Humanities & RE 2021-07-13T08:02:58+00:00

Humanities

History intention

At Hungerford, we believe that our History curriculum should ignite learners’ curiosity about the past in Britain and that of the wider world. Children will develop an understanding of how the past influences the present and help them to develop a chronological framework for their knowledge of significant events and people.  History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identify and the challenges of their time.

The aims of the history curriculum are:

  • Deliver an enquiry led, creative History curriculum that enthuses children’s natural curiosity to what life was like in the past in Britain and the wider world.
  • Develop knowledge and understanding of important historical periods and people, providing opportunities to deepen understanding weaving black British history and diversity throughout.
  • Encourage children to pose questions for themselves about historical events and changes, finding the answers out using a range of primary and secondary sources of information.
  • Develop the historical skills of questioning, enquiry, observing and interpreting. Organising and communicating findings, drawing conclusions and identifying cause and effect. This will lead to an understanding of chronology and ability to describe the passing of time.
  • Provide opportunities where children can apply key skills to enhance their understanding of historical concepts.
  • Use age-appropriate historical vocabulary to communicate ideas.

Geography intention

At Hungerford, we believe that through Geography children will develop an understanding of their immediate environment, of the wide world, and their place in both.  Through carefully planned enquiry led, creative teaching the children will understand similarities and differences between societies and cultures and the impact of changes on people and places.  We want to ensure that, our children have a clear understanding of their lives, their community and the world in which they live.

The aims of the geography curriculum are:

  • Develop children’s geographical knowledge and understanding.
  • Develop a sense of place, enabling children to make comparisons with other places.
  • Help children to appreciate their inter-relationships between human and physical processes and their impact on people and environments.
  • Help children develop an informed concern about and sense of responsibility for the quality of their environment, local and global. Developing an appreciation for what ‘global citizenship’ means.
  • Help children develop an awareness of and sensitivity towards other cultures, both within the UK and worldwide. Celebrating similarities, diversity and interdependence.
  • Encourage children to pose geographical questions and develop the strategies and skills needed to answer them.
  • Deliver engaging and stimulating lessons that engage children’s interest and curiosity in what is their
  • Use age-appropriate geography topic vocabulary to communicate ideas.

Implementation of Humanities curriculum

Foundation Stage

Teaching and learning of humanities follows the guidance set out in the Early Years Foundation Stage Development Matters.  Understanding of the World is a specific area of learning and has three aspects: People and Communities, The World and Technology.  The children have opportunities to participate in adult-led and child initiated structured play activities to develop their geographical understanding and understanding of the past.  Teaching staff also ensure that meaningful cross-curricular links are made with specific areas of learning within the core subjects.

Key Stage One and Two

In Key Stage One and Two Humanities is taught as History and Geography through a ‘topic’ approach. Where possible, topics provide meaningful links with other foundation subjects to help put learning into context. To enhance the learning experience of our children our Humanities curriculum:

  • Uses metacognition strategies (eg. Knowledge organisers and knowledge harvests) to ensure that knowledge is being refreshed and used well.
  • Provides age-appropriate historical and geographical vocabulary that is used and modelled by staff.
  • Uses quality texts based around location and periods of history promote reading and writing opportunities eg. Escape from Pompeii – volcanoes, Stone Age Boy – Stone Age.
  • Offers real life learning, using the outdoor environment to investigate and explore. Where possible, educational visits link to topic-based learning to provide stimuli and context. For example, Dewa Museum visit in Year 4.
  • Shows progression in topics that are based around the local area and important people from our past.
  • Investigates significant issues around the world, for example, the impact of natural disasters.
  • Has an over-arching enquiry question for each topic. Within that, mini enquiries help children to investigate and answer questions through their findings.
  • Enables children to develop their own line of questioning to support their investigations into the enquiry question.
  • Allows children to take ownership of the presentation of their work using a range of skills from other foundations subjects,
  • Purposeful and exciting reading, writing and maths opportunities are presented to children to apply their learning across the topic.
  • Uses the question matric to pose ‘deeper thinking’ questions pitched appropriately to geographical and historical ability.
  • Ensures that the progression of skills between year groups looks different and that knowledge is being built upon. Allowing teachers to identify gaps in learning and highlight areas for further deeper thinking and progression.

Inclusion

All children are encouraged to be actively involved in Humanities lessons. Diversity is valued and teaching is targeted to meet the needs of individual learners, with every effort made to provide materials which accurately represent genders, cultural and minority groups in past and modern societies. Where possible, a range of physical artefacts such as videos, pictures, music, images, ICT equipment or computer software are used in lessons so as to encourage active participation and engagement in the subjects and enable access to information in a range of formats for the diverse range of needs of individual learners.

At Hungerford we use the Discovery RE scheme, which fulfils the requirements of the National Curriculum, as a basis for discussions around the beliefs and practices in different religions and the children’s own beliefs. Christianity is taught each year and Buddhism, Hinduism, Islam, Judaism and Sikhism are reflected upon and build on children’s learning in a progressive way.

The children say “We learn about what people do and what they believe and I talk to my friends about what I believe.”