Menu

The Sherwood

School

Inspire, Learn, Grow

Humanities

Statement of Intent: Humanities

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 and Geography. We aim to:

  • foster the development of critical thinking skills;
  • inspire children to ask insightful questions;
  • facilitate purposeful and sensitive discussion.

 

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.

 

At The Sherwood, we intend for children 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.

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.’

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.’

 

Implementation

In the Early Years, children learn about History and Geography as part of 'Knowledge and Understanding of the World' Early Learning Goal. Children have opportunities to undertake practical, skills-based activities beginning with their own experiences, and moving backwards in time to consider the lives of their parents and grandparents. Topics are led by the interests of the pupils and linked with activities to show interest in the lives of familiar people, talking about significant events, recognising and describing special times, showing care and concern for living things etc.

 

In Key Stages One and Two, we use the National Curriculum and link it with a central theme to explore topics in Science, Geography, History, Arts etc. 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.

 

A World War II theme in Year 5 will study the significant turning points in British History and identify the historically significant individuals. This theme is linked with their English text, 'My Secret War Diary', by Flossie Albright. 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, textbooks, pictures, first and second hand evidence, photographs, and computing technology, e.g. iPads.

 

Children partake in both practical and abstract tasks, so that they develop the skills of historical enquiry. Lessons are planned to meet the needs of all pupils by using appropriate resources, scaffolds and differentiation. Home learning projects are set to help children develop independent research skills. 

 

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 our 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.

 

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.

 

Impact

At The Sherwood, children have the opportunity to record their learning in different ways. Evidence is dependent on the lesson objective, year groups and key knowledge and skills being developed. 

Progression of skills maps ensure children develop key Geographical and Historical skills over time. To aid planning and assessment, knowledge organisers have been developed that contains key facts and information that children need to have a basic knowledge and understanding of a topic. This also include the key vocabulary that children will explore during the theme.

Knowledge Organisers have been developed to indicate the key learning, vocabulary and skills required for that particular unit of work. Teachers use a range of assessment tools to indicate the progress children have made and the key knowledge they have gained. At The Sherwood, we have developed our own assessment system to allow us to identify strengths in our curriculum and areas that needs to be developed.

 

The impact of our themed curriculum will ensure that children:

  • Develop a chronologically secure knowledge of history;
  • Use appropriate Geographical and Historical terms;
  • Develop their locational knowledge of places around them and in the wider world;
  • Develop Geographical Skills and use fieldwork to observe, measure and record the human and physical features of different areas;
  • Identify historically significant people;
  • Describe and make links between events, situations and changes within and across different periods and societies.
Top