At St John’s, the aim of our History teaching is to focus on enabling pupils to think as ‘Historians’. We explore primary sources, research of historical events and ensuring that there is an understanding of the importance of how history shapes events of today.
The teaching of History at St John’s focuses on helping our pupils understand historical events and their significance. To support the programme of study for History across the school, we provide opportunities wherever possible for visits to sites of historical significance. Topics are planned to build on prior learning and pupils are encouraged to ask questions, reference timelines and challenge thinking. Within each lesson children apply their learning by answering a key enquiry question linked to either the learning objective or a key History skill.
At St John’s, we want to ensure that all pupils are given the opportunity to develop experiences and understanding of Geography, inspiring and igniting their curiosity about the wider world.
Purposeful and relevant geographical knowledge is at the centre of our Geography curriculum. We use a variety of teaching and learning styles in our geography lessons combining enquiry-based research activities with discrete teaching of geographical knowledge and skills. We offer pupils the opportunity to use a variety of data such as maps, statistics, graphs, pictures and aerial photographs. Wherever possible, pupils are involved in ‘real’ geographical activities. Within each lesson, children apply their learning by answering a key enquiry question linked to either the learning objective or a key Geography skill.
SEND in HUMANITIES
Ambition- What are we aiming for children with SEND to achieve in this subject?
Access- What amendments are made to the subject in order to help children with SEND to achieve?
We need to be ambitious about what our children with SEN can achieve and not believe their ability is ‘fixed’ for every subject. Yes, we should take into consideration their barriers to learning but we shouldn't let these limit their opportunities - just because they find reading difficult, it doesn't mean that they won’t be able to interpret Ancient Egyptian hieroglyphics or read a map.