Our school intent

How we apply this in Humanities

To be successful:

• Pupils are exposed to a variety of career options so, post education, they can work diligently in a career where they can be successful and not just survive.
• All pupils have the skills that employers’ value to support their success.
• Pupils are exposed to an ambitious and engaging curriculum.
• All pupils achieve well in order that they have a firm baseline to be successful at secondary school.

In history, we utilise the role of historian in all aspects of our enquiries. In year three, we specifically act as Egyptologists when completing tasks and refer to the work of archaeologists and historians, with reference being made to specific people taking on this role (Howard Carter, Herodotus etc.). Year four complete tasks as archaeologists, enquiring into the William Ford Bronze Age Hoard. These roles are continued throughout enquiries in the upper school. In geography, year three take on the role of geologists and volcanologists whilst exploring Volcanoes. They also act as cartographers, making maps of their class islands, a role that is returned to throughout the geography curriculum. Tourism is specifically focussed on in year six through the work on South America.

All three subjects take on the form of enquiries with children answering and posing their own questions. They encourage critical thinking (should be dig up people who have been buried or what does this artefact tell me about the past / other people’s beliefs etc.?) Mapwork in geography is a useful skill for later life and future studies. Studies on climate change (geography) and stewardship (RE) ensure that children are thinking about how humans need to have a positive impact on and in the world.

To be healthy:

• To be physically healthy – to understand the importance of exercise and healthy eating; providing support to pupils where needed.
• To be mentally healthy – to develop resilience and emotional well-being, understanding the importance of self-care, mindfulness, and seeking support when needed.
• To be spiritually healthy – to be confident in their own beliefs but curious to find out more, including about the beliefs of others.

Debate and discussion of belief in a religious and worldview context underpins all RE lessons in all year groups. Children are encouraged to form their own opinions and to learn to disagree in a constructive way. They consider the role of humans as stewards of creation in both years three and six. History lessons encourage children to think about the past and how it is interpreted and to consider the implications of aspects of historical enquiry (e.g., year three debate whether it is appropriate to study the past by digging up people who have been buried and laid to rest). Geography regularly looks at the impact that humans have on the world. Examples being the impact humans have had on the River Ganges in India and the impact of deforestation of the Amazon rainforest (Year 4). Year six think about how the local area meets the needs of its residents and why this is necessary.

To be fulfilled:

• To develop cultural capital, experiencing a range of places, environments and activities.
• To promote the benefits of positive behaviour, ensuring sufficient intrinsic and extrinsic rewards are evident.
• To provide support where necessary with mental and behavioural support.

History gives opportunities to visit castles and museums. Year four visit Colchester Castle with links to their work on the Iron Age and the Romans. Year three participate in theme days based on their studies of Ancient Egypt and Ancient Greece. On both occasions, a range of creative activities take place, and the children are visited by a theatre group giving the children the opportunity to actively participate in the production. RE gives opportunities to interact with people of other faiths and to view religious buildings with year three recently completing a virtual tour of Bevis Marks Synagogue in the City of London. This event was run by the Jewish Museum. Further connections are being pursued to make visits to other religious buildings. RE gives opportunities for courageous advocacy, encouraging children to think about how we can be useful in the local community (litter picking, singing in Parkview Care Home). Geography will see year three this year visiting a coastal area (Walton) and visiting both the town and Naze beaches.

To be empowered to make a difference:

• To develop cultural capital, experiencing a range of places, environments and activities through our 11 engaging experiences.
• Pupils support and develop their local community, ensuring it is a desirable place to live, work and raise a family.
• Pupils recognise their role within the national and global community.

In year three, when looking at coasts, children recognise the differences between coastal regions and our local area and investigate the importance of looking after our coastal areas. They consider the impact that the neglect of coastal regions would have on the world. Year four geography makes comparisons between the UK and a region of Europe, specifically Scandinavia. In year six geography lessons, children investigate the local area, creating their own enquiries into how the local area meets the needs of the community. Their studies help them to see the role of the local area in the wider community and its role within the UK. Year six also complete a historical enquiry of Barking and Dagenham in which they look at the role that significant people have had on both a local and national scale. Examples of these are their enquiries into the changing role women in the area culminating in an enquiry into the Ford Factory machinist strikes and their impact on equality and fair pay in the workplace in this country.