HUMANTIES (HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION)

Humanities at Bishopswood School (History, Geography, and Religious Education)

At Bishopswood School, our Humanities curriculum, covering History, Geography, and Religious Education (RE), is carefully designed to be accessible, engaging, and meaningful for all learners across our three pathways. Through a structured and sequential curriculum, pupils develop an understanding of their community, the wider world, and how people, places, and societies have evolved over time. Humanities is delivered through a three-year cycle, ensuring that all pupils experience broad and balanced content that builds progressively across their school journey.

Intent

Our Humanities curriculum aims to:
✔ Provide rich, immersive experiences that help pupils develop an understanding of historical events, different cultures, religious traditions, and the world around them.
✔ Develop communication and critical thinking skills, encouraging pupils to ask questions, express opinions, and engage with new concepts in meaningful ways.
✔ Promote independence and real-world application, linking learning to daily life, the community, and practical experiences.
✔ Encourage respect for diversity, helping pupils understand different perspectives, faiths, and traditions.
✔ Develop spatial awareness and a sense of place, enabling pupils to navigate their environment and explore geographical features both locally and globally.

Implementation Across Pathways

Our Humanities curriculum is adapted to meet the needs of pupils in the Sensory, Communication, and Core Pathways, ensuring that all pupils engage at an appropriate level while making progress over time.

Sensory Pathway – Experiencing the World

Pupils following the Sensory Pathway engage with pre-formal learning, where history, geography, and RE are taught through sensory-based exploration, cause and effect activities, and environmental engagement. Learning is heavily multi-sensory, ensuring pupils can access knowledge through:

Sensory stories about historical figures, cultures, and different faiths.
Exploring artefacts, objects, and textures linked to different time periods and cultures.
Environmental changes (e.g., experiencing different weathers, materials, and landscapes through sensory play).
Sound and music from different cultures and historical periods.
Practical experiences, such as visiting historical locations, religious sites, and nature trails to explore geographical concepts in real life.
Symbol-supported communication, including objects of reference, sensory symbols, and assisted technology to support understanding and expression.

Examples of Learning in the Sensory Pathway:

Feeling different materials to explore how people lived in the past (e.g., rough sackcloth vs. smooth silk).
Engaging in sensory food tasting from different cultures to learn about religious traditions.
Using textured maps and sand play to explore different landscapes.
Visiting places of worship to experience cultural diversity first-hand.

Communication Pathway – Exploring the past and present

Pupils in the Communication Pathway engage in semi-formal learning, where history, geography, and RE are linked to real-world experiences and structured teaching. Pupils build their understanding of the past and present through:

Storytelling and drama to bring historical events to life.
Visual timelines and sequencing activities to develop a sense of chronology.
Exploring maps, weather patterns, and environmental features to develop geographical understanding.
Learning about different faiths and celebrations through role-play, discussion, and community visits.
Communication-focused activities, such as using symbols, Makaton, and structured sentence-building to describe what they have learned.
Practical experiences, such as travel training and exploring the local community to apply geographical skills.

Examples of Learning in the Communication Pathway:

Exploring local history by looking at old photographs and discussing changes over time.
Learning about religious festivals through cooking traditional foods, engaging in music and dance, or creating symbolic artwork.
Using maps and digital tools to learn about different countries, their landscapes, and key landmarks.
Engaging in social stories and role-play to understand different perspectives and traditions.
Developing awareness of significant people in history, including those who have shaped our local and national heritage.

Core Pathway – Developing a deeper understanding

Pupils in the Core Pathway engage in formal learning, developing their understanding of historical events, geographical concepts, and religious beliefs with a greater emphasis on cause and effect, critical thinking, and structured written and spoken communication. Pupils are encouraged to:

Examine primary and secondary sources to develop an understanding of historical events.
Ask questions and investigate different cultures, places, and traditions.
Use maps, atlases, and technology to explore locations and environmental changes.
Debate ethical and moral issues, developing an awareness of different perspectives and viewpoints.
Develop literacy and numeracy through historical enquiry, data analysis, and geographical exploration.
Engage in enterprise projects and careers-based activities, using their knowledge of history, geography, and RE in real-world applications.

Examples of Learning in the Core Pathway:

Researching historical figures and presenting findings through posters, presentations, or role-play.
Creating their own travel guides to places they have studied, applying geographical knowledge.
Taking part in debates and discussions about historical events and ethical issues in religion.
Exploring environmental issues and sustainability, developing an understanding of geography’s real-world impact.
Planning trips, budgeting for visits, and using travel training to explore locations independently.

Trips, Community Access, and Real-World Application

At Bishopswood School, we believe that Humanities should be experiential, immersive, and connected to real life. Learning is enhanced through:
✔ Historical Site Visits – Trips to museums, castles, and heritage sites provide pupils with hands-on experiences of the past.
✔ Religious and Cultural Celebrations – Visiting places of worship, engaging in festivals, and meeting community members help pupils understand diversity and traditions.
✔ Outdoor and Environmental Learning – Exploring forests, rivers, and farms fosters geographical awareness and environmental responsibility.
✔ Applying Life Skills – Using maps, following routes, and developing travel confidence prepare pupils for independent living.
✔ Enterprise and Careers Links – Pupils engage in projects that explore historical trades, local businesses, and careers related to humanities subjects.

Impact

Through our structured three-year cycle, pupils at Bishopswood School:
✔ Develop a sense of identity, belonging, and cultural awareness.
✔ Gain independence in navigating their environment, from local communities to global geography.
✔ Enhance their communication and thinking skills, using history and geography to develop reasoning, sequencing, and problem-solving.
✔ Build confidence in engaging with the community, fostering respect for different traditions, beliefs, and perspectives.
✔ Apply learning to real-world experiences, ensuring they leave school with knowledge and skills that support their future independence.

By making Humanities engaging, practical, and accessible, we ensure that all pupils develop a deeper understanding of the world, empowering them to be active participants in society, equipped with the skills and knowledge to thrive in adulthood.

At Bishopswood School, we value the diverse cultural and religious backgrounds of our pupils and their families. We acknowledge that parents have the right to withdraw their children from Religious Education (RE) if the content does not align with their personal beliefs. Should you consider this option, we kindly request that you discuss it with the Headteacher to ensure we can accommodate your child's educational needs appropriately.