What is Humanities?

The Humanities Area of Learning and Experience (Area) seek to awaken a sense of wonder, fire the imagination and inspire learners to grow in knowledge, understanding and wisdom. This Area encourages learners to engage with the most important issues facing humanity, including sustainability and social change, and help to develop the skills necessary to interpret and articulate the past and the present.

Humanities encompasses Geography; History; Religion, Values and Ethics; Business studies and Social studies. These disciplines share

many common themes, concepts and transferable skills, while having their own discrete body of knowledge and skills.

The New Curriculum Wales 2022                        

Click on the following link to find the guidance for helping schools and settings develop their own curriculum, enabling learners to develop towards the four purposes. – .

(A summary of the Humanities section is outlined below)

The Statements of What Matters within Humanities

  1. Enquiry, exploration and investigation inspire c
  2. uriosity about the world, its past, present and future.
  3. Events and human experiences are complex, and are perceived, interpreted and represented in different ways.
  4. Our natural world is diverse and dynamic, influenced by processes and human actions.
  5. Human societies are complex and diverse, and shaped by human actions and beliefs.
  6. Informed, self-aware citizens engage with the challenges and opportunities that face humanity, and are able to take considered and ethical action.

The Principles of Progression in Humanities

    1. Increasing breadth and depth of knowledge
    2. Deepening understanding of the ideas and disciplines within areas of learning and experience
    3. Refinement and growing sophistication in the use and application of skills
    4. Making connections and transferring learning into new contexts
    5. Increasing effectiveness as a learner.

Teaching and Learning at PENNARD

We have fun through consistently experiencing a range of the following:

  •  Inquiry and co-operative based learning – Pupils at the centre of and leading     topics and themes of own learning
  •  Senedd
  • Dreigiau
  • Dydd Gwyl Dewi Saint Eisteddfod
  • Digital experiences, resources and research
  • Learning Outdoors
  • Nature Reserve engagement with a variety of landscapes, historical and geographical feature, environments and places
  • Exposure to artefacts
  • Visits to National Museums, Heritage Centres, Libraries
  • Local field trips and trips in the Wider Community
  • Community Events and Links
  • Business, community workers/leaders
  • Groups and organisations such as charities, pressure groups and non profit organisations
  • Enterprise and entrepreneurial activities
  • Social action projects
  • Ecological projects
  • Growing produce and taking care of our school grounds 
  • Opportunities to read and use maps, atlases and globes
  • Exposure to music, art and writing from a range of different cultures and time
  • Visitors from different cultures, religions or time
  • Collective Worship by Visiting Religious Leaders
  • Media footage of global events, Assemblies
  • Lead Creative Schools projects 


There’s more to know … ‘Cynefin’ … What is  this?

Humanities is central to learners becoming ethical informed citizens of Wales and the world. In contemporary and historical contexts, investigation and exploration of the human experience in their own localities and elsewhere in Wales, as well as in the wider world, can help learners discover their heritage and develop a sense of place and Cynefin. It can also promote an understanding of how the people of Wales, its communities, history, culture, landscape, resources and industries, interrelate with the rest of the world. Contemplating different perspectives will in turn help promote an understanding of the ethnic and cultural diversity within Wale. Taken together, these experiences will help learners appreciate the extent to which they are part of a wider international community, fostering a sense of belonging that can encourage them to contribute positively to their communities.

welshClick the link below to watch our recent Welsh Folk Dance World Record:    

Humanities and The Rights of  the Child at Pennard …



 UNICEF is the world’s leading organisation working for children and their rights. IN 1989, governments worldwide promised all children the same rights by adopting The UN Convention on the Rights of the Child (CRC) These rights are based on what a child needs to survive, grow, participate and fulfil their potential.

You can see the full list of rights at –

The Curriculum for Wales guidance is a clear statement of what is important in delivering a broad and balanced education. The four purposes are the shared vision and aspiration for every child and young person. In fulfilling these, we set high expectations for all, promote individual and national well-being, tackle ignorance and misinformation, and encourage critical and civic engagement.

A school’s curriculum is everything a learner experiences in pursuit of the four purposes. It is not simply what we teach, but how we teach and crucially, why we teach it.

Curriculum development should be at the heart of practitioner, school and national efforts which seek to raise standards for all, tackle the attainment gap, and ensure an education system that is a source of national pride and enjoys public confidence. This development will also contribute to our goals as a nation as set out in the Well -being of Future Generations (Wales) Act 201. It is also an important vehicle for embedding the United Nations Convention on the Rights of the Child (UNCRC) in the experience of learning and teaching for our children and young people and for giving them an understanding of their rights.

Below are some helpful links to a range of websites to support the teaching of Humanities