Humanitites
ETHICS AND PHILOSOPHY
Religious studies: Philosophy and Ethics helps students to gain a good understanding of different cultural and world views and learn how to academically evaluate ethical, philosophical and religious claims.
Students will study a variety of religious traditions and other worldviews, including the Abrahamic faiths, dharmic faiths such ads Hinduism and also Humanism and atheistic understandings of world issues. Students will gain substantive knowledge in different areas of study such as cosmology, eschatology, prejudice, theology, wealth in the world, human ethics and more. Students will also be equipped with the academic tools to explain and evaluate different worldviews and assess their own views and justifications.
Students will encounter difficult questions and will learn how to clearly give their point of view and how to academically critique those of other people. This will enable them to form their own views rationally and with an emphasis on using evidence.
At Key Stage 4, we offer GCSE Religious Studies. This builds on the learning that students have done at Key Stage 3 and develops their skills further. We study Christianity and Hinduism, alongside the Themes ‘Religion and life’, ‘Crime and Punishment’, ‘Human Rights and Social Justice’ and ‘Families and Relationships’.
At Key Stage 5, we offer A Level Philosophy. This rigorous course is designed to develop the students understanding of key philosophical arguments, how to deconstruct them and evaluate them successfully. This course gives students a fantastic opportunity to use skills that they have built on from Year 7 and apply these to some of the biggest philosophical questions in history, such as ‘what is the mind?’, ‘what is knowledge?’ and ‘is God real?’.
KS3 2022-2023
7 | Cosmology | Judaism | Christianity | Islam | Prejudice | Prejudice |
8 | Judaism | Islam | LAD | LAD | Wealth | Wealth |
9 | Suffering | Suffering | War | Human ethic | Human ethic | NA |
2023-2024 Onwards
7 | Cosmology | Judaism | Christianity | Islam | Prejudice | Prejudice |
8 | Hinduism | Hinduism | LAD | LAD | Wealth | Wealth |
9 | Suffering | Suffering | War | Human ethic | Human ethic | NA |
KS4
| 1 | 2 | 3 | 4 | 5 | 6 |
9 |
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| Human Rights |
10 | Ch beliefs | Ch practices | Crime | Hindu beliefs | Revision | Hindu practices |
11 | Religion + life | Families | Revision | Revision |
| 6 |
KS5
| 1 | 2 | 3 | 4 | 5 | 6 |
12 | What is knowledge? | Perception as a source of knowledge | Reason as a source of knowledge | Reason as a source of knowledge | Limits of knowledge | Limits of knowledge |
| Normative ethical theories | Normative ethical theories | Normative ethical theories | Meta-ethics
| Meta-ethics
| Meta-ethics
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13 | Dualism
| Dualism | Physicalism | Physicalism | Functionalism | Functionalism |
| Attributes of God | Arguments for the existence of God | The problem of evil | Religious language |
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HISTORY
KEY STAGE 3
History fires pupils’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past.
Pupils develop a chronological overview that enables them to make connections within and across different periods and societies. As they develop their understanding of the nature of historical study, pupils ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make.
KEY STAGE 4
Pupils will study a broad range of topics both in breadth and depth. These include a British Thematic Study with Historic Environment:
Medicine in Britain c1250-present with The British Sector of the Western Front, a Period Study and British Depth Study: Superpower
relations and the Cold War & Anglo-Saxon and Norman England and a Modern Depth Study: Weimar and NAZI Germany.
The assessments are designed for students of all abilities with a mixture of short- and long-answer questions. Questions will focus on a variety of historical areas, such as what happened, why things happened, the impact of key events, how far you agree with a view. Students also analyse historical sources and come up with ideas for tackling an historical investigation.
