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Humanities

Humanities at The Sherwood School

History

The National Curriculum programme of study for History states that:

‘A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past.’

As a UNICEF Rights Respecting School, our aim is to support all children to develop a sense of perspective and understanding about world events throughout history, so that they develop critical thinking skills, learn to ask insightful questions and are able to discuss issues purposefully and with sensitivity. We use a variety of strategies to ensure that all pupils are challenged to achieve optimum learning.

 

RRS Article 13

You have the right to find out about things and share what you think with others by talking, drawing, writing or in any other way unless it harms or offends other people.

RRS Article 29

Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.

 

In the EYFS, children learn about History as part of the Knowledge and Understanding of the World Early Learning Goal. Children have opportunities to undertake practical, skill-based activities beginning with their own experiences, and moving backwards in time to consider the lives of their parents and grandparents.

In Key Stage One and Key Stage Two pupils study the everyday life and culture of people in the past and make comparisons with their own lives and experiences to develop an understanding of chronology. Children are taught:

  • to consider the importance of primary and secondary sources when weighing evidence;
  • to analyse trends and draw contrasts;
  • to discuss issues, ask insightful questions and consider possible answers;
  • to listen to and consider the views of others when examining arguments;
  • to develop perspective of time and place, continuity and change & cause and consequence.
  • To express ideas using a wide range of writing genres, including explanation, chronological reports; fact-files; discussion texts etc.

 

To inspire and enthuse children, we provide a wide range of learning experiences within the humanities subjects, including both visitors to school and external educational visits. Lessons may also include the use of maps, text books, pictures, first and second hand evidence, photographs, and computing technology, e.g. ipads. We aim to involve both practical and abstract tasks, so that children develop the skills of historical enquiry.

Where possible, we aim to link learning in humanities to the English curriculum, so that children are fully immersed and engage more deeply with the topic. Home learning projects are set to help children develop independent research skills.

Geography:

The National Curriculum programme of study for Geography states that:

‘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.’

Our geography curriculum enables children to consider UNICEF’s Global Goals, which are directly linked to our ethos as a Rights Respecting School. Where possible, connections are made with children’s daily lives and includes people from the local community. School visits and learning walks around the local area support geographical learning and take advantage of our close proximity to Mitcham Common, Mitcham town centre, the river Wandle and Morden Hall Park.

 

Our curriculum has been carefully planned to ensure that teaching incorporates the gradual progression of skills in geographical enquiry across the EYFS, Key Stage 1 and 2, as outlined in the National Curriculum. To inspire a sense of wonder and exploration, children learn about physical and human geography, including the location and formation of significant global landmarks and how people interact with their environments. This includes the exploration of cultural, social, economical and environmental connections.

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