Humanities Policy
Table of Contents
The Nature of Humanities.......……………………………………………………………………1
Objectives ………………………………………………………………………………….....................1
Health and Safety/Safeguarding ……………………………………………………………..2
Multicultural and Equal Opportunities ……………………………………………………..2
Personal, Learning and Thinking Skills, SEAL ………………………………………3
Teaching and Learning …………………………………………………………………………........4
Differentiation ………………………………………………………………………………….............5
Resources ………………………………………………………………………………………..................5
Assessment and Evaluation ……………………………………………………………….…….....5
Cross – Curricular Links ……………………………………………………………………….........6
Classroom management …………………………………………………………………….............7
ICT ……………………………………………………………………………………………........................8
SMSC ……………………………………………………………………………………………………………….8
The Nature of Humanities
Humanities lessons allow pupils to appreciate a world outside of their own experience,
and understand everyday situation. Pupils are given the opportunity to learn about
societies that have passed, and of the present. Pupils will learn to make comparisons
to past eras and identify patterns of repeated history. They also learn about the
world itself, how it has evolved over the thousands of years, how it continues to
develop and how man have both created and will inevitably destroy our planet. Pupils
learn to be sensitive to the beliefs and practices of other people, as well as consider
their own morality and place in the community. We actively promote British Values in
our Humanities curriculum through the inclusion of themes such as the history of
democracy in Britain, the Rise of the Dictators in Europe pre WW2, universal
suffrage, the abolition of slavery, the History of Crime and Punishment in Britain,
field trips to the Police Museum (year 10) where pupils can experience what a British
police station and court looks and feels like inside, and promotion of tolerance and
respect through learning, debate and challenging of negative stereotypes.
Objectives (History, Geography and RE)
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To encourage curiosity and imagination
To develop their own identities through an understanding of history at
personal, local, national and international levels.
To guide them to ask and answer questions of the present by engaging with the
past.
To learn about the history of their community, Britain, Europe and the world.
To develop a chronological overview that enables them to make connections
within and across different periods and societies.
To know how Britain has relationships with the wider world, and relate past
events to the present day.
To prepare pupils for the future, equipping them with knowledge and skills that
are prized in adult life, enhancing employability and developing an ability to
take part in a democratic society.
To encourage mutual understanding of the historic origins of our ethnic and
cultural diversity, and helps pupils become confident and questioning individuals
To stimulates an interest in and a sense of wonder about places.
To understand where places are, how places and landscapes are formed.
To know how people and their environment interact.
To know how a diverse range of economies, societies and environments are
interconnected.
To experience/investigate places at all scales, from the local to the global.
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To develop geographical enquiry skills and encourage questioning, investigation
and critical thinking about issues affecting the world and people’s lives, now
and in the future.
To take part in fieldwork where pupils can learn to think spatially and use maps,
visual images and new technologies where possible.
To provoke challenging questions about the meaning and purpose of life, and
moral beliefs through looking in detail at the major religions of the world.
To encourage pupils to explore their own beliefs.
Build up resilience to anti-democratic and extremist points of view.
Develop respect for other people through understanding their beliefs and
challenge prejudice.
Prompt pupils to consider their responsibilities to themselves and other
members of society.
To encourage empathy, compassion and generosity.
These objectives along with the requirements of the National Curriculum, Oakwood’s
Mission Statement and cross-curricular links, are all included in the development of
the Schemes of Work throughout Oakwood.
Health and Safety/Safeguarding
Oakwood Academy is committed to safeguarding and promoting the welfare of
children and young people and expects all staff and volunteers to share this
commitment. All members of staff believe that Oakwood should provide a caring,
positive, safe and stimulating environment that promotes the social, physical and
moral development of the individual child and they strive to provide this within their
classrooms. Members of staff are all aware and follow health and safety guidelines.
The classroom door which leads onto the quadrangle is always locked unless opened by
a member of staff. Clear signs are displayed to prevent pupils from opening it
without permission. The door is always checked when leaving the room to ensure
nobody can enter from the outside. Please see the Safeguarding Policy for more
details.
