Humanities

Vision

In Humanities, our intention is to inspire our young people’s curiosity and deepen their understanding of the world around them by developing the knowledge, skills, and attitudes needed to become thoughtful, informed, and active citizens. Our curriculum, guided by Birth to 5 Matters and the National Curriculum Programmes of Study, places high value on the rich historical, geographical, and cultural environment of our local area. By integrating regular first-hand experiences and local visits, we ensure that learning is meaningful, rooted in lived experience, and connected to pupils’ own identities and communities.

We aim to build young people’s skills progressively from Primary through to the end of Secondary. Young people begin by exploring familiar places, simple historical concepts, and their immediate environment, developing observational skills, geographical skills, vocabulary, and an awareness of change over time. As they move through the school, they will continue to investigate the local area and its links to various historical periods, refining their ability to question, analyse, interpret evidence, and communicate their findings with confidence.

Local visits, such as local walks, exploring historical sites, museums, natural features, and community landmarks - are intentionally planned to maximise impact and meaning. These experiences strengthen young people’s sense of place, bring abstract concepts to life, and create memorable encounters that form strong foundations for future learning. Through enquiry-led teaching, young people will learn to think critically, compare perspectives, draw connections, and evaluate the significance of events and environments.

Our Humanities curriculum empowers young people to develop respect for the past, responsibility for the present, and a sense of agency for the future. By grounding learning in local contexts young people will understand their role within their community and the wider world.

Practice

Humanities is implemented through a flexible and inclusive approach that recognises the individual needs of all young people. Teaching is adapted to ensure access for all learners and may be delivered through discrete humanities lessons or through continuous provision linked to current class themes. This ensures learning is meaningful, engaging and responsive to young people’s interests and developmental stages.

The curriculum is carefully sequenced to support the progressive development of knowledge and skills. Young people develop an understanding of the passing of time through consistent use of now-and-next boards, timelines, timers and scrapbooks across all stages of learning. Understanding of change over time and place is further developed through practical and observable experiences, such as tracking seasonal and daily weather changes, observing plant growth and identifying changes within the local environment.

Through stories, first-hand experiences and high-quality visual resources, young people learn that places exist beyond their immediate surroundings and personal experiences. They begin to understand similarities and differences between people, places and cultures, promoting respect for diversity and supporting the development of cultural capital.

Humanities learning is underpinned by a carefully planned two-year rolling programme that ensures breadth, depth and progression across both history and geography. Broad, thematic units enable teachers to build on prior learning, revisit key concepts and adapt learning to reflect class interests, while making purposeful use of the local area and community.

oung people learn about their local environment, the British Isles and the wider world, developing core geographical knowledge and skills such as map reading, navigation and fieldwork. They explore physical and human geography, including the impact of human activity on the planet, and learn to gather, observe and interpret information through structured fieldwork opportunities.

Across the curriculum, young people develop their understanding of climates, seasons, natural forces and global issues, ensuring they are exposed to a wide range of factors that influence the world and people’s lives. Historical learning focuses on understanding change and continuity over time, with opportunities to explore how everyday aspects of life, such as transport, clothing, food and technology, have evolved. Young people are encouraged to make meaningful links between historical learning and their own lives.

Humanities learning is enriched through carefully planned off-site visits linked to each theme, providing real-life contexts that deepen understanding and strengthen retention of knowledge. Teaching is further supported through the use of authentic resources, including real photographs and film footage, to enhance engagement and ensure learning is relevant, purposeful and memorable.

What difference does humanities make?

As a result of a carefully sequenced and engaging humanities curriculum, young people demonstrate strong enthusiasm for learning about the world around them and the historical events that have shaped society today. They make clear progress in their knowledge and skills over time, which is evident in their recorded work, discussions and observations during fieldwork and practical learning experiences.

Young people develop the ability to think critically, analyse evidence, listen respectfully to different viewpoints and communicate their ideas with increasing confidence. They are able to apply their learning across a range of contexts, showing a growing depth of understanding in both historical and geographical concepts.

Through their learning, young people develop a clear awareness of the impact of human activity on the environment and demonstrate an increasing sense of responsibility for protecting it. They understand key concepts related to sustainability and actively contribute to environmentally friendly practices within the school, reflecting positive attitudes and behaviours.

By learning about different communities, cultures and ways of life in the UK and across the world, young people show respect for diversity and an appreciation of similarities and differences between people. This supports their personal development and helps prepare them to be thoughtful, informed and respectful citizens.

Overall, young people develop a strong sense of belonging within their community and feel confident to explore, engage with and understand the wider world. They are well prepared for the next stage of their education and for life beyond school.