Newbridge Learning Community Humanities Policy Subject Leader: Clare Hughes Policy current at: September 2017 To be reviewed: September 2018
Newbridge Learning Community Humanities Policy Through the study of Humanities, children make sense of their world and enrich their understanding of it. We believe it is a tool of learning and communication and that skills developed through the study of Humanities are applicable in everyday life. It fires curiosity and sparks a sense of belonging to the bigger picture through time and space. This policy outlines how History, Geography and RE are currently taught in our school. Through the cross curricular teaching of Humanities we also aim to improve pupils skills in Literacy, Numeracy and ICT as well as developing their thinking skills. Cross-curricular links Literacy Humanities contribute significantly to the teaching of literacy in our school by actively promoting the skills of reading, writing, speaking and listening. Children develop these skills in many ways including through writing and reading reports, letters, and explanatory texts. Numeracy Humanities contributes to numeracy in a variety of ways. Pupils use numbers and analytical skills, e.g. statistics, timelines. They also have the opportunity to use and apply skills needed to interpret and handle data in the form of graphs, maps and diagrams, e.g. census information, map skills. Humanities can be linked to work in other curriculum areas including: art, DT, Food Technology, Science, Music. Inclusion All pupils are given chances to succeed in Humanities and the subject is taught to all pupils. Children are supported where necessary to ensure that they have equal access to the full Humanities curriculum. Where necessary, teaching styles, delivery of lessons, and resources are adapted to remove barriers to learning and address SEMH needs. Teachers and teaching assistants provide suitable ways for pupils of different abilities to access ideas. Most Able Pupils At Newbridge Learning Community we implement a wide range of strategies that are instrumental in raising standards for our most able pupils. These include:
* effective transition arrangements that supported the students move from primary to secondary school, ensuring that the most able sustained the progress they had made and maintained the pace of their learning * early identification of the most able students so that teaching is adapted, and the curriculum tailored, to meet their needs * tight checks on the progress of the most able students so that any slippage is identified early and acted on * flexibility in the curriculum, allowing the most able students to be challenged and extended * the school s curriculum is carefully considered and well matched to the needs of the most able students and, consequently, contributed positively to their achievement * groupings that allows the students to be stretched from the very start of secondary school * effective training and cooperative practice, ensuring that teachers learn from one another * a good range and quality of extra-curricular activity were provided and all available opportunities were used to raise expectations * the Pupil Premium is used effectively to enrich the curriculum and the educational experience of the most able students * staff having a thorough and detailed knowledge of the most able students in their classes, including the extent of their strengths and interests * a comprehensive approach to assessment, which leads to high-quality support and carefully planned, challenging programmes that meets the needs of the most able students in all subjects Assessment Children s work in Humanities is assessed by making informal judgements as they are observed during each Humanities lesson. On completion of a piece of work, the teacher marks the work and comments as necessary. At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil if they have yet to obtain, met or exceeded the unit objectives. This is used as a basis for assessing the progress of the child at the end of the year. Teachers provide continuous formative feedback during lessons in line with our Teaching and Learning Policy. Progress is input onto the Classroom Monitor system. At the end of the year, a summative assessment is provided in the form of the school report.
History Teaching History at Newbridge Learning Community aims to develop pupils sense of identity and cultural understanding based on an appreciation of historical heritage. This helps pupils to learn to value their own and other people s cultures today in modern, multicultural Britain and, by considering how people lived in the past, they are better able to make their own life choices today. In Key Stage 3, History is taught once a week for a 50 minute lesson. History is offered as an option in Key Stage 4 and can be studied up to GCSE level. History lessons at Newbridge Learning Community will offer pupils the opportunity to: Learn about Britain in the past and understand that the past influences life today Learn about the past in other countries Develop a personal interest in acquiring historical knowledge Research different forms of historical evidence Examine historical facts and form personal opinions on the outcomes of history Develop an understanding of historical chronology Develop their ability to be more successful learners History Most Able Pupils Indicators Displays a marked interest, curiosity and enthusiasm for history and explores independently High skills in literacy, analysis, discussion, reasoning and thinking. Strategies opportunities to develop skills in discussion and analysis, both orally and in writing; opportunities to consider issues and events from a range of perspectives; exposure to and opportunities to develop higher order exploratory questioning What if...? and Why? questions; opportunities to practise evaluation, both of historical evidence and of their own and others work; opportunities to explore relationships, sequences and causality in historical events; exposure to and use of increasingly sophisticated subject vocabulary and ideas;