Year | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
7 | Intro to History & Migration to Britain (Thematic) | Norman Conquest & Castles
| Islamic Golden Age & Crusades
| Medieval life | Tudors | Civil War |
8 | Trans-Atlantic Slave Trade | Empire (case study on India & Kingdom of Benin) | Agricultural & Industrial Revolution | Age of Revolutions (Qing dynasty, American Revolution & French Revolution) | PROJECT (picks from Victorian Science, Victorian Crime and punishment or Age of Explorers) | Suffragettes |
9 | WW1 | Democracy and Dictators
| WW2
| Holocaust
| GCSE: Unit 1 Medicine Through Time
| GCSE: Unit 1 Medicine Through Time
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10 | GCSE: Unit 1 Medicine Through Time | GCSE: Unit 1 Medicine Through Time | GCSE: Unit 2 Anglo-Saxon and Norman England | GCSE: Unit 2 Anglo-Saxon and Norman England | GCSE: Unit 2 Anglo-Saxon and Norman England | GCSE: Unit 3 Weimar and Nazi Germany |
11 | GCSE: Unit 3 Weimar and Nazi Germany | GCSE: Unit 3 Weimar and Nazi Germany | GCSE: Unit 4 Superpower Relations and the Cold War | GCSE: Unit 4 Superpower Relations and the Cold War | GCSE: Unit 4 Superpower Relations and the Cold War |
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GEOGRAPHY
KEY STAGE 3
An exciting subject that brings the world into the classroom. Students learn a variety of physical and human topics which will help them to learn and address global issues. Students will adopt a variety of skills including presentation work, data interpretation, fieldwork and drawing diagrams. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.
KEY STAGE 4
Developing further into the subject students explore six key topics and complete a fieldwork based investigation following the AQA GCSE
Geography syllabus. The course topics is evenly split between human and physical Geography. Living with the physical environment covers a range of natural processes, from natural hazards to unique landscapes and a close look at ecosystems around the world. Challenges in the human environment looks at urban issues, the change of the economic world and challenges of resource management.
A local fieldtrip is also undertaken and data collected in the field is then used to analyse and interpret geographical information and then
applied to the knowledge and understanding covered in the content of the course. The final element of the course requires students to
study a pre-release booklet in preparation for evaluating a geographical issue.
KS3 Curriculum | |||||||||||
Year 7 | My Place in the World | Weather and Climate | Travel and Tourism | Ecosystems | Geography of Sport | ||||||
Year 8 | Tectonic | Population | Coasts | Climate Change | Problem Planet | ||||||
Year 9 | Glaciation | Urbanisation | Atmospheric Hazards | GCSE Unit: Living World | GCSE Unit: Living World | ||||||
KS4 Curriculum | |||||||||||
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||
Year 10 | GCSE Unit: Resource Management | GCSE Unit: Resource Management | GCSE Unit: Physical Landscapes | GCSE Unit: Physical Landscapes and Fieldwork | GCSE Unit: Urban issues and Challenges | GCSE Unit: Urban issues and challenges | |||||
Year 11 | GCSE Unit: Challenge of Natural hazards | GCSE Unit: Challenge of natural hazards/ Changing economic world. | GCSE Unit: Changing economic world | GCSE Unit: Issue evaluation |
Revision Time |
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TRAVEL AND TOURISM
KS4
This course will provide the student with the opportunity to learn about the leisure and tourism industries. The student will study the products and services that are available to customers, gain an understanding into how the industry operates, they will learn about employment opportunities, health and safety and customer service. The student will also study relevant data that will help them to complete their examinations and coursework whilst learning about worldwide destinations and their cultures. They will also visit a number of relevant leisure and tourism organisations
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 10 | Unit 1 – The UK Travel and Tourism Sector | Unit 2 UK Travel and Tourism Destinations | Revision – Unit 1 – The UK Travel and Tourism Sector | Unit 2 UK Travel and Tourism Destinations | ||
| Year 11 | Unit 4 – International Travel and Tourism Destinations | Unit 6 – The travel and Tourism Destinations | Revision | |||