Humanities: History, Geography & RE

Running through our STEAM curriculum is the belief that children learn better when their interests and fascinations are allowed to flourish and when they are given opportunities to develop a secure sense of identity, belonging and connectedness with the past, the present situation and the wold around them. The delivery of the Humanities subjects (History, Geography and Religious Education) are intrinsic to and woven through our STEAM curriculum themes for every curriculum stage. At Skol Nansledan, we call Religious Education Morality & Ethics.

Teaching & Learning Principles for History & Geography at Nansledan


Rationale and impact

We want our future leaders to develop a deep understanding of the History and Geography of our area and the wider world, so that they can recognise how we have arrived at this point. They will learn from the successes and failures of the past in order to pioneer progress in the future, locally and globally.

Today’s learners, tomorrow’s leaders.


History and Geography are deeply embedded in our STEAM curriculum and in the most part, children will develop their skills in humanities through the study of thematic units that relate to significant historical events or individuals who changed the course of history.

In some cases, children will undertake week long mini-projects, to immerse themselves in a particular time period, such as the Viking invasion or Ancient Egyptians.

Children will communicate their learning by collecting evidence in their STEAM topic books and through displays, assemblies and presentations.

Children will build on their skills in line with Nansledan’s History and Geography skills progression documents.


Teaching & Learning Principles for Morality and Ethics at Nansledan


Rationale and impact

We call this subject Morality & Ethics as it encompasses so much more than religious education. Morality and Ethics (M&E) education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.

The importance of M&E education is that it encourages pupils to develop their sense of identity and belonging. Pupils will gain the knowledge, understanding and critical thinking skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. 

Not everything that matters can be measured.

Not everything that counts can be counted.

Not everything that is valuable has a price.



We follow the Cornwall Agreed Syllabus for RE 2020 to ensure a broad M&E curriculum. We also observe the Curriculum Kernewek to enable children to recognise why Cornwall is considered a place of rich spiritual, religious and cultural heritage. They will develop an understanding of Cornwall’s character and its importance to its residents.

Our children come from varying faiths and worldviews, and our M&E curriculum reflects that by recognising that although most religious traditions in Britain and Cornwall are Christian, there are many other teachings and practices by other principal religions and also from non-religious viewpoints. Children will be taught about what Christians, Hindus, Muslims, Humanists, Jews and non-religious people believe and how they practice and behave.

Depending on the M&E topic, children will be taught either in regular (weekly or fortnightly) classroom sessions or multi-day M&E mini-projects. Whole school multi-faith days will be observed, where pupils engage in immersive learning about different cultures and religions and conduct comparative studies about different world views.

Learning across the key stages will be recorded in floor books. Not every session will require a written or recorded outcome, but each topic should cover 2-4 pages in the book, showing how children have answered their key question. The book may contain the following:

  • The key question itself must be included – eg: U2.9 Why is the Torah so important to Jewish people
  • Examples of drawings or artwork
  • Written work – diary entries, persuasive texts, posters, narratives, etc.
  • Photographs of children engaged in task
  • Short quotes from children, recorded on post-it notes
  • Books should contain a range of forms of evidence.

Each cohort entering the school will have their own floor book, that travels with them from EYFS to UKS2, showing their journey and learning progression.

Teachers plan learning tasks in order to facilitate children’s attainment of two main assessment strands, in line with our skills progression document: AT1 Learning about religion, AT2 Learning from religion. The progression document for our RE Curriclum can be found below.

We provide all children with their entitlement to religious education, as shown in the 1998 Education Reform Act. (Parents have the right to withdraw their children and the school will make arrangements for the child in this instance.)

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