In this assignment I will explore the connections between history and geography and the implications for teaching as well as indicating the implications of these connections for the curriculum school; reflect on relevant literature, my school experiences and academic sessions. Although the two subjects are distinguished individually in the National Curriculum (DfEE 1999), Pickford et al (2013) consider the transdisciplinary links between related subjects to be important due to their common concepts and skills. However, it is essential that, in finding connections, a distinct appreciation is made of geography and history as single subjects, to ensure that immersion between them is as effective as possible (Turner and Bisset, 2000). The study of geography involves two “branches”; human and physical (Scoffman, 2010). The first considers environmental sustainability and the impact of human interactions on the future while developing a sense of belonging (Cooper et al, 2006). The latter concerns the study of the earth's surface (ibid.). Although they are made up of two “branches”, they both contribute to making “children aware of the geographical dimensions of our daily experiences” (Martin 2006: 3). Additionally, Hoodless et al (2006) illustrate the skills developed in geography, suggesting that the focus of geography incorporates the improvement of: particular awareness, scale, sustainability and opinions and views. The National Curriculum Scope of Studies (1999) identifies the importance of using localities in the teaching of geography. The study of history is concerned with the development of people over a period of time (Hales 2002). Hoodless et al (2009) describe the story as unique in its ability to promote understanding middle of paper ......rriculum not to be filled in. Grigg and Hughes (2013) believe that this problem can be solved by making learning explicit in short-term planning by establishing the exact skills that will be developed from geography and history. O'Hara and O'Hara (2001) establish that links between topics are only possible when appropriate and meaningful resources are available and time is taken into account effectively to ensure that all areas of the "theme » are covered. As a teacher, this means that time must be managed to ensure that both subjects share an equal balance in the curriculum. Although this may seem obvious, Knight (1993) overlooks this point and suggests that linking the two subjects can maximize the area of ​​study more effectively, but this requires practitioners to consider how the requirements of the national curriculum can be implemented. implemented in medium and long term plans..