Area of Learning and Experience 

Humanities 

Statement of What Matters 

Enquiry, exploration and investigation inspire curiosity about the world, its past, present and future.  

Key Concept 

Exploring and Enquiry. 

Overarching Learning Intention 

To challenge and question learners, enabling them to be curious with an enquiring mind, to gain deeper understanding of concepts so that they can undertake research and evaluate critically what they find and are ready to learn throughout their lives. 

Concepts to consider within this Statement of What Matters   

Enquiry, Observing and researching, Understanding and evaluating, Conclusions and Judgements. 

Skills- what will I be able to do by the end of the learning experience? 

To explore through play.

To become curious about my environment and culture and ask questions.

To communicate what I know in a variety of ways

 To be curious about Wales and the wider world and begin to ask questions.  To make suggestions about possible enquiries.

To experience a range of stimuli and participate in enquiries. 

To collect, record and sort findings, presenting them in a variety of ways.

To draw simple conclusions. 

To use appropriate methods to gather information for an enquiry and to interpret it. 

To engage with a range of stimuli.

To reflect on my enquiry approaches. 

To present findings in a variety of ways, drawing conclusions and making judgements based on evidence.

 To reflect on my enquiry approaches and identify areas for improvement.

To analyse, present and reflect on my findings.

To describe patterns in my findings and explain relationships across data and sources.

To draw considered and reasoned conclusions to enquiries, understanding that others may form different conclusions from the available evidence.

 To evaluate and reflect on my findings, synthesise information, analyse patterns and trends, predict possible outcomes and present well-supported and justified conclusions. 

To independently evaluate how successful the enquiry is, identify areas for improvement, and refining methods for future enquiries.

To make coherent and reasoned responses and judgements, taking into consideration different viewpoints.

Knowledge- What will I know and understand by the end of the learning experience?

To explore and begin to understand their Cynefin, Wales and the wider World.

To ask simple questions about their Cynefin, Wales and the wider world. 

 
To use prior knowledge and experiences to offer possible answers to simple questions about their locality, Wales and the wider world.

 
To gather information and communicate their findings in simple ways.

To develop knowledge about their culture, society and the world, now and in the past. 

 To use examples, knowledge and beliefs to develop enquiries. Begin to develop an enquiry independently and collaboratively. 

 
To use suggested methods to gather information related to enquiries and interpret the information. 

 
To begin to understand the difference between facts, opinions and beliefs. 

To increase breadth and depth of knowledge about their culture, society and the world, now and in the past. 

To use experiences, knowledge and beliefs to develop enquiries, both collaboratively and independently. 
 
To understand the difference between facts, opinions and beliefs, and consider how these may affect the importance and usefulness of evidence. 

To increase breadth and depth of knowledge about their culture, society and the world, now and in the past. 

 To use experiences, knowledge and beliefs to develop enquiries, both collaboratively and independently, using a range of research approaches. 

To critically evaluate the usefulness, validity and reliability of sources relating to the enquiry.

To increase breadth and depth of knowledge about their culture, society and the world, now and in the past.

 To independently carry out a range of full and thorough enquiries, selecting the most effective approach and justifying methodologies. 

To critically evaluate the usefulness, validity and reliability of qualitative and quantitative evidence.

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Humanities

Statement of What Matters

Events and human experience are complex and are perceived, interpreted and represented in different ways.

Key Concept

Questions and interpretations. (SoWM2)

Overarching Learning Intention

Children will critically review the way events and experiences are perceived, interpreted, and represented, while they form their own viewpoints, recognise those of others and develop self-awareness so that pupils can find, evaluate & use evidence in forming views. 

Concepts to consider within this Statements of What Mattesr 

Understanding viewpoints and perspectives, Human impact, Natural world and its place, Changes over time. 

Skills- what will I be able to do by the end of the learning experience? 

To form simple opinions about my likes and dislikes.

To form and express opinions, considering my own ideas, feelings, and those of others.

To begin to recognise other people’s feelings and viewpoints about familiar events or experiences.

To understand the difference between facts and opinions and consider how this may affect the usefulness of evidence.

To actively engage with a range of stimuli, participating in enquiries, both collaboratively and independently.

 To understand the difference between facts, opinions and beliefs and consider how this may affect the usefulness of evidence and investigate bias.

To actively engage with a range of stimuli, participating in enquiries, both collaboratively and independently.

To infer and evaluate opinions, viewpoints and interpretations in order to develop my own informed judgements.

To analyse the validity of interpretations and to explain how a range of interpretations can be formed, and subsequently changed over time. 

To develop my own informed and justified judgements whilst respecting those of others.

Knowledge- What will I know and understand by the end of the learning experience?

To begin to ask and answer questions.

To share ideas and feelings, expressing what I like and dislike.

To explain information and share ideas, opinions and feelings using relevant vocabulary.

To ask and answer questions and exchange ideas and information.

