ABSTRACT
This chapter recounts my experiences of developing a cross-curricular study of a small village in northern England for children in Key Stage 2. The enquiry-led approach to teaching geography and history which I adopted can be applied to other locations. The case study suggests that enquiry through fieldwork enhances pupils’ creativity and agency, enables teachers to ‘make’ a curriculum in response to pupil needs and, in so doing, build on pupils’ affective responses to place including giving time for observation, imagination and collaboration.
