Curriculum Humanities

 

Humanities

 

Rationale :

In KS3 the aim is to provide a global, yet personalised, curriculum that offers opportunity for discovery and achievement. The revised curriculum is designed to give pupils a strong sense of their own identity and so generate confidence and fulfilment and the belief that every individual can make a positive contribution.

The curriculum model encourages pupils to make discoveries, to be excited and to want to find out more.

Learning will be personalised and achievements recognised and celebrated. The emphasis is on the development of skills and understanding and on encouraging learners to investigate and expand their subject knowledge through a range of activities designed for the individual.

 

 

Aims

Knowledge, Skills and Understanding

By the end of KS3 pupils will have studied a range of skills adapted from the 2014 National Curriculum. For both Geography and History these skills have been broken down into four main standards:

Geography Standards:

Locational Knowledge, Place Knowledge, Human and Physical Geography, Geographical Skills

History Standards:

Chronology, Knowledge and Understanding, Historical Concepts, Historical Enquiry

IPERF Levels:

I P E R F: Geography

I can name and find on a map the world’s seven continents and five oceans
I can name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
I understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
I can identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
I can use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
I can use basic geographical vocabulary to refer to Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
I can use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans
I can use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
I can use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
I can devise a simple map
I can use and construct basic symbols in a key
I can use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Iperf: History

I can put 3 events in time order
I can use a simple timeline
I can put some time periods in order
I know what chronology means
I can remember some simple terms
I can remember a few facts about the period or event we are studying
I can describe an event or period studied
I can compare my life to someone’s life from the past
I understand that some events made other ones happen
I can ask some simple questions
I can read some historical evidence and answer a question about it
I can choose relevant information from a historical source

Humanities

Humanities

Speaking and Listening

These skills will be used as the pupils:
1. Describe and comment on their work and that of others through peer assessment.
2. Work well in pairs and groups to complete tasks.

Inclusion

Due to the diverse nature of our statemented children all the aspects listed in this section are implemented appropriately.

  • We set suitable learning challenges.
  • We teach knowledge, skills and understanding in ways that suit our pupil’s abilities.
  • We are flexible regarding long-term medical problems etc.
  • We appreciate our pupil’s attainments fall significantly below the expected levels at Key Stage and need a much greater degree of differentiation

Whilst responding to pupil’s diverse learning needs we:

Provide opportunities for all pupils to succeed i.e. To overcome potential barriers to learning and assessment
for individuals and groups of pupils we WORD MISSING – COULD BE TEACH OR INCLUDE?:

  • Boys and girls
  • Pupils with SEN
  • Pupils with disabilities
  • Pupils of different ethnic group
  • Pupils from diverse linguistic backgrounds


Help with communication, language, and literacy

  • Develop Understanding
  • Plan for full participation
  • Provide support from adults or peers when needed
  • Adapt tasks or environment
  • Provide alternative activities where necessary

In order to manage behaviour, we:

  • Set realistic demands
  • Use positive behaviour management
  • Give pupils chance to develop co-operative skills
  • Teach pupils to value and respect each other
  • Encourage/teach independent learning

Assessment, Recording and Reporting

At the end of Key Stage 3 pupils will be assessed against the end of Key Stage Standards.
Pupils are assessed regularly through formative assessment.

Once a term Feedback and Intervention lessons are delivered. During this lesson pupils receive both written and verbal feedback and are given the opportunity to improve and correct work.

A verbal progress report at parents evening will be given and a written end of school year assessment will be part of a general report for each student.

IPERF Levels are updated regularly in class work.

 

Humanities

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