Humanities at Ryvers
At Ryvers, we understand the importance of learning both Geography and History, which the children do as part of Humanities. By combining these two subject areas, we are able to offer the children much more engaging and exciting Topic lessons based around a specific theme. Through this, we believe that we can instil in our pupils a love of learning about, and discovery of, the world around them.
Humanities Curriculum Overviews 2023-24
The knowledge categories for geography and history are the general themes that are covered throughout each geography and history unit that is taught. This helps our pupils to link all of their past and current learning together as they learn about overarching themes (for example conflict in different periods of history, or physical processes that occur across the world) rather than seeing individual periods in time for history or just certain parts of the world in geography as separate events.
Why do we learn about Geography?
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. It is becoming increasingly important to understand the effect that humans have on the world around us and how to look after our environment; this is something that our pupils will cover extensively through our rich geography curriculum. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Why do we learn about History?
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past and how we can learn from it, understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.