Humanities

Humanities

Vision

Humanities – opening minds and expanding our horizons.

The Humanities department‘s aim is to provide a dynamic learning environment for our students with high quality teaching. We want to inspire our students to appreciate the world around them, the rich culture and history of the UK and the wider world. We want to encourage enquiring minds that are able to ask questions, make judgements and use their own ethics and morality. We are determined to produce responsible members of society with an appreciation for diversity and a willingness to break down cultural barriers.

In order to achieve this, the humanities department will work with the students to attain the highest educational standards to increase their opportunities for the future. We hope to instil a love of learning that will serve the students well for their future lives.

Key Stage 3 Geography

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

 

Maps

Glaciation

Tectonics

Weather and climate

Project work

Year 8

Coasts

Water

Settlement

Population control

China

Project Work

Year 9

Antarctica

Globalisation

GCSE STARTS

 

The key stage 3 Geography curriculum offers 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.

Key stage 3 History

 

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

Key Skill:

a. Chronology

b. Identifying sources

Topic:  Romans and Roman Britain

Key Skill:

Interpretation of significance

Topic:

The Norman Conquest

Key Skill:

Description/Explanation – use of PEE

Topic: 

Medieval Life

Key Skill:

  1. Chronology
  2. Source work

Topic:

Medieval Life/Start of Tudors

Key Skill: Change and Continuity

Topic:  Later Tudors/Reformation

Key Skill: Cause and Consequence

Topic:  Summer Project (literacy focus) on Pilgrim Fathers

Year 8

Key Skill:

Cause and Consequence

Topic:  English Civil War & Witchcraft

Key Skill:

Explanation & Analysis

Topic:  The Industrial Revolution

Key Skill:

Interpretation of Significance:

Topic:  The British Empire

Key Skill:  Change and Continuity

Topic:  Depth Study: India

Key Skill:

Explanation & Analysis

Topic:  Slavery

Key Skill:  Cause and Consequence

Topic:  Civil Rights

Year 9

key Skill:  Interpretation of Significance

Topic: WWI

Key Skill: 

Source work & explanation & analysis

Topic:  WWII

The Holocaust

GCSE starts

     

 

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.

Key Stage 3 Religious Studies

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

Buddhism

Buddhism

Christianity

Christianity/Rites of Passage

Rites of passage/suffering

Suffering

Year 8

Islam

Islam

Rites of passage

Rites of passage

War

War

Year 9

Hinduism

Hinduism

GCSE STARTS

 

Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances awareness and understanding of religions and beliefs, teachings, practices and forms of expression, and of the influence of religion on individuals, families, communities and cultures.

Key stage 3 PSHE

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 7

Transition to

 the Peele Community College

On-line safety

Democracy

Finances

Rule of law

Health and wellbeing issues

  • Year ahead and expectations
  • Developing a well-rounded skills base
  • How to work well with others
  • Independent organised learner
  • Community minded citizen
  • What have we learned this term

 

 

 

 

 

 

 

 

  • Social media
  • Chat rooms
  • Cyber bullying
  • Sexting
  • Prevent-Radicalisation
  • Online grooming
  • Downloading
  • Gaming
  • Video chat/webcams
  • Different ways of governing a country
  • How are democratic institutions structured?
  • How does the government spend our taxes?
  • How can British democracy be improved?
  • What does the monarch do?
  • Government for a day

 

 

 

 

 

  • Financial literacy
  • Budgeting/wants and needs
  • Consumer rights
  • Loans and credit
  • Saving
  • Gambling
  • Bank accounts
  • Keeping track of money
  • Raising money for charity
  • Earning money
  • Poverty

 

 

 

 

 

 

 

 

 

  • What are laws? What are rules?
  • Values behind laws
  • Criminal activity
  • Role of the police
  • Role of the courts
  • Consequences
  • Types of punishment
  • Rehabilitation
  • Healthy living-health food and exercise
  • Mental wellbeing
  • Self-image and identity
  • Health risks-smoking, alcohol, drugs

 

 

 

