Humanities

History

In history we bring the curriculum to life through visits and historical interpreters who visit school with artefacts. We work closely with the village Historical Society to ensure that the children who attend our school, regardless of where they live, understand the richness of history which runs through the community.

Intent:

  • Children are engaged and motivated to deepen their knowledge further in specific areas linked to the curriculum
  • Develop cross curricular links and strengthen further links with the local and wider community and global world.
  • Deepen children’s knowledge and understanding by planning extracurricular visits.
  • Increase the children’s knowledge of local history and environment.
  • Learn how to interpret the past using high quality primary and secondary source materials.
  • Encourage children to build up a deeper appreciation of where we come from and what aspects of history have influenced modern day.

Implementation:

  • Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
  • Teacher have good knowledge of the subject they are teaching
  • When designing a bespoke medium and long term plan links are made to ensure that the current topic is taught across all subjects.
  • Ongoing – guest speakers are invited from the local and wider community to share their knowledge of the surrounding area. These have included visitors linked to the local church, historians and also curator from Malton Museum. 
  • School trips planned as appropriate.

Impact:

  • Children are engaged and motivated to learn, to develop their understanding further.
  • Learners develop a detailed knowledge.
  • Ensuring that cross curricular links are made and therefore deepens the children’s knowledge.
  • Children understand the importance of presentation and quality of work is essential in all areas.
  • All children from Reception to year 6 increase their knowledge of the area they live.
  • Engage all children more thoroughly, especially those children who learn in a more visual and interactive manner.

Geography

In geography we study local, national and global places and look at how lives are different. We also study our locality and have talks from the local history group who can explain geographical features, which link in with history.

Intent:

  • Ensure the National Curriculum for geography is implemented across the school and is designed and taught effectively to demonstrate progress.
  • Carry out a local Geographical study and compare to an alternative location.
  • Cross curricular links and ensure children have access to maps, atlas and globe.

Implementation:

  • Design and construct a varied and engaging long term plan that is ambitious and ensures the topics are linked to the National Curriculum but are also linked to the interests of the children in school.
  • Use a variety of maps including ordnance survey.
  • Ensure that resources / classroom displays support the learning of all children.
  • Children have access to technology to access digital maps.
  • Children have the opportunity to explore the local environment and develop field work skills.
  • Ensure that the children have an understanding of the local and wider community through working with the Historical Society and the Church Project Group.

Impact:

  • Children will develop contextual knowledge of globally significant places, both land and sea.
  • Children will understand how the geographical features of the world can vary and change over time.
  • Children will be able to collect and analyse data following field work.
  • Children will learn to read and interpret maps, globes etc.
  • Children will gain a deeper knowledge of their community.

RE

In RE we discuss the values and celebrations of faiths and cultures in our diverse world. We enjoy bringing these festivals to life by exploring them through craft and other hands on activities. We follow the North Yorkshire Syllabus for RE, which covers a multitude of faiths and beliefs. The pupils of Slingsby C P have an assembly each week in either the village church or chapel. These assemblies are organised and run by our local community.

Intent:

  • All children are actively encouraged to appreciate beliefs from all aspects of life
  • To engage all children in the values of the school and, in turn, in their local community.
  • To improve the children’s understanding of the wider world, how others live and worship and to build tolerance and knowledge of our diverse nation and the world.

Implementation:

  • The Slingsby ‘Values for Life’ will be discussed, expanded upon and displayed in each classroom as these are used as a foundation from which to teach all RE.
  • All classes follow the updated NYCC RE scheme
  • The whole school attend a weekly Christian assembly held alternately at the church or chapel in Slingsby village.
  • Provision made for other faiths followed in school when required e.g. Jehovah’s Witness display board
  • External trips to experience a faith first hand (Hope Central etc, Gurdwara)
  • Children are actively encouraged to help others and become involved in projects e.g the Youth Leader scheme and Castle Howard estate.

Impact:

  • Children receive a grounding in the school’s values for life, British values and learn to develop their own opinions and beliefs (and expect that these will be respected).
  • Children learn that other people may have different opinion and faiths to their own, but that these are important to them and should be respected also.
  • Children feel part of the Slingsby community and in turn they feel valued by members of the church community in Slingsby.
  • All classes design and decorate the Castle Howard chapel Christmas tree giving them a sense of belief and community.
  • The diverse faiths of the world are discovered and respected giving the children a broader view of the cultural capital in which we live today.

PSHCE

The Slingsby Values for Life have a strong part to play in our PSHCE lessons, as do British Values. We study how to deal with life, worries and moral dilemmas. This is done through a variety of visitors such as NSPCC, CEOP (internet safety) and the York/Selby Magistrate Court. We also have discrete lessons dedicated to this theme. Healthy living, exercise and eating is also a theme that the children are taught. Mental health and Mindfulness are a strong influence throughout our school day.

Intent:

  • All children are actively encouraged to appreciate each other and to treat each other as they would wish to be treated.
  • That each child is given the opportunity to develop resilience and self-sufficiency, whilst being sensitive and respectful to the needs of others.
  • Sex and relationship education is an important part of PSHCE teaching. We intend for our children to be given the age related information required to enable them to make good choices and to understand about healthy and unhealthy behaviours.
  • Children develop a sense of morality
  • Children develop a knowledge of how to look after themselves through healthy diet and regular exercise.

Implementation:

  • The Slingsby ‘Values for Life’ are displayed in each classroom and these are used as a foundation from which to teach all PSHCE.
  • Class teachers to refer to the Slingsby Values for Life to deal with situations that may arise.
  • From the very early years and the early days in school each September children are taught and encouraged to become increasingly independent and resilient to new challenges. This is continued until Y6 and beyond (HT meeting with Y7 who were once Y6)
  • Maintain regular communications with outside agencies, e.g the police, magistrates and health services, invite visits for talks around internet safety, keeping safe and being a good citizen.
  • Staff will complete the online Safeguarding/Prevent/Child Protection training (and others) as instructed by the HT
  • Children have daily opportunities for reflection and discussion about choices (when words are out, they cannot go back in)
  • Discrete PSHCE/SRE lessons alongside embedded discussions