Historical Enquiry•Organisation and Communication

During Key Stage 1 Learners will be taught the knowledge, skills and understanding through the following areas of study:changes in their own lives and the way of life of their family or others around themthe way of life of people in the more distant past who lived in the local area or elsewhere in Britainthe lives of significant men, women and children drawn from the history of Britain and the wider world (for example, artists, engineers, explorers, inventors, pioneers, rulers, saints, scientists)past events from the history of Britain and the wider world (for example, events such as the Gunpowder Plot, the Olympic Games, other events that are commemorated).

During Key Stage 2 Learners will:A study investigating how an aspect in the local area has changed over a long period of time, or how the locality was affected by a significant national or local event or development or by the work of a significant individual.in their study of British history, pupils should be taught about:a. the Romans, Anglo-Saxons and Vikings; Britain and the wider world in Tudor times; and either Victorian Britain or Britain since 1930b. aspects of the histories of England, Ireland, Scotland and Wales, where appropriate, and about the history of Britain in its European and wider world context, in these periods. A study of the way of life, beliefs and achievements of the people living in Ancient Greece and the influence of their civilisation on the world today.A study of the key features, including the everyday lives of men, women and children, of a past society selected from: Ancient Egypt, Ancient Sumer, the Assyrian Empire, the Indus Valley, the Maya, Benin, or the Aztecs.

All learners from FS to Y6 will participate in educational visits and fieldwork.

Click icon to add pictureWorking Party Statement-REAs members of the PLG Working Party we value the impact of RE. Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society.Religious education provokes challenging questions about the ultimatemeaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance ofreligion in the lives of others – individually, communally and cross-culturally.As a working party we are committed to deliver the Agreed Syllabus for RE.

All year groups from FS to Y6 will participate in some lessons within the year that take place at St John’s Church.

Our Curriculum.

We believe that as part of our thematic approach to learning at least one topic each academic year will have a geography / history/RE focus. Within the other themes geographical / historical/ spiritual/ moral/ social/ cultural skills may well be taught and learning will be assessed in line with the programmes of study outlined in teachers’ planning and the expected learning outcomes for the theme.

Whole School Themes 2010/11

Autumn 1 The Start of the Big Journey

Autumn 2 The Big Picture

Spring 1 The Big Wide World

Spring 2 The Big Conversation

Summer 1 The Big Problem 1

Summer 2 The Big Problem 2

Whole School Themes 2011 /12Autumn 1 The view from my window

Autumn 2 The view from the artist’s palette

Spring 1 The view from pyramids

Spring 2 The view from the pyramids

Summer 1 The view from my habitat

Summer 2 The view from the winner’s podium

Whole School Themes 2012/13

Autumn 1 Life Journeys

Autumn 2 Celebrating the journeys of life

Spring 1 The Prince and the Pauper – Henry’s Journey

Spring 2 The Prince and the Pauper – the Pauper’s journey

Summer 1 The Journey from A to B

Summer 2 To infinity and beyond

The Working Party is responsible for reviewing the themes linked to Personal Local and Global Understanding. Collectively they will evaluate the themes covered and make adjustments on the following year to ensure that skills are being taught. They will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key objectives for the following year.

The Working Party will formally meet each term as part of directed time and will evaluate the SIP in July and present the key aspects for the new academic year as part of the whole school INSET in September.

Leadership and MonitoringThroughout the year the area of learning will be monitored through:•Lesson observations by Senior Leaders•Book Scrutiny and Feedback•Pupil Interview•Class presentations through assemblies, curriculum events to parents•Assessment tracking and reports to parents.

Partnerships with our school are varied and enable learners to work from first hand experience to find out about the world around us.

Local Area to our SchoolWe utilise the outdoor learning spaces within our school to increase awareness of locality. Through working in the school grounds and using the village high street, the church, the common and the local allotments the children have opportunities to review their local community, study the landscape, environment, types of housing and buildings and have a first hand experience of the people and places closest to them .

Local Linking with other SchoolsThrough the LA Schools Linking Project children in KS2 have opportunities to visit local landmarks and each others schools in contrasting areas across the borough. They are able to draw up similarities and differences with the environment of their schools, the homes they live in and the local amenities as well as recognise their own personal differences and similarities and develop a sense of place for themselves personally as they appreciate their own diversity within their class.

Sister School Project – Links with OverseasLearners have opportunities every July to celebrate the links we have with other countries. Through our International Week we dedicate each day to the countries we have special ties with through our Sister School Projects. We have international friends in Brazil, Senegal, Tanzania, Pakistan and Spain. This week is an opportunity to the children to welcome visitors from overseas and find out through research and enquiry similarities and differences between our countries both culturally and geographically.

Compassion – Ukulele ProjectThrough a unique sponsorship programme our learners have secured sponsorship for 20 overseas students in Tanzania and Brazil. We develop the geographical awareness for learners through a letter writing project that allows them to directly dialogue with real children across the world. The project promotes a sense of empathy as well as a developing understanding of socio economic needs.

