Humanities Policy
"...geography is by nature the constant companion of historical studies; it
is hardly possible to grasp the one without the other." Bradley Commission on
History in Schools
Aims and Objectives
Through the teaching of humanities we aim to deepen pupil’s understanding of themselves, the
people around them, their communities and the wider world.
This area of learning stimulates pupil’s curiosity to investigate the world and their place within
it. Engaging pupils in questions about people and events in the past helps them understand the
present and prepare for the future. Understanding people’s relationships with the physical and
built environment helps them form ideas about how to live. They learn about the impact of
their actions on the planet and understand the importance of developing a future that is
sustainable. Through exploring cultures, beliefs, faiths, values, human rights and
responsibilities, children develop a deeper understanding of themselves and others, and a
sense of belonging.
Historical, geographical and social understanding encourages pupils to interpret the world
around them, from the local to the global. They become aware of how communities are
organised and shaped by people’s values and actions, and how communities can live and work
together. They begin to understand how events that happened long ago or in other countries
can affect our lives today and how we can help shape the future.
In these ways, pupils will learn about similarities, differences, diversity and how we live in an
interdependent world. They learn about right and wrong, fairness and unfairness, justice and
injustice. Their growing understanding helps them make sense of the world and prepares them
to play an active role as informed, responsible citizens.
Enquiry and Communication
We believe that history and geography are investigative processes which require an attitude of
enquiry, whether as part of a thematic or subject based approach. Pupils must have the
opportunity to ask questions, analyse information and communicate knowledge and
understanding. By developing pupil’s questioning, we aim to ensure that history and geography
help pupils to explore causes, impacts and consequences leading to sound knowledge,
understanding and developing skills.
Spiritual, Moral and Aesthetic Awareness
We aim to encourage awareness that other people have different personalities, cultures, habits
and practices. We also aim to develop empathy, the capacity to begin to understand the
viewpoints of others without necessarily agreeing with them. Much of the subject matter of
history and geography rouses implicit or explicit moral questions. As a pupil’s ability to
understand interpretations of history develops, they will be able to explore conflicting
viewpoints which will help them to identify and thus challenge racial or other forms of
prejudice and stereotyping. In geography, we aim to help pupils build an informed and
Teacher/PRU/Staff Handbook/Curriculum Policies
balanced view of the world and their place in it. We also aim to encourage aesthetic awareness
and a sense of wonder in the appreciation of the beauty in natural and man-made phenomena.
Cross-Curricular Links
There are important relationships between humanities and the rest of the curriculum. All
subjects have an historical dimension and history allows pupils to develop skills including
communication, numeracy, problem solving, information handling and study skills. Geography
has links, too, with the development of mathematical skills, scientific investigation and I.C.T. for
example.
Pupils will record their humanities knowledge, skills and understanding in a number of ways:
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discussion and debate with each other or the teacher
presentations to the class, year group or school
displays/exhibitions, using models, visual and written work, photographs, graphs, maps,
charts, audio-visual
drama/role play
evaluations of their work
Time
Full Time Pupils will be taught 1 lesson of humanities a week with a topic lasting on average 1012 weeks.
Special needs and Equal Opportunities
The programmes of study will be developed to allow all pupils the opportunity in which to
achieve and reach their potential. Materials and activities will be differentiated to ensure all
learning styles and needs are met.
Assessment
Pupils will be assessed by a variety of means and evidence gathered
 Observations of pupils within lessons
 Responses made by pupils
 Questions raised by pupils
 Written outcomes
 End of topic NC level
Fieldwork
Fieldwork is integral to both the teaching or history and geography and it is hoped pupils will
have the opportunity to visit sites of historical/geographical interest as part of their studies.
This may be in conjunction with other areas of the curriculum.
Review
This policy will be reviewed in January 2015
Teacher/PRU/Staff Handbook/Curriculum Policies