Humanities

Geography

Geography at Stanfield plays a very important part of the curriculum from Reception to year 6.

We aim to give the pupils as many hands on experiences of the world around them as possible, as this is the most effective and memorable way of learning. Just some of the field trips the children experience include: a coastal erosion walk at Wirral Country Park with a local ranger; Spaceport Museum (by ferry!); a guided tour of Roman Chester city centre; Formby Point and Pine Woods, Crosby waterfront with Anthony Gormley's ‘Another Place', Liverpool's Albert Dock and a local supermarket visit to find out about foods from around the world!

Coastal Walk

Pupils learn more in depth about a range of developed and developing countries, particularly: the member states of the E.U, Mexico, India, China and Sierra Leone. With the latter, we have forged an excellent link through the Waterloo Partnership. Through this, the children are able to see how they can help change the lives of others in the poorest country in the world, through their own charitable events.

Teaching geography today is so much more visual and awe- inspiring with the use of the Internet, amazing video images and the interactive whiteboards. We hope the children will enjoy geography and want to become independent in their own learning to find out more about their world!

This year, we are hoping to achieve the Geographical Association's coveted ‘Quality Mark', to show that we are an influential school that promotes the teaching and learning of geography to a high standard.

History

In teaching history at Stanfield we aim to

Provide children with a stimulating experience of history, which may form the basis of a life long interest.

Enable children to gain an understanding of the past in relation to themselves, their families, their community and the wider world.

Encourage awareness that the evidence of history is all around us and has shaped the world as it is today.

To develop a questioning approach to history and an awareness that a variety of evidence and sources may be used to interpret the past.

To encourage an awareness of the influence of historical context on other subjects such as art, music, literature and science.

The programme of study begins in the Foundation Stage, where children begin to learn the concept of chronology by finding out about past and present events relevant to themselves and their families.

At Key Stage One children learn about various aspects of social history, including toys in the past, homes and domestic life in the past, and seaside holidays. They look at the lives of some famous people from history such as Florence Nightingale, Mary Seacole and George

Roman armour

Stephenson, and some significant events such as The Great Fire of London. At this stage the children are learning how to use historical evidence. They are beginning to identify differences and similarities between past and present, and learning to distinguish fact from fiction. The subject is brought to life through a wide variety of books, pictures, videos and artefacts.

At Key Stage Two the girls study a wide variety of topics, starting in Year 3 with Romans, Anglo Saxons and Vikings. They also undertake a local area study and produce their own individual projects. Year 4 learn about the Tudors and the contemporary non European civilisation of the Aztecs. In Year 5 the girls study the Victorian period and also the Ancient Greeks. Year 6 look at the development of modern Britain since the 1940's.

During history lessons, children have an opportunity to learn through a variety of methods. They listen, question and discuss. They research information from artefacts and use written, video and internet sources. They also take part in stimulating visits such as those to Chester and Rufford Old Hall. Cross curricular links into English, art and other subjects are developed where appropriate.

RE

In teaching RE at Stanfield we aim to develop in the children

A sense of wonder and respect for the world.

Confidence in their own sense of identity.

A willingness to recognise a variety of religious responses, including a respect for the practice and non practice of religion.

An ability to acknowledge ambiguity and controversy.

A willingness to discuss religious issues openly and to accept a diversity of practice.

An understanding of the implications of commitment.

The programme of study begins at the Foundation Stage where children are encouraged to respect the views of others. They also listen to stories from a variety of religions, and take part in multi faith celebrations such as Christmas and Diwali.

Diwali candles

At Key Stage 1 the children look at a number of themes across a variety of faiths. These include families and relationships, sacred books, the idea of new life, and customs and celebrations.

At Key Stage 2 the girls study four of the major religions represented in the UK :- Christianity, Judaism, Islam and Sikhism. In each junior year, they investigate aspects of Christianity, plus two of the other religions. Topics covered include the lives of religious leaders, the significance of prayer, sacred buildings and writings, and customs and celebrations.

During RE lessons children have an opportunity to discuss and debate, to handle artefacts, and to learn from written, video and ICT resources. Cross curricular links are sometimes developed with other subjects such as art, English, drama and PSHE

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