Assessment and Tracking

In line with the level descriptors identified in the NC for Geography teachers will make ongoing and informed assessments of learners capabilities within the themes taught. These assessments may be in annotated form, feedback to pupils through marking and specific assessed activities.The information gathered then informs teachers for future planning and is used to report to parents through specific statements in the annual end of year report.

At the end of the academic year pupils are assessed and reported as working below, in line or exceeding expected levels for their year group. This information is shared with senior leaders and the working party and receiving teachers.

Those children not meeting expectations are discussed and highlighted for future planning.Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge through other aspects of school investigating geographical links – Eco Gnomes and International Council for example.During International Theme Week more able learners may have the opportunity to work across classes to further develop their line of enquiry in investigating our global links.

Personal Local and Global Understanding 2009 /10

WHAT HOW BY WHOM/WHEN FINANCIAL COMMITMENT SUCCESS CRITERIA

Identify teaching and learning attributes for PL&GU

Mind map teaching strandMind map learning strand

All staff INSET 1& 2September 7th ,8th 2009

Time in lieu allocated to TA’s Completed Mind map to show teaching and learning in PL&GU

Re write curriculum policy for PL&GU

In teams present and as a staff evaluate

JA PL&GU Working Party

Additional staff costs for SD & KM (2days each @£200 each day)

Completed Policy agreed and signed by staff and Gov BodyPolicy presented to Govs at autumn term sub mtgNovember 2009

Re write curriculum map and identify new themes for cross curricular teaching across the schoolAudit resources and make up theme boxes incorporating geog hist RE resources.Submit requisitions for library loansSubmit requisitions for class visits(termly)

Use previous policy and edit according to staff developed mind mapsStaff to work in new cohort teams;Plan effective curriculum map to show coverage and progression in PL&GUWP to reorganise and label theme boxes.WP to oversee library loan orders and educational visits for coverage

FS &Y1Y2&Y3Y4,5&6

PL&GU WP

Geography budget £200History budget £200RE budget £400PSHE £200

Complete curriculum map for PL&GU for all classes. Published July 2010Evaluated and re viewed Sept 10 (INSET)Theme boxes organised and in storage accessible boxesLibrary Loan ordered reflecting the themes.Resources purchased where gaps identified.

Maintain Sister Schools Project Links

Continue links with ICT developments using specialist blog and website

All staffJA, BB, SZ and BW lead links

BC Funding Allocation £6000 already received July 2009

SS Website accessibleInternational Conferences to continue

Prepare for ISA award 2010/11

Reciprocal visit to BrazilDevelop language skills in Brazilian PortugueseSchool to engage in School Linking Partnership with Banks Lane Junior School on developing and promoting understanding of heritage and cultural diversity

All staff involved in Who Do You Think You are ProjectY3 linking with Banks LaneBW overseeing project

Additional funding to be confirmedApprox £500

Portfolio started for submission July 2010SHAKA forum used for communicationBrazilian Portuguese evident in planning in schoolJuly 2010Successful exhibition of project for parents as curriculum evening showing planning and work samples as evidence of successful project.Spring term 2010

Curriculum Review July 2010 Personal, Local and Global UnderstandingPosition Statement

In this area of learning we did the following well:•Maintained Sister School Links with Brazil and Africa – the children have a good understanding of where our link schools are in the World•Use cross curricular skills to embed learning in this curriculum area (sp &l, writing, maths)•Devised a thematic curriculum map that promotes learning in all areas of this working party enabling learners to experience excellence and enjoyment whilst developing skills in Geography, history and RE

In this area of learning we need to develop:•Promote geography skills using the local community and forge new local links through the Schools Linking Project•Promote further global dimension project work through a specialised Theme Week looking at contrasting locations across the World.•Use the outdoor environment to promote enquiry based learning – develop a sensory garden

Personal Local and Global Understanding 2010 /11

WHAT HOW BY WHOM/WHEN FINANCIAL COMMITMENT SUCCESS CRITERIA

Share teaching and learning guide for Personal Local and Global Understanding

Participate in School Linking Network

Develop working party leader role – new staff member

Maintain Sister Schools Project Links

Prepare for ISA award 2010/11

Promote wider world links through connecting classrooms / sister schools projects and explore this through themed teaching

Working Party review mind maps and prior planning

Working Party re visit and re write policy statement

Working Party link activities by cohort to themes and NC requirements

Y3 participate in second year of the project

January 2011 share plans and plan working party developments

Continue links with ICT developments using specialist blog and website

Reciprocal visit to Brazil

Develop language skills in Brazilian Portuguese

Develop language skills in Urdu and start link with Pakistan

Develop language skills and form link with Spanish school

All staff link with and plan for global curriculum

All staff INSET

September 6th 2010

JA

SD and Y3

AK to take the role from JA

BW to retain RE responsibility

All staff

JA, BW, SZ, AK

AK pursue and lead with Y5/6

All staff led by ad monitored through WP

£1000to support the project

Geography budget £200

History budget £200

RE budget £400

PSHE £200

BC Funding Allocation £6000 already received Sept 2010

Additional International Theme Week budget £500

Completed Policy agreed and signed by staff and Gov Body

Policy presented to Govs at autumn term sub mtg

November 2010

Successful evaluations from pupils July 2011

SS Website accessible

International Conferences to continue

Portfolio started for submission December 2010

SHAKA forum used for communication

Brazilian /Spanish/Pakistan/ African focus evident in planning in school

Spring 2011

Successful International Theme Week celebrating geographical / historical and spiritual understanding of our sister school countries July 2010

