Planning the curriculum to be experienced through humanity-based themes ensures that all learning happens within a rich and engaging context by which the children learn about the world they live in, the people in it and the times that have come before. Using a carefully curated collection of themes which relate to one another over time ensures a thorough and…


We want our children to have a broad and deep understanding of human experiences throughout history across a range of cultures. We want our children to build a chronology of how the world has changed and make links between what has gone before and the world we live in today.

Children will be taught to look at the history of the world from different perspectives, using quality texts, a range of evidence and artefacts. Enrichment experiences such as visits to museums will enhance engagement and embed knowledge.


We want our children to develop a curiosity and fascination about the world and its people. As well as learning key knowledge about physical geography including features, landscape and climate, our Geography curriculum seeks to give our children a rich understanding of how life is for people around the world and across a range of cultures and contexts.

Children will be taught to interpret maps, make links and comparisons between different locations, as well as look at the world from different perspectives, using quality texts, a range of evidence and artefacts.


RE explores big questions about life, in order to find out what people believe and what difference this makes to how they live, so that pupils can make sense of religion and worldviews, and reflect on their own ideas and ways of living.

RE supports wider community cohesion by promoting mutual respect and tolerance in a diverse society.

We follow the Islington Agreed Syllabus for Religious Education – Exploring and understanding values and beliefs. The syllabus is designed using a ‘Key Questions’ approach.

The principle aim of the syllabus is is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.