To interact with others, talking and writing about my thoughts and opinions showing empathy and respect.

To respond to others’ points of view.

To use evidence t explain how aspects of the past have been represented and interpreted in different ways.

To interact with others, talking and writing about my thoughts and opinions showing empathy and respect and justifying. 

To respond to others’ points of view. To consider validity and credibility of evidence, identity, experiences, viewpoints and beliefs. 

To know that interpretations can change overtime in the light of new evidence or a new perspective.

To appreciate a variety of perspectives on the world, recognising the limitations of my own perspective and to begin to challenge my own values and opinions.

To analyse, explain and evaluate the validity of opinions, viewpoints and interpretations. Consider how they are influenced by a range of factors, and how they can change over time.

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Humanities

Statement of What Matters

Our natural world is diverse and dynamic, influenced by processes and human actions. SoWM3

Key Concept

Natural World

Overarching Learning Intention

Through natural curiosity, cultivate in our learners a sense of place and belonging and to understand how and why places, landscapes and environments are changing so that  they are knowledgeable about their culture, community, society and the world now and in the past.

Concepts to consider within this Statements of What Matters 

Cynefin, Cause and effect, Chronology, Spatial distribution, Places. 

Skills- what will I be able to do by the end of the learning experience? 

Begin to recognise places which are familiar to me through first hand experiences.

To recognise places which are familiar to me through first hand experiences.

To recognise physical features of places, environments and landscapes in my locality.

To recognise places which are familiar to me through first hand experiences. 

To recognise physical features of places, environments and landscapes in my locality and in Wales.

To locate and give simple explanations for the distinctive features of places, spaces and landforms in my locality and in Wales as well as the wider world.

To give comprehensive explanations for spatial patterns of physical features.

To give comprehensive explanations for the spatial distribution patters of rivers.

To give comprehensive explanations for spatial distribution patterns of a range of global biomes e.g., tropical rainforests, desert, Mediterranean, deciduous forest and tundra.  

Include climate zone, vegetation zone, soil horizon and nutrient cycle.    

Knowledge- What will I know and understand by the end of the learning experience?

To begin to notice the effect I have on the natural world.

To recognise why places are important to me. To recognise places that are familiar to me.

To have first -hand experiences of the natural world.

 To know how people and the natural world impact on each other.

To describe how places, environments and landscapes are important to different people and for different reasons.

To recognise distinct physical features in my locality, in Wales and in the wider world. To recognise how these may change.

To compare places and environments.

To give simple explanations about the impact of humans on the natural world both now and in the past.

To give simple explanations about the impact that physical processes have had on people, places and landscapes both now and in the past. 

To describe and give simple explanations on how and why places, environments and landscapes are important to different people and for different reasons.

To locate and give simple explanations for distinctive features of places and landforms in my locality, Wales and the wider world. 

To describe spatial patterns of places, environments and landforms in my locality, in Wales and in the wider world. 

To describe how and why environments and landforms have changed overtime.

To explain how human actions affect the physical process that shapes places, spaces, environments and landforms over time. 

To explain the range of factors that affect the interrelationship between humans and physical processes.

To explain how significant places, spaces, environments and landforms in the natural world are associated with economic, historical, political, religious and non-religious beliefs and practices.

To describe and explain the distinctive features of places, spaces and landscapes at a variety of scales, in my locality, in Wales and in the wider world, along with the processes at work in them.

I can describe and explain why spatial patterns of places, environments and landforms may change over time, in my locality, in Wales and in the wider world.

To describe and explain how places, spaces, environments and landforms have changed overtime, outlining the processes that cause these changes in the natural world.

To explain and analyse the wide range of interrelationships and interdependencies between the human actions and physical processes that shape places, spaces, environments and landforms over time.

To evaluate the extent to which economic, social, political, cultural, religious and non-religious beliefs, practices and actions have led to changes in the natural world. 

To give comprehensive explanations for distinctive features of places, spaces and landscapes at a variety of scales, in my locality, in Wales and in the wider world, along with the processes at work in them.

To give comprehensive explanations for the spatial patterns of places, environments and landforms at a range of scales and predict how patterns and trends may continue or change in the future. 

To give comprehensive explanations and analysis of how and why places, spaces, environments and landforms have changed overtime. 

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Humanities

Statement of What Matters

Human societies are complex and diverse and shaped by human actions and beliefs

Key Concept

Human Civilization

Overarching Learning Intention

Children will develop their own identity and an awareness of how they, as individuals, can shape the communities and which they live. Learners will develop an understanding of history, heritage, diversity, identities, experiences and perspectives of their local area, Wales and the wider world.  (SoWM4) so that they are knowledgeable about their culture, community, society and the world, now and in the past and respect the needs and rights of others, as a member of a diverse society. (EIC)

Concepts to consider within this Statement of What Matters 

Citizenship, Governance, Cause and effect, Diversity, Change and continuity, Identity.

