Subject Co-ordinator Detailed Evaluation Report.
Subject: Humanities
Date: 9th October 2013
Author of Report: L. Clements
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Scope of the evaluation
The evaluation took place over the three school days (7th – 9th October) in the Autumn Term of 2013. 9
lessons were observed. Four from foundation phase and five from key stage 2. Observations lasted
from half an hour to ¾ of an hour. All staff provided relevant paperwork and they were also interviewed
as part of the observation process. Teachers provided their planning documents, current group plans,
samples of work illustrating a range of P levels and photographic evidence was taken as part of the
observation.
Schemes of Work
Foundation Phase
Foundation Phase planning for Humanities is drawn from the long term three year rolling program of
topics, one per term (see appendix 1). It also allows for opportunities to learn about different seasonal
events that may take place during that term (Including RE/ and events that take place around the world.
Pupils also have the opportunity to look at traditional and multicultural festivals).
Medium term planning is taken from the Welsh Assembly Document ‘Framework for Children’s Learning’.
Planning links to each topic is decided by individual teachers based on the skills and in many cases child
led. The Foundation Phase Footsteps are also used by some teachers if applicable to their class.
Foundation Phase current topic is ‘All about me’.
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Key Stage 2
Key Stage 2 teachers are following a new long term three year rolling program of topics (See appendix
2), which was introduced in September 2013. This has replaced the previous four year rolling program of
topics that were linked to Flintshire’s schemes of work/ Moodle.
Medium term planning is currently written by individual class teachers based on the terms topic. It
incorporates ideas to cover all National Curriculum subjects in a cross curricular way. The content of the
planning is tailored to meet the needs of the individual pupils and the diverse needs of the individual
class year groups.
The new numeracy and Literacy Framework will be implemented in the near future which will impact on
planning formats as well as Rights Respecting Schools which will be linked to subject areas .
Teaching Strategies
This information has come directly from direct observation and/or discussion with the class teacher.
A mix of whole group, small group and individual work was observed. Most lessons began with a recap
of previous learning as a whole class group, followed by a practical work session and then a return to the
whole group to discuss what they had done/found out or to show their work. Symbols, signs,
photographs and objects were used extensively to ensure optimum learning. Practical demonstrations of
tasks were given for pupils to mirror and careful questioning by all staff encouraged pupils to reflect on
their work in a critical way. The pupils were given opportunities for independent enquiry where
appropriate and they were given opportunities to make simple choices and to think for themselves. Some
teachers used digital photographs to aid pupils to follow a process or reflect back on previous learning as
well as a record of their work. All worksheets provided were differentiated according to ability.
Use of TAs
All lesson plans gave detailed information for TA’s with clear outlines on the learning outcomes for the
sessions observed. This allowed effective use of TA’s when involved in group work –asking questions,
using key vocabulary and keeping the children on task. TA’s modelled appropriate behaviour and in both
Foundation phase and KS2 classes, provided one to one support for specific children in order for them to
participate fully in the activities.
TAs were also seen to record pupil progress and to take photos of pupils and tasks during activities.
It was clear in all classes observed that there were good staff relationships which promoted a happy
environment within the classroom setting all of which is conducive to learning.
Use of ICT
Microsoft Power point was the most used ICT program to support the teaching of humanities. Some
teachers used the interactive whiteboard to support the introduction to lessons through showing visual
images that we mainly used for discussion purposes and questioning. Clicker 6 was also used by two
teachers. The beebot and a street mat was used effectively in one key stage 2 class, pupils were
estimating how many steps it needed to be programmed in order to reach a specific shop.
Teachers used digital photographs, the WWS program and word processing programmes to record work
and to make worksheets. Photographs of how the pupils travel to school were used effectively in one
class, allowing for the pupils to find the correct photo of themselves. Pupils did not use the class
computers during any if the lessons observed.
Interviews with KS2 teachers highlighted that they use google earth and street view to support their
current topic (It was mentioned that sometimes the network can be quite slow when using the internet to
support teaching which has a negative impact on lessons). The beebot is also used in foundation phase/
KS2 to support directional work
Many teachers felt that the majority of programs related to humanities topics available on the internet are
too difficult for our pupils to work independently and that they prefer to make their own resources.
Use of the Internet has assisted teachers planning and preparation of materials.
Pupil Attainment
Each session observed was based on developing the skills relevant to History & Geography through the
theme of either All about me or Buildings and architecture. Lesson activities associated with the Skills in
history and geography and topics such as ‘buildings and architecture’ lend itself to explore buildings in
the local environment as well as globally. However, in every lesson additional targets from across the
curriculum were incorporated as well as everyday welsh.
It was evident from observation that as a school we integrate the subject areas of history and geography
into our topic work extremely well. We use the skills from the Foundation Phase Framework and history
and geography National Curriculum to deliver a topic that is purposeful, relevant and engages our pupils.
These include topics with a geographical focus such as buildings and architecture. Pupils access these
topics through a range of different tasks and activities including trips and visits, using the local area as
well as class based learning. It is the vast range of activities that provide pupils with exciting learning
opportunities and ensures pupils achieve their potential.
Pupils were able to achieve the objectives set out in the lesson plans with differentiated levels of support
and in some cases demonstrated learning retained from previous lessons. These were backed up with
examples of levelled work and learning snapshots. In most cases these objectives were clearly linked in
with the National Curriculum and had corresponding outcomes from B-squared
The new planning framework should ensure that pupils have a variety of activities and build on their
understanding rather than repeating similar activities throughout the key stages.
The Observations
Foundation Phase
Green Class
Green class have been working on family trees. The session was introduced recapping on work from a
previous lesson. The pupils were then split into ability groups and using figures created practical family
trees that were child led. The second group decorated trees using paint, groups then swapped. The
classroom also allowed for pupils to use the models in a dolls house to reinforce learning and extend
play opportunities.
Red Class
Red class have been using the story ‘the mulberry bush’ to find out about themselves. In this particular
lesson they were looking at how they travel to school. Toys and photographs were used affectively to
support the session. The pupils would then revisit the activity later in the day and decorate a 2D vehicle
and stick their own photograph in it to resemble themselves travelling to school.
Class displays were linked to the story.
Blue Class
Blue class were working between P2ii and P3i in Geography and after listening to a story called ’What
can Maisy hear?’ They explored making and listening to sounds in their classroom environment, outside
and the corridors. Photographs of different areas were used to cue the pupils into where they would be
going next. The pupils had lots of fun doing this!
Yellow Class
Yellow class pupils were learning about the stages of life from baby to elderly. This was introduced using
a powerpoint, they sequenced pictures as a group and then individually.
Key Stage 2
Pupils in Falcon class selected songs related to the topic that had been created using a clicker 6 grid.
They also explored a variety of objects that are related to a house through a talking tub and then went on
to make very tasty pizza houses.
Kestrels Class
In Kestrels class the pupils recapped on the key parts of a house in welsh and English. They had been
on a trip to see their own homes and take photographs during a previous topic session and we’re
matching pupils to their home on the ICT program clicker. .
Assessment, recording and reporting
The B-Squared Assessment document is used throughout the school. This gives targets organised in
small steps for the eight P levels which precede the National Curriculum, and is used as the basis for the
Individual Educational Plans. Although History and Geography is not formally assessed using B Squared
at Pen Coch, several Teachers said they referred to it when developing their plans to ensure their
activities were skills based. For those pupils with more complex needs who are working at an even
earlier level the Routes for Learning document is used to track their progress.
Foundation Phase record their pupils achievements using pupil profiles and evidence of pupils work/
achievements are kept in the individual pupils yellow files.
KS2 corridor displays related to the topic Buildings and architecture show cross curricular links including
different art techniques used.
Resources
Resources are kept in Sparrows class cupboard. However, a large number of resources were purchased
for KS2 topics which have since changed. These resources will be re organised to the new topics and
staff will be made aware of what we have available.
All members of staff highlighted the need for more resources and also the need to take into account the
needs of future pupils.
Training needs
Most staff indicated in the interviews that they enjoyed teaching Humanities. Many were keen to accept
any advice on ways to improve their teaching. The only training needs specified were related to ICT and
being able to make ICT activities that were more specific to individual pupils. Most staff felt they had
sufficient ideas to promote the subject in an interesting and meaningful way for their pupils. However, all
staff felt that new and different resources to support specific topics would be beneficial.
Progress since the last monitoring and evaluation report
History and Geography were separate subjects until May 2012 when they were amalgamated to become
Humanities. As a result a new humanities Policy has been written. Geography was monitored in March
2011.
Summary of new recommendations

