Humanities (Topic)

Our Curriculum

As a school we are committed to offering our pupils a creative, broad and balanced curriculum. The teaching of Topic plays a fundamental part in this. The title ‘Topic’ at Lisburne School refers to those areas of the curriculum that are primarily delivered through the teaching of Geography, History and Art and Design.  It is through the teaching of Topic that the children begin to make sense of the world around them and so enrich and extend their understanding of it.

The Different Aspects of our Topic Curriculum

Geography

The experiences gained through the teaching of Topic promote within our pupils an appreciation of their geographical location and their social communities in the context of their local environment as well as the wider world. These experiences enhance our pupils’ potential to become effective, caring and passionate participants in their local community and wider society and promote continuing interest throughout their lives.

History

The teaching of History through our Topic curriculum fires up our pupils’ curiosity about the past as well as giving them the opportunity to make sense of the present. It helps them to begin to understand their place in the world and helps them to see how events in the past made things the way they are today.

Art & Design

Art and Design plays a vital part in our pupils’ creative and sensory development. The experiences gained through the Art and Design element of our Topic curriculum develops and stimulates the pupils’ imaginations and creativity by providing a range of visual, tactile and sensory experiences. It encourages our pupils to make thoughtful judgments about life and helps them to understand how Art and Design has both reflected and shaped lives.

The topics are structured through a two-year cycle. This allows a good breadth of coverage as well as opportunities to revisit and develop previous learning. Every class investigates a key question or idea which is linked to the whole school Topic theme each term.  

Teaching in a multi-sensory style which is adapted and individualised to meet the needs of each child is fundamental to our teaching approach in order to ensure the inclusion, participation and progress of all pupils. In our formal curriculum classes, topics are planned using a progression of skills documents which allow learning intentions and planning to promote child-led learning opportunities, encourage independence and pupil voice. Learning is evidenced through a uniformed classroom display as well as individual work books.

Our Topic Themes