Skills- what will I be able to do by the end of the learning experience? 

To recognise and follow rules and norms in the groups and situations in which I take part.

To beginning to ask and answer questions to clarify my understanding.

 To recognise and follow the rules and norms of different groups and situations in which I take part.

To respond to what I hear, read and see, asking questions and showing my understanding.

To gain an understanding of the rules, norms and behaviours of different groups and situations, and I recognise that these have an influence on me.

To respond to what I hear, read and see, asking questions and showing my understanding and recognising viewpoints.

To gain an understanding of various levels of the governance systems locally, nationally and globally. 

To recognise how past and present events can shape communities and societies.

To make links between events of the past and recognise they are often interconnected.

To critically evaluate the consequences and significance of events and changes in societies in the past and present. 

To compare and evaluate local, national and global governance systems, considering their impact on societies in the past and present and the rights and responsibilities of citizens in Wales. 

Knowledge- What will I know and understand by the end of the learning experience?

To begin to understand that some events happen in the past, present and future.

To begin to understand that my actions and those of others have causes and effects.

 To sequence events and begin to understand that the past can be divided into periods of time.

To identify changes in my community over time, recognising similarities and differences in people’s lives.

To understand that the past can be divided into periods of time and that these periods are different from one another and from the present.

To understand and have awareness of the communities in which they live, Wales and the wider world. To have an understanding of how past and present factors have shaped their community.

To describe and explain similarities and differences between people’s lives, communities, and societies in the past and present including how they have been governed. To understand that not everyone shares the same beliefs, experiences or viewpoints.

To make meaningful connections between and compare a broad range of periods of time in order to develop a chronological map of the past. 

To understand how different communities and societies have changed over time in my locality, in Wales and in the wider world. 

To understand and analyse the causes, effects and consequences of a range of events, appreciate how causes are often interconnected and differ in importance.

To analyse and explain how identity is formed. To analyse the importance of the relationships, links and connections between diverse societies. 

To explain and compare how communities have been shaped by the past. To understand of a range of governance systems at local, national and global levels and to compare and explain differences between them.

 To give explanations and analysis of the characteristics of different periods of time, explaining how communities and societies have adapted and changed in my locality, Wales and the wider world. I can use this knowledge to consider possible futures. 

To critically evaluate how casual factors interrelate over a range of timescales and in a range of contexts. To appreciate how and why these factors may be contested. 

To evaluate and explain the multifaceted nature of identity and how it influences people’s interaction and impact across diverse societies. 

To compare and evaluate local, national and global governance systems, including the systems of government and democracy in Wales, considering their impact on societies in the past and present, and the rights and responsibilities of citizens in Wales.

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?

Area of Learning and Experience

Humanities

Statement of What Matters

Informed, self aware citizens engage with the challenges and opportunities that face humanity and are able to take considered and ethical action (SoWM 5)

Key Concept

Decision making

Overarching Learning Intention

To become informed self-aware citizens that engage with challenges and opportunities that face humanity and can take considered and ethical actions so that they understand and consider the impact of their actions when making choices and acting.

Concepts to consider within this Statement of What Matters 

Justice, inequality and rights, Citizenship, Social action, Ethical and moral questions, Impact and decisions.

Skills- what will I be able to do by the end of the learning experience? 

To understand that we need to have respect.

To understand my actions and that they have consequences.

 To be aware of right and wrong.

To understand fairness

Recognise rules and roles and ways of being and contribute to the community.

Recognise impact of actions

 To recognise that a range of factors influence behaviour, action and decision making.

To explain and analyse injustice and inequality.

To realise that our history has influenced our behaviours and actions towards ethnic minorities and to not repeat the same mistakes.

To recognise how the law works, both domestically and internationally and that. By the age of 18, all learners will begin to have a say.

Change and continuity in injustice and inequality over time.

Knowledge- What will I know and understand by the end of the learning experience?

To describe actions and their effects on others.

 How to care for living things and the environment.

Understand the term “Human Rights.”

Understand and explain the term “sustainable future”

Recognise and respect for Human rights.

Explain who is responsible for human rights in the locality and wider world.

Understand that some people are denied their rights.

To understand the difference between wants, needs and rights.

To understand the terms “ethical”, “moral judgements” and “viewpoints”

Importance of roles, societies, social movements and governments to defend people’s human rights

Connections between past, present and anticipated challenges in locality and wider world

Understand that we all have human rights and what these are.Investigate controversies surrounding human rights and breach of rights.

To apply ethical moral judgements and viewpoints to real life and reach a substantiated conclusion.

To investigate and appreciate social movements that came before us e.g. civil rights, BLM and woman’s suffrage. To appreciate and accept the difference between law/order and progress.

Experiences- What experiences will be provided to develop the learning? 

Cross-curricular Skills- What cross-curricular skills will I have developed by the end of the learning experience?