Humanities

Team Members

Miss Fiona Barry – Teacher of Geography and Head of Faculty
Miss Alison Craig – Teacher of Geography
Miss Jennifer Lewis – Teacher of History
Mr Andy Young – Teacher of History
Mrs Louise Handley – Teacher of History
Mr Christopher Leech – Teacher of Geography
Mr Stuart Drake – Teacher of Geography

Geography:

“Simply put, Geography is our future. Geography allows us to see the world more clearly”

In the Geography department, we aim to encourage students to investigate the world around them. We want to promote independent thinking and reflection by allowing students to explore, judge and apply their geographical knowledge.

The department strives to encourage all students to explore geographical issues in the news. We aim to create empathetic citizens who can reflect on the quality of other people’s lives. We promote environmental awareness and encourage students to become good stewards of our planet.

Curriculum Key Stage 3

Our curriculum is designed to build on what students learn at Key Stage 2 and to prepare them for Key Stage 4.

Below is the geography curriculum:

KS3 Geography

Rational:

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. (National Curriculum 2014)

Links to Key Stage 2:

At KS2 students are required to study a range of geographical topics at different scales, using different geographical skills. The curriculum breaks down into sub sections as outlined below:

Green indicates global scale/ blue indicates UK scale/ purple indicates European scale

  1. Location Knowledge
    t1
  2. Place knowledge
    t2
  3. Human and physical geography
    t3
  4. Skills and fieldwork
    t4

Each theme or topic we teach at KS3 builds on this to provide a deeper, broader knowledge and improve and consolidate skills.

Links to Key Stage 4:

At KS4 we follow AQA specification A. The main areas for investigation are:

  • Paper 1: Living with the physical environment
  • Paper 2: Challenges in the human environment
  • Paper 3: Geographical applications

Within these areas we study the themes of natural hazards (Volcanos, earthquakes, hurricanes, extreme weather), ecosystems, rivers, glaciation, urban areas and regeneration, economy’s and trade, wealth, resource management along with map skills and geographical enquire skills. Each topic in year 7 and 8 provides the building blocks for these more complex themes. Learning in KS3 underpins the learning at KS4.

This curriculum is also designed to link to and underpin links to British Values and Citizenship.

Curriculum Key Stage 4

We follow AQA specification 8035. There are 3 exams:

Paper 1 – Living with the Physical environment

Paper 2 – Challenges of human environments

Paper 3 – Geographical skills

During the course all students are required to take part in 2 field trips. On these trips we will gather data that will be used in paper 3. The trips are to Liverpool City Centre and The Biddulph Brook, Biddulph, Staffordshire.

 

History:

“Only by looking at the past can you understand the present”

In the History department, we aim to encourage students to investigate. We want to promote independent thinking and reflection by allowing students to explore, judge and apply historical evidence to test hypotheses.

The department strives to challenge students’ thoughts and ideas of past societies in order to assist their application of knowledge and understanding in the future. Furthermore, we want to enhance communication skills, particularly reading and writing strategies, to assist students’ performance and success in the future.

Curriculum Key Stage 3

History

Rational:

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. 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 identity and the challenges of their time. (National Curriculum 2014)

Links to Key Stage 2:

At KS2 pupils are required to study the following:

Changes in Britain from the Stone age to the iron age
The roman empire and its impacts on Britain
Britain’s settlement by Anglo-Saxons and Scots
The Viking and Anglo Saxon struggle for the Kingdom of England to the time of Edward the confessor
Local history study
A study of an aspect or theme in British History that extends pupils chronological knowledge beyond 1066
The achievements of the earliest civilizations
Ancient Greece
A non-European society that provides contrast with British history

Our KS3 curriculum builds on and extends these themes and topics.

Links to Key Stage 4:

At key stage 4 we follow the EDEXCEL specification A course. The main areas for investigation are:

  • Paper 1: Medicine in Britain 1250 onwards and The Western Front 1914 – 18
  • Paper 2: Elizabeth 1558 – 88 and The Cold War 1941 – 91
  • Paper 3: Weimar and Nazi Germany 1918 – 39

The Key stage 3 curriculum is designed to underpin the knowledge and skills required to complete the GCSE course. Each topic at Key Stage 3 links or prepares the students for the topics at KS4. To prepare for the Western Front students learn about WW1 in year 8, spring2. This topic also links to Medicine and the medical practices of WW1 are examined. WW2 is taught to year 8 throughout the summer term in order to understand the reasons for The Cold War. In year 7 students learn about the Tudors which prepares them well for the Elizabeth unit at GCSE. In year 8 students study democracy and dictatorships in order to prepare for Nazi Germany at GCSE.

