Humanities Curriculum


Our aim is that all children explore, discuss and question the world around them and others. We want our students to be able to learn about the geography and history of their world both locally and globally. We aim to teach them about the impact they have on the world and how it is ever changing.

The whole school topic curriculum allows us to explore a topic together across the school, though each class may focus on a different aspect in greater detail or depth. With our four year rolling curriculum we are able to develop each child’s skills across the range of subjects and create links when we provide unique learning opportunities through school field trips and visitors to the school.

We aim to expand our student’s vocabulary in every topic but exploring the topic specific language. By using the vocabulary learnt in previous topics and building upon it, our students are more confident asking and answering questions to understand the world around them.

Wherever possible, we aim to adapt our topics to fit with current local or world events so that students can apply their knowledge and skills to different and topical  places or histories.


The use of a pre-planned curriculum allows us to build upon the skills learnt in previous years and expand the students understanding of key concepts throughout their time at our school. Within each whole school topic, we as a staff, have identified key skills and themes that allow us to cross between specific subjects and create a more cohesive understanding of the world as a whole. Our class texts are carefully chosen to interweave with our school topics so that students have the opportunity to engage their topic skills and vocabulary within other subjects such as literacy. This allows us students to both read and write for purpose across the entire curriculum. The titles of these general topic headings will change adapting to the needs and interests of children and current national or local projects.

We use the Chris Quigley’s Essentials curriculum planning to ensure progression and progress. Resources to support the learning are taken from a wide variety of sources but we endeavour to use first hand experiences as a springboard into learning.


Year A

Letters and Diaries

(20th Century History and PSHCE)

From Pole to Pole


(Geography History and Science)

Inventors and inventing

(Science, DT and History)

Year B

Long, long ago…and far away…

(Ancient History, RE and PSHCE)


(Science, Geography and Art)

Looking forward, Looking back

(Comparative History and PHSCE)

Year C

Our World, Other Worlds

(Geography and PSHCE)

Arrivals and Departures

(Invaders/settler History, PHSCE, Art and Geography)

Living and Growing

(Science and PSHCE)

Year D

Changing World

(Early History, Geography and Science)


Just and True

(RE, PSHCE and History)



(Geography, Art and DT)



Each child is able to build upon their skills from previous years and topics in each class and is able to understand how the subjects over lap and interweave to give them a more in-depth understanding of the world around them. It gives them an opportunity to apply historical skills and geographical skills within different concepts and to answer questions using a wider range of vocabulary.

Using this whole school approach learning walks and book scrutiny provide subject leaders , governors and senior management information about progress across classes and across the school. Teachers join at staff meetings to audit and moderate work together regularly. This then feeds in to the whole school development process.


We learn about geography through our class topics. This gives the children a chance to make sense of our changing world. Importantly, our Local Curriculum ensures the children have an understanding of the area in which they live, and how it has developed over time. We aim to inspire curiosity about the world, so that our children have knowledge of places, seas and oceans, can question how and why the world is changing and communicate their findings.

The essential characteristics of confident geographers are:

An excellent knowledge of where places are and what they are like.
An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
An extensive base of geographical knowledge and vocabulary.
Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
The ability to reach clear conclusions and develop a reasoned argument to explain findings.
Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
Highly developed and frequently utilised field work and other geographical skills and techniques.
A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.


History is taught through our class topic cycle and helps the children to develop a knowledge and understanding of Britain’s past and that of the wider world. The story of the past is often told through the eyes of individuals and the children will use their curiosity to question, think critically, examine evidence and consider their own judgements and decisions.


The essential characteristics of successful historians are:

An excellent knowledge and understanding of people, events and contexts from a range of historical periods and of historical concepts and processes.
The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.
The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurately historical evidence derived from a range of sources.
The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry.
A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.
A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements.