Meet our Humanities Lead

Dave Campbell, Humanities Lead

Diversity and Inclusion

Across Years 7–11, the Humanities curriculum develops students’ understanding of diversity, fairness, empathy, and inclusion by exploring historical and social contexts. Pupils are encouraged to recognise difference, challenge stereotypes, and connect past experiences to contemporary society, fostering informed, respectful citizenship.

In Year 7, pupils study medieval England through the unit “How smelly were the Middle Ages?” They explore society, authority, duty, and rights, recognising how inequalities shaped people’s lives. Scaffolded discussion, storytelling, and visual sources help pupils practise empathy and respectful communication. This foundation introduces diversity and inclusion by valuing different roles, understanding fairness, and connecting historical experiences to modern citizenship.

Year 8 focuses on “Britain and the Slave Trade”, exploring enslavement, the Middle Passage, plantation life, resistance, and abolition. Lessons emphasise empathy, respectful language, and reflection on rights, duty, and responsibility. Through scaffolded activities, pupils link historical injustice to contemporary issues, building a secure understanding of fairness, anti-racism, and inclusion.

In Year 9, the unit “Rich and Poor in Victorian England” examines class, opportunity, schooling, workhouses, and leisure. Pupils analyse social inequalities and develop empathy, avoiding stereotypes. Practical investigation of social reform and historical enquiry promotes inclusive thinking and connects past social divisions to modern ideas of fairness and belonging.

Year 10’s “Deeds not Words: the Battle for the Vote” explores gender inequality, protest, and democratic rights. Pupils examine suffragists, suffragettes, and legal reforms, linking historical activism to contemporary rights and social inclusion. They practise historical skills—chronology, continuity and change, and ethical evaluation—while understanding how societal change promotes fairness today.

Year 11 investigates “Diversity and Equality in the UK”, exploring post-WWII migration, the Empire Windrush, racism, prejudice, and community action. Pupils reflect on rights, belonging, and identity, connecting historical experiences to modern British society. Scaffolded sources and discussions foster empathy, self-regulation, and respectful communication, consolidating pupils’ understanding of inclusion, equality, and civic responsibility.

Across all year groups, Humanities lessons integrate diverse perspectives, scaffolded enquiry, and historical empathy, ensuring SEMH learners build confidence, awareness, and a sense of belonging. The curriculum empowers students to recognise inequality, value diversity, and actively contribute to inclusive communities both in school and beyond.

Identity and Belonging

Across Years 7–11, the Humanities curriculum fosters students’ understanding of personal identity, community, and belonging, helping them build confidence, self-esteem, and empathy while connecting historical and local contexts to their own lives. Lessons are structured to be accessible for SEMH learners, providing opportunities for safe self-expression, collaboration, and reflection.

In Year 7, pupils explore the UK, Torbay, and the wider world to understand how environment shapes communities and personal identity. Activities emphasise diversity as a strength, allowing pupils to reflect on their place locally and nationally while developing teamwork, communication, and a positive sense of self.

Year 8 extends these ideas through historical study, linking personal identity and belonging to key innovations and historical sites in Devon and Torbay. Pupils connect local and regional heritage to wider historical narratives, reinforcing their understanding of continuity, place, and community.

Year 9 focuses on Britain and the Industrial Revolution, examining the experiences of children, women, workers, and reformers. Pupils develop empathy and resilience by understanding how communities responded to rapid social and technological change. Practical, discussion-based, and creative learning supports SEMH learners while highlighting how individuals and communities adapt, campaign for fairness, and build belonging over time.

In Year 10, the curriculum explores Britain during World War I, emphasising the human experiences of soldiers, women, and local communities. Pupils reflect on themes of resilience, loyalty, friendship, and loss, connecting historical experiences with their own sense of identity. Creative tasks such as letters, poetry, and storytelling allow safe self-expression and encourage pupils to see themselves as valued members of their school and community.

Year 11 examines Britain during World War II, focusing on evacuees, families, women’s roles, and local experiences in Devon. Pupils explore resilience, shared responsibility, and community identity during crisis. Using local case studies, personal narratives, debates, and diary writing, learners deepen empathy, self-awareness, and confidence, strengthening their understanding of belonging and inclusive citizenship.

Throughout all year groups, Humanities lessons combine historical enquiry, storytelling, and practical tasks to help pupils connect personal identity with wider social and historical contexts. SEMH learners benefit from scaffolded discussion, creative expression, and safe collaborative learning, ensuring all students can engage meaningfully, appreciate diversity, and recognise their place within communities both past and present.

Rights and Responsibilities

Across Years 7–11, the Humanities curriculum develops students’ understanding of human rights, lawful responsibilities, and ethical participation in both historical and contemporary contexts. Pupils learn to balance personal freedoms with duties to others, cultivating empathy, emotional literacy, and informed civic engagement. Lessons are carefully scaffolded for SEMH learners, providing safe spaces for discussion, reflection, and respectful communication.

In Year 7, pupils explore the foundations of human rights through the UN Convention on the Rights of the Child (UNCRC), distinguishing needs from wants and understanding children’s rights to safety, education, and being heard. Learners identify trusted adults, follow structured help-seeking processes, and practice respectful behaviour, linking rights to responsibilities. This unit strengthens inclusion, safeguarding, self-regulation, and prepares pupils for future study of Fundamental British Values (FBV).

Year 8 builds on this foundation by deepening knowledge of the UNCRC and exploring Fundamental British Values in practice. Pupils examine Articles relating to expression, association, health, education, and leisure, and learn to exercise lawful voice through school forums, councils, and elections. Everyday scenarios—digital spaces, classrooms, and communities—are used to model responsible decision-making, emphasising respectful communication, fairness, and accountability. This prepares learners for historical study of rights and reform during the Industrial Revolution in Year 9.

Year 9 examines the Industrial Revolution, focusing on social reform, labour rights, welfare, education, and trade unions. Pupils link historical milestones to modern rights regarding work, wellbeing, and community life, reflecting on fair participation and civic responsibility. Emphasis is placed on balancing study, work, play, and relationships while developing mutual respect, inclusion, oracy, and self-regulation. Learners also prepare for critical thinking about rights and protest in later units.

Year 10 focuses on World War I, exploring soldiers’ rights, duties, and accountability under King’s Regulations, alongside the realities of trench warfare and trauma. Pupils compare historical understanding of shell shock with modern PTSD, weighing patriotic duty against personal freedoms and lawful protest. This unit cultivates emotional literacy, empathy, responsible participation, and understanding of national service, preparing learners to evaluate ethical issues in wartime contexts.

Year 11 addresses World War II, examining ethical questions around military service, conscription, protest, and conscientious objection. Pupils analyse lawful methods of protest, compare religious and secular reasoning, and distinguish rights from responsibilities. Through reflection on historical examples, learners strengthen emotional literacy, mutual respect, self-regulation, and informed civic participation. This unit equips pupils to engage thoughtfully with human rights issues and future moral questions in society.

Throughout all year groups, the curriculum threads rights, responsibilities, ethical reasoning, and civic engagement into historical study, ensuring that pupils not only understand past and contemporary contexts but also develop practical skills for respectful, informed participation in school, local communities, and society at large.