Multicultural and Equal Opportunities Issues
Equal Opportunity is not about treating everyone the same. It is about meeting
people’s individual needs and appreciating their individual gifts and strengths. We are
all different and should all be equally valued. Our aims ensure that were a providing
and Equal Opportunities and Inclusive for all.
Aims
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Our main aim is to offer an education appropriate to each pupil’s needs
regardless of their race, colour, ethnic or national origins, gender, sexual
orientation, disability or religious beliefs.
With regard to the statutory Code of Practice on the duty to promote Race
Equality, we aim to tackle racial discrimination and to promote equality of
opportunity and good race relations across all areas of academy activity.
With regard to the revised SEN Code of Practice, the index for Inclusion and
the Social Inclusion Initiatives, we aim to ensure equal access to educational
opportunities for all our pupils and the opportunity to reach levels of
attainment appropriate to each child’s individual ability.
We aim to ensure that everyone at Oakwood (staff, pupils, parents,
contractors and visitors) is afforded the basic rights of freedom and access to
opportunity, including freedom from all forms of harassment and bullying.
We aim to ensure that active encouragement is given to all, in order to enable
them to fully develop talents and personal skills for cooperative interaction and
academic excellence. No one person has the right to deny another person of his
or her rights to educational opportunity.
Thinking Skills
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Use of mind mapping, explaining and communicating ideas
Use of investigating and evaluating texts
Awareness of different styles of learning
Incorporation of the key aspects of Assessment for Learning
Personal Learning and Thinking Skills (PLTS), explicit in the new curriculum
Through Humanities, pupils are given a range of opportunities to express their own
feelings, particularly in topics such as The Great War and The Black Peoples of
America. Pupils develop a real sense of empathy through these subjects and begin to
make decisions upon this reflection.
In other topics such as Africa and India, pupils are encouraged to think about their
own actions and express how they could improve to make themselves feel better and
the world a better place.
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Teaching and Learning
Teaching
Pupils in the main body of the school are taught for 55 minutes, twice a week at KS3.
Pupils in the lower ability classes in KS3 will follow an integrated curriculum, with
Humanities forming an integral part.
Pupils in year 10 are taught for 55 minutes, three times a week. 10A follow the OCR
GCSE History specification with opportunity to access the Entry Level course. Pupils
in 10B, 10C and 10D follow the OCR Entry Level History course for two lessons a week
and the ASDAN Short Course in Citizenship for one lesson.
Pupils in year 11 are taught for 55 minutes twice a week. Pupils in 11A and 11B follow
the OCR Entry level Geography course. Pupils in 11C complete the Entry Level History
course and ASDAN Short Course in Citizenship.
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 7
My
Community
Volcanoes
and
Earthquakes
Christianity
Tudors and
Stuarts
Local History
Study
Year 8
Africa Kenya
Medieval
Britain –
Norman
Conquest
Women’s
Suffrage
Food and
Farming
Judaism
Rivers and
Coasts
Year 9
First World
War
Weather
and Climate
Second
World War
and
Holocaust
Islam
The
Industrial
Revolution
India
Year 10
(GCSE
Course)
Roman
Crime and
Punishment
Justice in
the Middle
Ages
Crime and
punishment
in the Early
Modern
Period
Justice in
the
Industrial
Revolution
Crime and
Punishment
in the 20th
Century
Coursework –
Local History
project
Year 10
(Entry
Level)
Crime and
Punishment
Crime and
Punishment
Study of an
Individual
Societies in
Conflict
Societies in
Conflict
Rivers,
Coasts and
People
Year 11
Rivers,
Coasts and
People
Natural
Hazards
and People
Natural
Hazards
and People
People and
Places
My Place
Transatlantic
Slave Trade
Teaching is directed at a whole class however provision is made for pupils who require
support. Pupils are encouraged to work independently most of the time, however, as
part of PLTS and SEAL, talking partners and group work is encouraged.
Planning is available in long, medium and short term formats. Teachers are required
to complete planning sheets prior to the lesson commencing and evaluate lessons
regularly. Schemes of work and detailed planning documents are available in the
‘Subject Information’ folder of the shared drive.