This curriculum is also designed to link to and underpin links to British Values and Citizenship.

Humanities Skills

Rational

This curriculum is designed to provide students with the skills required to study humanities at KS3 and KS4. Within this subject area we focus on the following skills:

  • Independent thinking
  • Enquiring minds
  • Using and interpreting data and images
  • Literacy skills
  • Numeracy skills
  • Examination technique
  • Creating a thirst for knowledge

This curriculum is also designed to link to and underpin links to British Values and Citizenship.

Autumn 1 and 2 Spring 1 and 2 Summer 1 Summer 2
Year 7

 

Map skills

Start by completing the baseline test (see FBY)

Compass points

Direction

Scale

Symbols

4 figure grid references

6 figure grid references

Field sketches and annotations

End by resitting the base line test

USA

Location

Physical landscape

History of independence

Wealth and trade

The American dream

Space race

Cold war

Man vs food

New York, New York!

Ethiopia

Location

Climate

Poverty (industry/ education/ standards of living)

Starvation and international aid

USA vs Ethiopia

Development indicators

Development investigation – draw graphs/ analyse data/ draw conclusions

How can the rich help the poor?

Year 8 Britain

Location/ place in the UK/ geography of …

Climate

Religion

Monarch

British Values

Individual liberty

Tolerance

Rule of law

Democracy

Mutual respect

China

Location

Communism and political unrest

Religion

One child policy

Industry and employment

“Everything’s made in China!!”

LEDC to MEDC – the journey!

Map skills

Start by completing the Y8 baseline test (see FBY)

Compass points

Direction

Scale

Symbols

4 figure grid references

6 figure grid references

Field sketches and annotations

Relief and land use

Inter relationship between physical and human features

Interpreting photos and maps

End by resitting the Y8 baseline test

Our learning environment

class 1class 2
class 6

class 4class 5

Humanities Marking and Homework Policy

Purpose and Aim

Marking and Feedback – Within the faculty we aim to provide all students with timely, high quality feedback on the work they are producing in lesson and at home. Our marking should provide information regarding how well they did during a particular piece of work, their progress to date and feedback on their effort and AtL. Students should then respond in a positive manner to this by improving their work to ensure they make further progress. This process should ensure all students make progress and address misconceptions in their learning.

Homework – We aim to set homework that stretches and challenges students so they make further progress. Homework should be used to allow students to recap and consolidate their learning as well as acquire more knowledge.

Procedures

KS3 – At KS3 in all humanities subjects SoW are delivered usually in 6 week blocks. We will deep mark students work using an assessment piece completed in week 4 of this block. We will then use lesson 5 to allow students to improve their work and complete a remark, and where appropriate, a regrading of work. At some point earlier in the SoW students will complete a mini knowledge test/ spelling test which will be peer or self-assessed. This marking and feedback can be presented in a number of ways. There is a faculty marking sheet which staff can use if they wish. Marking must be clear and in line with the whole policy. Student response must take place.

Homework will be set twice during each scheme of work cycle. The homework will relevant to the learning taking place at the time in class. It will be revision for a test, revision for a spelling test or a creative piece.

KS4 – At KS4 SoW can vary in length. We will deep mark every 6 lessons. The deep mark will take place following an assessment, piece of extended writing, homework or exam question(s) Following this deep mark students will respond to targets set to improve their work. The teacher will then check these improvements and where appropriate, re grade work. This marking and feedback can be presented in a number of ways. There is a faculty marking sheet which staff can use if they wish. Marking must be clear and in line with the whole policy. Student response must take place.

Homework will be set in the form of revision. In year 11 students have weekly exam questions. Their homework is to prepare adequately for these tests. In year 9 and 10 students will be expected to revise and prepare for the assessments taking place every other week.

Marking Policy

Humanities Marking policy sept 2018