Humanities

Primary Progression Project

GwE’s Humanities 6 was a yearlong project consisting of five schools from across the GwE region looking at how schools could plan for progression across their primary schools (one school had to pull out). We had a mix of English and Welsh medium schools, ranging in size from small to large schools in both urban and rural areas. Schools were asked consider progression across 4 phases:

Planning,
Delivery or Teaching,
Impact on learners; and
Evaluation.

Ysgol Morswyn, Anglesey

They planned a project to celebrate 50 years of their school’s history. The project helped learners focus on the humanities concepts of both change and continuity and space and place. Pupils developed their research skills, mapped their school building and planned a celebration.

Ysgol Chwilog, Gwynedd

Younger learners focused on Statement of What Matters 5 by considered and taking ethical action linked to pupils’ concern about litter in the oceans. Their work involved mapping and researching the impact of litter. Older learners researched the Titanic disaster, researching timelines and debating how differences of that single event were interpreted by different observers.

Ysgol Esgob Morgan, Junior School, Denbighshire

The school has received the School of Sanctuary Award. As part of the work learners undertook work looking at refugees, discrimination and prejudice. The project was able to draw on the RVE lenses such as Identity and Belonging, The Journey of Life and Values and Ethics.

Ysgol Bryn Deva, Flintshire

Pupils throughout the school have addressed how we as humans relate to the spaces and places we inhabit. Learners have explored the various places and spaces we inhabit, whether locally, nationally or internationally. The project allowed pupils to explore how maps represent both the physical and abstract nature of the world around us.

Ysgol Acrefair, Wrexham

The project traced how pupils progress their knowledge and understanding of issues of quality, identity and fairness. With the focus on their being no outsiders in their school so that everyone feels accepted, teacher planned experiences drawing on ensuing representation from a wide range of background and lived experiences.