Curriculum Review July 2011 Personal, Local and Global UnderstandingPosition Statement

In this area of learning we did the following well:•High quality learning experiences through theme days e.g. A Journey Through Christmas•Meaningful cross curricular links are made, particularly with writing•Children are engaged in their learning and they enjoy this curriculum area

In this area of learning we need to develop:•Develop children’s responsibilities for their locality, their country and the global community through whole school events•Develop children’s sense of chronology•Develop whole school themes in RE

Personal Local and Global Understanding 2011/12

WHAT HOW BY WHOM/WHEN FINANCIAL COMMITMENT SUCCESS CRITERIA

Develop children’s responsibilities for their locality, their country and the global community through whole school events

Develop children’s sense of chronology

Develop whole school themes in RE

Audit of resources and new materials purchased

School Council to manage a termly event linking geographical awareness and fundraising

A range of timelines available in learning spaces.Sequencing activities within historical teaching and learningLinks made with topic mathsTimeline Theme Day Summer Term

Joint planning in PPA sessions

Using new Agreed Syllabus to ensure a balanced coverage over the year and progression throughout the school

WP audit resources and whole staff requisitions

3 whole school events – International Focus (Harvest)Spring National or Local FocusSummer National or local FocusTo be managed by SD and School Council

Staff Meeting 30.11.11 to explore more effective methodology around teaching of chronology

WP to develop ideas for and to organise Timeline Theme Day (HT6)

All staff – ongoing

WP to purchase goods before April 2012

3X£100 budget for each event

Release time for WP£100 budget for Theme Day

Combined resources budget £500

Children have a greater understanding of current issues in different communities and places Children can make links in time within periods of history and across time in line with NC expectations.

By using a thematic approach children develop knowledge and understanding of key religions and are able to make more links between them.

Requirements of the new Agreed Syllabus are met

New resources purchased.

Curriculum Review July 2012 Personal, Local and Global UnderstandingPosition Statement

In this area of learning we did the following well•Children developed their global and local sense of responsibility through sponsoring a child in Ecuador; speaking to international visitors and having an international theme week.•Teachers have developed their teaching methods for teaching chronology in a creative and effective way. Children have really responded to this and made progress in this area.•Themes in RE are more closely matched to whole school themes.

In this area of learning we need to develop:• Children’s skills in historical interpretation , in particular understanding the past can be represented in different ways.•Assessment and marking to focus on key skills in this area.•Children’s knowledge of the geography of the UK.

Personal Local and Global Understanding 2013/14

WHAT HOW BY WHOM/WHEN FINANCIAL COMMITMENT SUCCESS CRITERIA

To continue developing assessment, self assessment and marking procedures: reviewing the materials created and implementing these to assess how children are progressing in key geographic and historic skills.

Develop children’s learning behaviours in history geography and RE (to question, be resilient, work independently and co-operatively, adapt, be enthusiastic, happy, be inquisitive, self-motivated, kind and thoughtful, take risks in their learning

Develop the outside learning environment for Geography and RE

DM to check SD’s materials and discuss with PRCreate times to train staff on its implementation.Create a timetable for its implementationMonitor its use with assessment co-ordinator

Consider environments and how they can allow for independence, co-operation, questioning, inquisitiveness and self motivation

Discuss and promote a child led learning approach once during the year., which uses as objectives the children’s learning behaviours.

Look through the current curriculum for opportunities to develop the outside learning environment.. Make suggestions about where this could occur with our current outside environment. Look for alternative resources to support learning in these areas.

DM to review materials and report to PR by 29.11.13Implement this in Spring Term through staff meetingMonitoring time in the Summer term

DM to discuss ideas with PR at first before further development before Autumn half term

DM to read through current curriculum in RE, Geography and History recording possible areas for outside learning opportunities and discuss with SD and PR by the end of the Autumn term

If agreed discuss with all staff possible opportunities for use of outside environment in learning .

Begin to monitor in planning and books

Release time for DM

Release time for DM to monitor as a baseline environments andlater monitoring and reporting back

Release time for DM to monitor planningPossible resources needed for use outside

Teachers use materials to make assessments of the children in key skills and use this to move children on.Children have a greater understanding of the skills they are learning and using in history and geography. Children can evaluate their progress.

Children to develop their skills to question, be resilient, work independently and co-operatively, adapt, be enthusiastic, happy, be inquisitive, self-motivated, kind and thoughtful, take risks in their learning

Children begin to use the outside learning environment and their is evidence kept of this