Humanities

We strongly believe that the humanities' subjects are of central importance to understanding the world and our place in it. Humanities is about people and their interaction with their environment, in its historical, geographical, cultural, social, moral and spiritual dimensions. We aim for our children to develop an open-mindedness towards other people and cultures, as well as a sense of responsibility to the world around them. This comes primarily through the range of topics taught to the various year groups.

We believe the humanities subjects have the power to develop many skills which are vital in the modern world. They are uniquely crucial to the well-being of our local community, as well as the global population as a whole; only with an understanding of our environments, climate, religious beliefs and historical roots, can we advance in a sustainable, peaceful and successful manner.

The humanities subjects provide exciting contexts for learning and equip children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

In the Juniors we have adopted the Haringey Educational Partnership (HEP) Humanities Curriculum and we have adapted it where appropriate with additional resources, local trips and trips further afield. Additional supplementary materials come from The National Trust and University of Leicester, The Royal Geographical Society, The Historical Association, Hackney Council Black History resources, The Black Curriculum and Historic England.

Our curriculum ensures that the contribution of black people to British society throughout our history is recognised and celebrated. Our Humanities curriculum comprises two closely linked types of content: substantive content (the subject knowledge and resources) and disciplinary content (the skills and tools required). The curriculum is designed to build upon prior learning year on year.

History

We ensure representation and diversity is woven throughout the history curriculum - thus ensuring there is a balance between gender and race. Children study a range of key figures including Katherine Johnson, Neil Armstrong, Ernest Shackleton, Tenzing Norgay and Mary Anning.

Significant individuals are taught in couplets so that children can observe and compare similarities and differences between people and periods of time and see how things have changed or impacted our lives.

Black history is taught  by entwining it with local (Tottenham and London) people i.e. Walter Tull compared with Claudia Jones and Bernie Grant compared with David Lammy.

In studying history as a discipline, pupils:

• Use the concepts of continuity and change, cause and consequence, similarity, difference and significance, in order to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses;

• Practise the methods of historical enquiry, understand how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Geography

Geography has an important part to play in contributing to children’s understanding of the range of their identities - personal, local, national and global, as well as those of the wider community. We will engage with issues around race, religion, culture, identity and values in a way that meets the needs of all our children. We consider how can we ensure staff and children respect each other’s differences and build on commonalities and whether we appreciate our own and others' distinct identities. We want to provide a sense of belonging and identity for all our children, as well as tolerance and understanding.

Geography at Belmont starts with knowing the vicinity of the school in EYFS and some trips beyond this. In Year 1 children focus on the local area and Haringey and move on to understanding about the city of  London in Year 2 which they then compare with a city in Africa in the Summer term. The exact location is chosen with reference to the class demographic but must have a river to compare and contrast with the River Thames.

In studying geography as a discipline, pupils:

• Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes;

• Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and geographical information systems

• Complete practical fieldwork linked to disciplinary knowledge. Fieldwork helps pupils become curious, confident young geographers who can connect classroom learning with the real world, developing a deeper appreciation of their local environment and the wider world beyond Belmont;

• Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.