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“I love Humanities because it is fun, amazing and cool."
“I love Humanities because it is fun, amazing and cool."
Samina, Year 6
We combine Geography and History into Humanities...
We combine Geography and History into Humanities...
Our Geography curriculum aims to encourage excitement, creativity and critical thinking about the world. Ultimately, we want our students to enjoy and love learning about Geography. Through their study, students develop their geographical knowledge by:
Our Geography curriculum aims to encourage excitement, creativity and critical thinking about the world. Ultimately, we want our students to enjoy and love learning about Geography. Through their study, students develop their geographical knowledge by:
• Gaining the knowledge and skills to understand and make sense of the world.
• Gaining the knowledge and skills to understand and make sense of the world.
•Organising and connecting information and ideas about people, places, processes and environments
•Organising and connecting information and ideas about people, places, processes and environments
•Explaining how the Earth’s significant features and places, at different scales, are interconnected and change over time.
•Explaining how the Earth’s significant features and places, at different scales, are interconnected and change over time.
•Analysing the relationship between interdependence and sustainability of human and physical geography.
•Analysing the relationship between interdependence and sustainability of human and physical geography.
Pupils study a variety of topics in Geography, from Raging Rivers and Extreme Earth in Key Stage 2, to Brazil, China and Climate Change in Key Stage 3. This, in turn, informs the types of questions we encourage our students, as independent enquirers, to ask about the world around them.
Pupils study a variety of topics in Geography, from Raging Rivers and Extreme Earth in Key Stage 2, to Brazil, China and Climate Change in Key Stage 3. This, in turn, informs the types of questions we encourage our students, as independent enquirers, to ask about the world around them.
Our History curriculum ignites pupils’ curiosity to ask questions and find out more about Britain’s past, as well as that of the wider world. It equips our students with knowledge about the history of Britain and how it has influenced and been influenced by the wider world. We want our students to develop a historical perspective of the world around them, to realise that we can learn from the past, and to understand that history is constructed and contested. We aim to inspire, not just through experiences in the classroom but also with educational visits and fieldwork.
Our History curriculum ignites pupils’ curiosity to ask questions and find out more about Britain’s past, as well as that of the wider world. It equips our students with knowledge about the history of Britain and how it has influenced and been influenced by the wider world. We want our students to develop a historical perspective of the world around them, to realise that we can learn from the past, and to understand that history is constructed and contested. We aim to inspire, not just through experiences in the classroom but also with educational visits and fieldwork.
The curriculum is underpinned by key concepts such as: change and continuity; cause and consequence; explaining the idea of ‘power’, how it has changed the world and its impact on the population.
The curriculum is underpinned by key concepts such as: change and continuity; cause and consequence; explaining the idea of ‘power’, how it has changed the world and its impact on the population.
Pupils study a variety of historical periods, from the Romans in Key Stage 2, to the English Civil War in Key Stage 3. This, in turn, informs the types of questions we encourage our students, as independent enquirers, to ask about past events and people.
Pupils study a variety of historical periods, from the Romans in Key Stage 2, to the English Civil War in Key Stage 3. This, in turn, informs the types of questions we encourage our students, as independent enquirers, to ask about past events and people.
Our curriculum allows them to understand the concept of change, to see how we arrived ‘here’ and help them make sense of the present.
Our curriculum allows them to understand the concept of change, to see how we arrived ‘here’ and help them make sense of the present.
Black Country Museum - History Trip Year 6
Black Country Museum - History Trip Year 6
SME
SME
“I love SME because I get to share my knowledge about religions and learn about others too."
“I love SME because I get to share my knowledge about religions and learn about others too."
Aizah, Year 5
Spiritual and Moral Education (SME) is a planned programme of learning through which our students acquire knowledge and understanding in the context of 3 core themes: health and wellbeing, relationships, and living in the wider world. Through this study, students develop vital skills such as resilience, building self-esteem and teamwork. We strongly believe that a well planned and delivered programme of study will have an impact on both the academic and non-academic outcomes of pupils.
Spiritual and Moral Education (SME) is a planned programme of learning through which our students acquire knowledge and understanding in the context of 3 core themes: health and wellbeing, relationships, and living in the wider world. Through this study, students develop vital skills such as resilience, building self-esteem and teamwork. We strongly believe that a well planned and delivered programme of study will have an impact on both the academic and non-academic outcomes of pupils.
As part of a whole school approach, the subject develops the qualities and attributes pupils need to manage their lives, keep healthy and safe, and thrive as individuals, friends, family members and members of society. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.
As part of a whole school approach, the subject develops the qualities and attributes pupils need to manage their lives, keep healthy and safe, and thrive as individuals, friends, family members and members of society. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.
We follow the Agreed Syllabus for Religious Education (SACRE), produced by Worcestershire, whereby our teaching promotes the spiritual, moral, social and cultural development of our students.
We follow the Agreed Syllabus for Religious Education (SACRE), produced by Worcestershire, whereby our teaching promotes the spiritual, moral, social and cultural development of our students.
We often hold thematic days where pupils can focus their learning on an aspect of Religious Studies or on Personal, Social and Health Education topics.
We often hold thematic days where pupils can focus their learning on an aspect of Religious Studies or on Personal, Social and Health Education topics.
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