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Wheatfields Primary School

Humanities

Key Stage 1

Intent:

Our aim is to teach children to gain an age appropriate understanding of places, environments and cultures throughout the world. The children will develop specific geographical skills and language by asking geographical questions. This will allow them to make sense of their own local area, country and the wider world, as well as gaining an appreciation of life in other cultures through their growing knowledge and understanding of human and physical geography.

We aim to make links with other subjects to further enrich learning and develop a sense of intrigue. Our Geography curriculum aims to inspire and encourage children to think about their own place in the world and to develop a sense of responsibility towards the environment and an understanding of the impact humans have on the natural world.

Implementation:

History

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Cycle A

The first woman in space

 

Mary Anning

 

The great fire of London

Life in a castle

Cycle B

 

David Attenborough and Jane Goodall

Toys

Words to show changes over time

 

 

 

Geography

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Cycle A

 

World’s oceans and continents

 

Maps

 

 

Cycle B

My address and where I live

 

 

 

Features of a hot country -

Difference between UK and non-EU country

The United Kingdom and surrounding oceans

 

 

Key Stage 2:

Intent:

We are excited to be starting our ‘Opening World’s’ curriculum journey. It will take us four year to fully roll out the programme across Key Stage 2, as we want and need to develop the children’s prior learning and vocabulary to fully benefit from the topics and lessons taught through the ‘Opening World’s’ curriculum.

https://www.youtube.com/watch?v=19dj_7q_51E

Curriculum rationale:

Why are scope, rigour, coherence and sequencing the drivers of the Opening Worlds humanities curriculum?

Each subject curriculum and its associated teaching approaches needs to secure the highest possible quality of education for pupils. Four closely related curricular attributes – scope, rigour, coherence and sequencing – are our measures of quality. These four curriculum attributes are the means and measure of strong curricula. Scope and rigour matter because any school subject must properly reflect the disciplines and practices outside of school, to which the subject refers. Coherence and sequencing ensure that the material organised so that pupils use earlier material to access to later material and so that pupils start to see how everything connects within a subject, helping them to see that subject as a connected field of distinctive enquiry.

Implementation:

Year 3

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History

Ancient Egypt

Cradles of Civilisation

The Indus Valley

Persia and Greece

Ancient Greece

Alexander the Great

Geography

Rivers

Mountains

Settlements

Agriculture

Volcanoes

Climate and Biomes

 

Year 4

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History

The Roman republic

The Roman Empire

Roman Britain

Christianity in three empires

Arabia and early Islam

Cordoba: city of light

Geography

The Rhine and the Mediterranean

Population

Coastal processes and landforms

Tourism

Earthquakes

Deserts

 

Year 5

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History

The round city: Baghdad

Anglo-Saxon Britain

Vikings 1 – Lady of the Mercians

Norse culture

Changing rulers, changing worlds

 

Geography

Why is California so thirsty?

Oceans

Migration

North and South America

The Amazon

Interconnected Amazon

 

Year 6

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

History

The Maya

Ethiopia and Benin

 

 

 

 

Geography

Energy and climate change

Ethiopia