To order more resources related to new topics at Key Stage 2 and different resources for
foundation phase. Taking into consideration the needs of future pupils and allowing for
progression of skills and variety of materials throughout the key stages.

More resources to be purchased for Foundation Phase in particular books related to topics and
costumes.
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To continue to organise resources as best as possible in limited space and make staff aware of
what is available at present. Keeping them up to date with any new resources that become
available.
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To discuss with Andrea if possible for time to be set aside after school in order to develop new
KS2 Long-term plans that can be written collaboratively by all relevant teaching staff. Suggestions
of educational visits will be added to link to specific topics by Laura for KS2 initially and the
foundation Phase. This will then impact on how we collate evidence for foundation subjects.

Books and artifacts are still ordered from the county library to support topic work. However they
are selected by the library service based on the topic title. We will monitor the use and
effectiveness of these as they are not always suitable for our pupils and classes aren’t using them
a lot. We will look into how we can increase their use within the department. Staff can visit the
library and see what is available if they are not happy with what is provided.

List of useful websites that have humanities games and activities to be made available to staff by
L. Clements
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To look at how we currently record children’s progress in humanities through B squared and
evidence of skills learnt.

Laura to discuss with Ange Anderson and Phil re. network speed.

Laura to save photographs of key places in and around the school for teachers to use in their
lessons.
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Ensure correct storage of resources.