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Learning
In Humanities pupils are encouraged to become more actively involved in the learning
process. Part of this relies heavily on lively and creative lessons. Cross curricular
planning allows pupils to make concrete links between subjects and transfer
knowledge confidently. Pupils with low self-esteem may struggle in one subject but
excel in another, cross curricular links allow pupils to feel confident in the knowledge
they are taught, particularly if the links are throughout various subjects. In
humanities, we use a wide variety of cross curricular links. They are;
 Literacy – independent reading, visual literacy, imaginative writing and speaking
and listening skills.
 Numeracy – map work and coordinates, scale work and measuring, climate and
temperature.
 Science – water cycle, rivers and mountains (habitats and environment).
 ICT – a range of ICT programmes used to engage pupils, iPads are regularly
used with subject specific applications
 Citizenship/SEAL/PSHE – pupils communicate in a variety of ways to complete
activities. This includes group work, partners and whole class situations. This
practise provides pupils with the opportunity to develop their communication
skills with their peers.
Differentiation
Work will be differentiated in order to cater for the needs and abilities of all pupils.
Work set will be differentiated by task, outcome, time and process. All work will aim
to stretch pupils to their full potential.
Resources
Humanities resources are be stored in the Humanities base, room 13 where a range of
resources are available to help engage learners. The stock cupboard is clearly
labelled. Resources are available for any staff member but MUST BE RETURNED to
the relevant storage area after use.
Assessment and Evaluation
Assessment and evaluation is seen to be an integral part of the teaching and learning
process. It should improve pupil performance by indicating strengths and needs,
thereby contributing to the personal development of the pupil.
Assessment is a fundamental part of the learning process. Oakwood ensures that all
subjects monitor and assess accordingly in order to predict and observe progress. In
Humanities this will take place in a variety of ways including
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Immediate marking
Verbal feedback within the lesson
In depth marking
Peer assessment
Questioning
In line with Oakwood’s current assessment policy, pupils are formally assessed in each
area of Humanities, every term. This will then be used for detailed data analysis to
monitor progress and target areas of weakness. The pieces of assessment work will
state the child’s current attainment level and guidance on how to improve, with a
target set.
Cross-curricular links
In Humanities, pupils are encouraged to become more actively involved in their
learning process. Part of this relies heavily on lively and creative lessons. Cross
curricular planning allows pupils to make concrete links between subjects and transfer
knowledge confidently. Pupils with low self-esteem may struggle in one subject but
excel in another, cross curricular links allow pupils to feel confident in the knowledge
they are taught, particularly if the links are throughout various subjects. In
humanities, we use a wide variety of cross curricular links. They are;
 Literacy – independent reading, visual literacy, imaginative writing and speaking
and listening skills.
 Numeracy – map work and coordinates, scale work and measuring, climate and
temperature.
 Science – water cycle, rivers and mountains (habitats and environment).
 ICT – a range of ICT programmes used to engage pupils, use of Power Point to
prepare and present information both teachers and pupils
 Citizenship/SEAL/PSHE – pupils communicate in a variety of ways to complete
activities. This includes group work, partners and whole class situations. This
practise provides pupils with the opportunity to develop their communication
skills with their peers.
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Classroom Management
Classroom management within humanities is considered carefully and in advance. In
cohesion with Oakwood policy, found centrally on the intranet, teachers are
requested to ensure that all classroom bases are welcoming and tidy. Bright and
colourful displays are encouraged as a visual stimulus for learning and also for mood
enhancing. All classrooms have a rise a fall table available for pupils with physical
disabilities. Also, leaning boards with cushioning are also provided for pupils with
particular difficulties in writing. Classrooms are clutter free and ensure free
accessibility at all times.
A Teaching Assistant works closely with the teacher. Under the teacher’s direction
he/she will work with smaller groups of children, or on a 1:1 basis where children
required extra input. If the Teaching Assistant is not required to work with children
then other tasks are available for he/she to do i.e. backing work for display, getting
displays ready and putting them up, filing work, placing assessment pieces of work in
appropriate files, etc.
Lessons are structured clearly and where possible follow the same method each
lesson. This allows pupils to become aware of the process and become more
independent when working in several contexts.
