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Humanities

At the core of our curriculum is the belief that children learn better when their interests and fascinations are allowed to flourish, they are given opportunities to develop a secure sense of identity, belonging and connectedness with the past. The delivery of the Humanities subjects (History and Geography) are intrinsic to and woven through the Cornerstones Imaginative Learning Projects (ILPs) for every year group. These projects are consistently delivered, across all phases, in four stages; Engage, Develop, Innovate, Express.

History

Our history curriculum aims to inspire our pupils’ curiosity to know more about the past. History helps pupils to understand the process of change, the diversity of societies as well as their own identity and the challenges of their time.

Our history curriculum will equip the children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

Aims

The National Curriculum for History aims to ensure that all pupils:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people's lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically-grounded understanding of abstract terms such as empire, civilisation, parliament and peasantry
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long term timescales.

Geography 

We believe it is important to provide ‘Living Geography’ concerned with children’s lives, their futures and their world. Through our curriculum our children will develop a sense of their world at the local, national and global scales understanding the interconnections between how people and the environment interact. Fieldwork is an essential part of this and every child will have a term of forest school linked to their ILP. Pupils learn to think critically, think spatially, use maps, visual images and new technologies, including geographical information systems to analyse and present information. They will have an adept understanding of their responsibilities within their own society whist also having a coherent insight into sustainability of a dynamically changing world.

Aims

The National Curriculum for Geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide geographical context for understanding the actions and processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  1. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  2. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  3. communicate geographical information in a variety of ways, including through maps and writing at length.