Year 8

Radicalisation and extremism

Rights and responsibilities

Individual liberty

Global Issues

Relationships

Mutual Respect and Tolerance of those with different faiths and beliefs and those without faith/Diversity

  • What is radicalisation and extremism
  • Why do people become radicalised?
  • Self-radicalisation
  • Who is radicalising?
  • The teaching of the Qur’an and Muhammad
  • White radicalisation
  • Our rights
  • Our responsibilities
  • What rights to British citizens have?
  • What responsibilities are associated with these rights
  • Human rights
  • Bullying
  • MLK/Nelson Mandela/William Wilberforce

 

 

 

  • The individual liberties that we have in the UK.
  • What are the differences between liberties and rights?
  • Why do we have liberties?
  • What information are we happy with people knowing about us?
  • Are there risks of sharing too much?
  • Examples of people campaigning for individual liberty
  • Malala Yousafzai
  • Shami Chakrabarti - Director of Liberty
  • Saving the environment
  • Greenhouse effect
  • Sustainable development
  • Conflict
  • Refugees
  • United Nations
  • Globalisation
  •  

 

 

  • Feelings and emotions
  • Friendship
  • Boyfriend/Girl friend
  • Contraception
  • Making relationships work
  • Making informed and responsible decisions
  • Consent
  • Teenage parenthood
  • Define culture and diversity
  • Identify stereotypes
  • To examine a different culture and describe the differences and similarities
  • To describe different types of racism and prejudice
  • Kick racism Out

 

PSHE should :

  • Enable students to develop their self-knowledge, self-esteem and self-confidence
  • enable students to distinguish right from wrong and to respect the civil and criminal law of England
  • encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely
  • enable students to acquire a broad general knowledge of and respect for public institutions and services in England
  • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation for and respect for their own and other cultures
  • encourage respect for other people, and
  • encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

Key Stage 4

Key Stage 4 Geography

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 9

END OF KEY STAGE 3 TOPICS

Introduction to GCSE-Hazardous Earth

Development Dynamics

Development Dynamics

Challenges of an urbanising world

Year 10

Challenges of an urbanising world

The UK’s evolving landscape

The UK’s evolving landscape

Geographical Investigation

Geographical Investigation

People and the biosphere

Year 11

Forests under threat

Consuming energy resources

Making a geographical decision

Revision

Revision

 

 

This course gives students opportunities to:

  • actively engage in the process of geography to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds
  • develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world
  • develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from local to global
  • appreciate the differences and similarities in people’s views of the world and its environments, societies and cultures
  • understand the significance of values and attitudes to the development and resolution of issues
  • develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive
  • develop and apply their learning to the real world through fieldwork and other out-of classroom learning
  • use geographical skills, appropriate technologies, enquiry and analysis

 

Key stage 4 Year 9 –Classical Civilisation (2016)

Term 2

  • Introduction to the Greeks (religion, worship, society, Olympic Games)

Term 3

  • The Odyssey
  • Exam technique for the Epic Myth paper

 

Year 9/10 Class Civ (2016/17)

Term 1

  • Introduction to Ancient Rome
  • Exam technique

Term 2

  • Virgil’s The Aeneid
  • Exam technique

Term 3

  • Community Life (Pompeii)

 

Term 1

  • Community Life (Pompeii & Herculaneum)
  • Exam technique

Term 2

  • Greek myths and gods
  • The Odyssey
  • Exam technique

Term 3

  • The Odyssey – themes and characters
  • Exam technique and practice
  • Start background to Controlled Assessment

 

Key Stage 4 Year 10/11 – 2016/17

Term 1

  • Controlled Assessment

Term 2

  • Ancient Rome
  • Exam technique

Term 3

  • Complete Ancient Rome
  • Revision

 

 

This course:

  • This subject has been offered as part of the curriculum for students who wish to gain a sound knowledge and understanding of the classical world and to
  • develop the range of evaluation and research skills associated with such study.
  • It is suitable for students of all abilities regardless of whether they have studied classical subjects at KS3. It offers a broad introduction to this fascinating subject for those with no previous knowledge, but the wide choice of available topics allows those with previous experience to build on their knowledge and skills.
  • It offers an enjoyable, modern approach to the study of classical civilisation based on up-to-date, in-print resources.
  • It covers aspects of classical civilisation which have been significant in the development of the modern world and encourages students to gain an understanding of Greek and/or Roman society and its values.

