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Humanities at Intake Farm Primary School

Humanities Curriculum

At Intake Farm Primary School, we strongly believe that all children should be given the opportunities to strive to achieve their maximum learning potential through an enriched curriculum.

 

We have put in place a Humanities curriculum which inspires our pupils to accept and take challenges in their learning. We also encourage and develop our pupils to be inquisitive in their learning.

 

Early Year Foundation Stage Curriculum

Humanities in the Early Years Foundation Stage, is taught through individual topics with objectives being taken from the Early Years Foundation Stage curriculum.

 

Humanities involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

We are currently running a 2 year rolling programme across our Early Years Foundation Stage details of which can be obtained from our curriculum map overviews at the end of this page.

 

Key Stage 1 and Key Stage 2

As pupils progress through our Humanities curriculum we recognise that whatever the content of their learning and the subject skills they are using our expectations of them must be focused on the following progression in subject outcomes:

 

  • Naming and recognising – Identifying – Locating - Describing (say what you see)   Observe – (most of the trees are on the hill) - Reasoning (guessing based on knowledge)
  • Measure, record and present - Share understanding through explanation - Conclude using prior knowledge
  • Make informed judgements based on prior learning – Applying  knowledge  - Making  predictions  - Evaluating – Reflecting – Critiquing – Hypothesising

 

Whilst we recognise that our expectations of pupil outcomes must never be confined by their stage of learning we nevertheless ensure that in the Foundation Stage and at Key Stage 1 our core subject expectations enable pupils to learn and consolidate the fundamental attributes of a being a geographer and historian.   At this stage there is a particular focus therefore on ensuring that our pupils are able to recognise, identify, describe, observe reason and begin to offer explanations for geographical and historical phenomena whilst using basic and increasingly appropriate subject vocabulary.  These anticipated outcomes are reflected in our performance descriptors for the end of Key Stage 1.  During Lower Key Stage 2 our expectations increase proportionately as we challenge our pupils not only to know more but also to master progressively more demanding subject outcomes such as reaching explanations through the synthesis of evidence, perhaps from a wide range of sources.  At the same time we expect greater subject vocabulary depth from our pupils and we plan accordingly for the use of more specialised subject vocabulary.  These expectations are laid out in our subject performance descriptor for the end of Lower Key Stage 2.  At Upper Key Stage 2 our expectations in Humanities are that pupils will more regularly and consistently apply information that they have learned in other contexts and at other stages to make links and identify patterns in their historical geographical learning.  We challenge them to reach conclusions and make judgements about historical and geographical issues and to evaluate and critique evidence and to generate questions of their own.  Once again these expectations are clearly outlined in our performance descriptor for the end of Upper Key Stage 2. 

 

We have separated our topics evenly across Key Stage 1 and Key Stage 2 in order to support these areas of enquiry and these can be seen in our curriculum maps.


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