Overview

Humanities Intent- Why is the world is the way it is?
 
Pupils will begin to understand how the earth has shaped History.The reasons behind the main features of the world, the physical landscape of continents, oceans, mountains and deserts. How the terrains and activities of our planet have affected the emergence and development of our species and the history of our societies. Pupils will consider humanity's impact on the natural environment, how our population explosion means we  are consuming ever more material resources and energy sources.
 
The Earth has provided us with the raw materials we've extracted, refined and assembled into our tools and technologies, from the  roughly fashioned axes in the early Stone Age to today's computers and smartphones. 
 
 
 History is chaotic and random but pupils will begin to understand  that the planetary process can offer some explanation to some seemingly unrelated facets of the world history. Historians decipher and interpret humanity's written accounts to tell the story of our earliest civilisations. Archeologists brushing the dust off artefacts to inform us about our prehistory and lives as hunter- gatherers. Cornwall and
 
Camborne particularly  has historically, utilised its natural resources. It has a rich mining history in coal, tin and copper, with Cornish miners to this day being considered some of the best in the world. Pupils will learn how Richard Trevithick, from Camborne, invented the steam engine,  which was the beginning of the Industrial revolution.
Implementation
 
Curriculum Design:

Our topics are structured using half-termly whole school themes, with a geography or history focus. Geography topics develop the concepts of place, space and scale. Where possible they provide the geographical context for the following history topic. In history, the periods studied enable pupils to make connections in local and world history by developing the key concepts of: chronology, evidence, significance, change and interpretation.

Our Medium Term Plans (MTP) are supported by ‘small steps in progression’ documents- ensuring a progression in both concepts,content and skills.

 

Using the the Rosenshine Principles of Instructions pupils will be encouraged to 'think like a geographer of historian . ' With the support of Geographical  and Historical Association documents teachers plan for:  enquiry based learning using explicit instruction, modelled examples; use of metacognitive talk using subject specific vocabulary and  provide guided and independent practice opportunities.

 

Pupils will be challenged to consider the danger of a 'single story'  by identifying facts and opinions, identifying bias, evaluating evidence, developing empathy, challenging a charity mentality and starting with stories about us and mutual respect and values.