Each classroom is equipped with an Interactive White Board (ICT), a free standing
Whiteboard (Manual), adequate storage space (shelves and cupboards) all of which
are clearly labelled. Writing materials are on the tables and can be accessed at all
times. Specialist equipment such as mini white boards, maps and atlases, compasses
and weather vanes are available to the pupils and are stored clearly with labels.
A positive but firm relationship between pupil and teacher is encouraged so that
pupils are comfortable in the company. We also present high expectations to our
pupils; they know the boundaries and are aware of the consequences if they go
beyond them. Oakwood’s assertive discipline policy (see copy on intranet) is followed
within Humanities. A new praise postcard system is also in place for rewarding
positive behaviour and work.
ICT is used regularly in our lessons. Teachers use ICT to deliver their lesson using
Smart Note Pad and Power Point presentations, as well as using the Internet and
specific programmes such as ‘BBC Active’ to make learning more realistic. Pupils
enjoy learning from ICT and do so well.
Pupils are also provided with the opportunity to use ICT both in our ICT/Media suite
and personal laptops and iPads within the classroom.
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Information Communication Technology
Each department has access to the PC’s in the Learning Resource area, bank of iPads
and laptops, there is also a bank of Mac computers in the Media Suite. Programs are
available on all PC’s via the network and we have a wealth of software that we can call
upon to enhance lessons and learning. The iPads have Humanities applications
installed such as Globe, Earth Buzz, History Maps and Londinium. These are
continuously been updated and added to. Interactive White Board activities will be
used to enhance interest and learning. Pupils will create a range of work using ICT.
These might include: podcasts, websites, comic strips, posters, leaflets, audio
recordings and short films.
SMSC
All subject teachers in Humanities are familiar with the indicators of vulnerability to
extremism and radicalisation and the procedures for dealing with concerns. When
delivering lessons in Humanities we look out for indicators and report any concerns.
We work to prevent pupils from developing extreme and radical views by embedding
SMSC principles throughout the Humanities curriculum.
During lessons in Humanities we strive to create a learning environment which
promotes respect, diversity and self awareness and equips all of our pupils with the
knowledge, skills, attitudes and values they will need to succeed in their future lives.
Spiritual development focuses on an individual’s own personal beliefs and values and their
resulting behaviours. Through spiritual development, children are able to understand their
own feelings and emotions and this enables them to reflect and to learn. In Humanities we
deliver spiritual development through the exploration of major world religions, particularly
focusing on Christianity, Islam and Judaism at KS3. We explore our feelings and beliefs
through debate and study British values such as democracy, the rule of law, individual liberty,
and mutual respect and tolerance as integral parts of the curriculum.
Moral development means exploring, understanding and recognising shared values and
considering the issues of right and wrong. In Humanities we deliver moral development
through studying the History of Crime and Punishment and following the ASDAN Citizenship
course at KS4. Pupils in KS3 explore issues of equality, understanding and right and wrong
through topics such as women’s suffrage, the abolition of slavery, the Holocaust, changes to
Britain brought about by the Norman Conquest and fair trade.
Social development involves learners working effectively together and participating
successfully in the school community as a whole. During a pupil’s social development they gain
interpersonal skills that allow them to form successful relationships and to become a positive
team member. In Humanities we deliver social development through working in groups of
different sizes, participating in debates, the use of cooperative learning strategies, playing
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games, investigation of the wider school and local community (local history projects, as well as
Geographical investigations), and the understanding that everyone is important and has the
right to be treated with respect, dignity and understanding.
Cultural development enables learners to develop an understanding of their own culture and
of other cultures locally, nationally and internationally. It also means learning to feel
comfortable in a variety of cultures and valuing cultural diversity. In Humanities we deliver
cultural development through the study of our local community over time, topics such as the
evacuation of large cities during WW2, the Kinder Transport, immigration and the role of
immigration on shaping our culture. Teachers in Humanities encourage pupils to ask questions
about other cultures and through knowledge, gain understanding and value cultural diversity.
The Governors agreement to Policy
Signed (Chair of Governors) .................................................. Date ........................................
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