History

History is the study of the past – learning about people, places, events and changes. 

Substantive knowledge – this is the subject knowledge and explicit vocabulary used about the past. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content. Misconceptions are challenged carefully and in the context of the substantive and disciplinary knowledge.

In CUSP History, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position new knowledge. We have defined substantive concepts that are the suggested vehicle to connect substantive knowledge. These are defined at the start of every study in the Big Idea.

Disciplinary knowledge – this is the use of that knowledge and how children construct understanding through historical claims, arguments and accounts. We call it ‘Working Historically.’ The features of thinking historically may involve significance, evidence, continuity and change, cause and consequence, historical perspective and contextual interpretation. Content infused and adapted from HA – Teaching History 179 and 180, 2020.

Geography

Geography is the study of where places are found, what they are like and the relationships between people and their environments.

Substantive knowledge - this is the subject knowledge and explicit vocabulary used to learn about the content. Common misconceptions are explicitly revealed as non-examples and positioned against known and accurate content as pupils become more expert in their understanding. Misconceptions are challenged carefully and in the context of substantive and disciplinary knowledge. In CUSP Geography, it is recommended that misconceptions are not introduced too early, as pupils need to construct a mental model in which to position new knowledge.

We have defined substantive concepts that are the suggested vehicle to connect the substantive knowledge. These are defined at the start of every study in the Big Idea

Disciplinary knowledge – this is the use of knowledge and how children become a little more expert as a geographer by Thinking Geographically. We draw upon the work of Cresswell, Lambert and Massey to offer suggestions about the discipline of geography.