exposure to and analysis of good historical writing and thinking. Geography Teaching Geography at Newbridge Learning Community will allow pupils to learn about the physical and human aspects of their local area and compare it to other areas of the UK and the whole world. Geography teaches an understanding of how people, places and environments relate to each other and it enables them to recognise the importance of sustainable development for the future of mankind. In Key Stage 3, Geography is taught once a week for a 50 minute lesson. Geography is offered as an option in Key Stage 4 and can be studied up to GCSE level. Our aims are: To enable pupils to gain knowledge and understanding of places in the world To enable pupils to develop knowledge and respect for other cultures To increase pupils competency to use geographical skills to conduct geographical enquiry and interpretation To provide opportunities for pupils to develop a range of skills, including those of ICT, enquiry and problem solving Geography Most Able Pupils Indicators Displays a range of thinking and analytical skills. High level analysis through sound reasoning, questioning, problem-solving Can identify patterns across contexts and situations; Researches independently Views an issue from a variety of viewpoints; Understands and applies a range of subject concepts and terminologies, for example from geography, science, history and religious education. Strategies application: applying the same ideas to a changed situation, for example
different regions, contexts, populations or issues analysis: questions that invite pupils to explore causes, effects and relationships synthesis: hypothesising or generating ideas and looking for alternatives evaluation: activities that involve pupils in following the thinking in a geographical study, and assessing the validity of conclusions in their own and others work using criteria they themselves have generated. Religious Education The teaching of Religious Education at Newbridge Learning Community aims to enable pupils to investigate, reflect and try to make sense of some fundamental questions in life. We try to help pupils to learn from religions as well as learn about religions. In Key Stage 3, RE is taught for half of each term once a week for a 50 minute lesson. RE is studied up to GCSE level in Key Stage 4. Our aims are to help children to: Develop an awareness of spiritual and moral issues in life experiences Develop knowledge and understanding of Christianity and other world religions and value systems found in Britain Develop respect for people s rights to hold different beliefs Develop an understanding of what it means to be committed to a religious tradition Be able to reflect on their own experiences and to develop a personal response to the fundamental questions of life Develop their sense of identity and belonging, preparing them for adult life as citizens in a multicultural society Enable them to make reasoned judgements about religious issues Religious Education Most Able Strategies Effective teaching for the most able is characterised by: building on prior skills, knowledge and understanding; open questions to which there is no single correct answer;
opportunities to question and challenge opinions sensitively; modelling of a range of activities and skills in thinking and writing; opportunities for able pupils to extend and develop ideas and to suggest hypotheses; opportunities to develop as independent and collaborative learners; encouragement to use complex and advanced subject terminology; recognition of pupils sense of personal and cultural identity; use of a variety of demanding resources that help pupils engage with difficult or complex ideas.
Humanities Department Geography Through studying Geography we aim to equip our pupils with the skills to become global citizens who are aware of local, national and international issues. Pupils study the following topics in Key Stage 3: Exploring England and the wider world; Map skills; Weathering and erosion; Settlement; Weather and climate; Tourism and France; Ecosystems, Tropical Rainforests; Rivers; Population; Industry; India; Development; Volcanoes and Earthquakes; Cities; Energy resources; World studies; Study of two contrasting regions. Key Stage 4 Pupils can opt to study GCSE Geography. This entails sitting three exams. Pupils study: Landscapes and physical processes; Rural- Urban links; Tectonic landscapes and Hazards; Weather, climate and ecosystems; Development and resource issues; Social development; environmental challenges; Fieldwork History History at Newbridge aims to develop students to be rounded individuals with an understanding of the past and present. History lessons help our pupils to discover how our world and society evolved as well as understanding the origins of modern political and social problems. Pupils study the following topics in Key Stage 3: Medieval Life in Britain; the Reformation; Elizabeth I; Industrial Changes; Victorian Society; Black People of the Americas; World War I and II; The Holocaust; USA and the Civil Rights Movement Key Stage 4
Pupils can opt to study GCSE History. At the end of Year 11, pupils will sit exams on Medicine through Time, Elizabethan England, USA from 1929-2000 and Germany in transition 1919-39 RE Religious Education in Newbridge aims to teach pupils to appreciate, respect and understand different religions and people throughout the world. Pupils are encouraged to make reasoned judgements about religious and ethical issues as well as developing a personal response to the fundamental questions of life. Pupils study the following topics at Key Stage 3: Islam; Christianity; Sikhism; Judaism; Hinduism; Buddhism; Euthanasia and death; religion and relationships; Religion and multicultural society; religion and human rights. Key Stage 4 Pupils study to attain an Entry Level Certificate or a GCSE. The GCSE qualification is assessed by pupils sitting two exams at the end of Year 11. Topics studied include: Religion and Life Issues; Religion and Morality; Medical ethics; Crime and punishment; Religious attitudes to drug abuse.