 

Key stage 4 Year 9 History (2016)

Term 2

  • End of WWI
  • Germany/America/Russia in the 1920’s
  • Modern Depth Study: Germany 1918-1939

Term 3

  • Modern Depth Study: Germany 1918-1939
  • Exam technique for source based questions

 

Key Stage 4 Year 10 2016/17

Term 1

  • Period Study:  The Cold War 1941-91

Term 2

  • British Thematic Study

Term 3

  • British Thematic Study
  • Historic Environment

 

Key Stage 4 Yr11 2017/18

Term 1

  • Complete Historic Environment
  • British Depth Study

Term 2

  • British Depth Study

Term 3

  • Revision

 

Key Stage 4 Year 10 History (2015/16)

Term 1

  • Germany 1918-1939
  • Exam technique and practice

Term 2

  • The Cold War 1943-1991
  • Exam practice questions

 

Term 3

  • The Cold War
  • Exam practice questions
  • Start background to Controlled Assessment

 

Key Stage 4 Year 10/11 (2016/17)

Term 1

  • Controlled Assessment

Term 2

  • Source based paper – Britain 1931-51
  • Exam technique

Term 3

  • Britain 1931-51
  • Revision

 

 

Year 11 (2015/16)

Term 1

  • Controlled Assessment

 

Term 2

  • Controlled Assessment

 

Term 3

  • Cold War 1943-1991
  • Revision

 

This course:

  • actively engage students in the process of historical enquiry to develop them as effective and independent learners, and as critical and reflective thinkers with enquiring minds
  • develop students knowledge and coherent understanding of selected periods, societies and aspects of history
  • develop students awareness of how the past has been represented, interpreted and accorded significance for different reasons and purposes
  • develop students’ abilities to ask relevant questions about the past and to investigate them critically using a range of sources in their historical context
  • enable students to organise and communicate their historical knowledge and understanding in creative and different ways and reach substantiated judgements
  • recognise that students’ historical knowledge, understanding and skills help them understand the present and provide them with a basis for their role as responsible citizens, as well as allowing further study of history.

 

Key Stage 4 Religious Studies

 

 

 

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Year 9

 

 

Introduction to GCSE

Catholic Christianity

Catholic Christianity

Catholic Christianity

Year 10

Catholic Christianity

Judaism

Judaism

Judaism

Judaism

revision

Year 11

Philosophy and Ethics

Philosophy and Ethics

Philosophy and Ethics

Philosophy and Ethics

revision

revision

 

This course:

  • adopt an enquiring, critical and reflective approach to the study of religion
  • explore religions and beliefs, reflect on fundamental questions, and engage with them intellectually and respond personally
  • enhance their spiritual and moral development, and contribute to their health and wellbeing
  • enhance their personal, social and cultural development, their understanding of different cultures locally, nationally and in the wider world, and contribute to social and community cohesion
  • develop their interest in, and enthusiasm for, the study of religion, and relate it to the wider world
  • reflect on and develop their own values, opinions and attitudes in light of their learning.

 

Staffing
Mr C Gooding Head of Humanities
Miss H Brooks Second in Humanities
Humanities: Miss Mombourquette
Mrs R Bowler
Mr N Waddington

 

Activities with the students  shown being involved etc

 

The Humanities Department regularly organise extra-curricular trips which have included educational excursions to Hadrian’s Wall, Newark Theatre as well as a future trip to Italy as part of the Classical Civilisation GCSE.

We also intend to organise master classes in local primary schools when the GCSE exam period has concluded. This is to forge links with local primary schools to show the benefit of education at Peele Community College to key stage 2 students in the locality.

We run revision sessions every week for GCSE students after school on Monday, Wednesday and Friday. There are also opportunities every lunchtime to work with members of staff for help with homework, controlled assessment and further opportunities for revision.