Curriculum Intent
We believe that every student has the right to know the big historical events that have shaped our country and our area. We want to engage students with the study of our past and allow them to understand how this still affects the world around them today. We aim to equip students with the ability to think critically and enquire about information presented to them. They will learn how to weigh up and interrogate evidence and make reasoned arguments. We want students to gain an understanding of the importance of democracy, tolerance and human rights and our responsibilities as citizens.
Curriculum Features
Our curriculum covers the history national curriculum and is designed to help students see how Britain has developed over the past millennium. Students will conduct different historical enquiries to learn more about the past. We will explore pivotal moments in British history such as the Battle of Hastings and Industrial Revolution and examine how they changed peoples’ lives. We will also look at the role of Britain in the wider world, including the British Empire and Britain’s role in the World Wars.
We also will give students the opportunities to study non-British history to broaden their understanding of the past and the world today so students will examine case studies of societies in Asia, Africa and America. They will examine challenging and controversial issues such as the Trans-Atlantic slave trade, protest, C20th dictatorships and the Holocaust. Where appropriate, issues and events will be studied from different historical perspectives to give them a broad understanding of how history is shaped and how history has affected different people in different ways. Throughout key stage 3 and key stage 4, students will learn and develop the concepts and skills that will allow them to achieve success at GCSE history and the wider curriculum.
Overview
Year 7
History Y7 Progression Grids
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Autumn |
Spring |
Summer |
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Area of study: |
How do we know about the past of our town? |
Why did England change in 1066?
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The Tang Dynasty in China
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Live in Medieval England. Why was the Black Death such a disaster?
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The Mali Empire |
Why were changes in the Tudor era significant?
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What should they know? |
Students will study and develop the skills and vocabulary needed to study history in key stage 3. This will include understanding how historians use evidence and what types of evidence may be available for different time periods. This is also an opportunity to examine local history as we learn the chronology of Stockport and examine sources from our town’ |
Students will study the causes and consequences of William’s invasion of England in 1066. |
Students will examine the Tang Dynasty, considered by some historians to be a ‘Golden Age’ of China. |
Students will Students will study different aspects of life in Medieval England, examining villages, towns and religion. Students will study why people in the C14th had limited understanding of health and medicine, examining beliefs and approaches to medicine. They will then study the Black Death and its impact on Britain. |
Students will study Medieval Mali and the life of one of its rulers, Mansa Musa, who many people think may have been the richest person who has every lived. |
Students will study the changes that happened during the Reformation and the consequences this had on England. They will also examine the reign of Queen Elizabeth I. |
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What should they be able to do? |
Use evidence like historians to solve enquiries. Use chronology correctly. |
Use sources to learn about the 11th century. They will also be able to write an explanation of why William won the Battle of Hastings. |
Explain the significance of the Tang Dynasty. |
Make inferences from sources about the Black Death. Explain the short-term consequences of the Black Death. |
Explain the significance of Mansa Musa as a ruler. |
Compare interpretations on Henry VIII and write their own interpretation on ‘Bloody’ Mary I. They will explain why the Spanish Armada was defeated. |
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Key vocabulary |
Archaeologist Historian Chronology Source/Evidence Inference Provenance (Author, Audience, Type, Purpose, Time) Significant Interpretation |
Trade Invasion Heir Rebellion Hierarchy Feudal system Domesday Harrying Monarch Power Normanisation |
Dynasty Empire Emperor/ Emperess
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Peasant Villein Public Health Catholic Pilgrimage Relic Monastery Four Humours Miasma Silk Road Epidemic Consequence
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Mansa Exploration Islam Natural Resources University Mosque Trade Pilgrimage/Hajj |
Renaissance Printing Press Reformation Protestant Break with Rome Dissolution Heresy Martyr Monarch Treason Plots Invasion Armada Colony Exploration
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Assessment |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of year assessment. |
Formative assessment throughout the unit contributing to an end of year assessment. |
Year 8
History Year 8 Progression Grid
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Autumn |
Spring |
Summer |
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Area of study: |
What made the C17th so deadly?
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Case study on Benin.
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How could the Trans-Atlantic Slave trade have happened? |
How did the Industrial Revolution change life in Britain?
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What should our interpretation be of the British Empire in India?
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What caused the Great War to begin in 1914? |
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What should they know? |
Students will study key events and issues from the Gunpowder Plot to the Great Plague and examine their significance on people. |
Students will study the Kingdom of Benin (now part of modern day Nigeria). They will examine the ‘Five warrior Obas’ who brought great wealth and success to the Kingdom. They will also examine the impact of European relationships with the Kingdom. |
Students will study the Trans-Atlantic slave trade including its impact on Britain, the experiences of enslaved people and how some resisted. |
Students will study how life and work changed during the Industrial Revolution, with a particular focus on child workers. They will also learn about the more positive changes that happened during this time. |
Students will study how and why Britain gained such a large overseas Empire and will then examine the impact of the British Raj on India. They will also explore the methods Indians used to resist British rule and fight for Independence. |
Students will study the factors that led to the outbreak of the First World War in 1914 including longer term causes of tension. |
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What should they be able to do? |
Explain why the Civil War began. Compare interpretations |
Analyse the usefulness of sources. Describe the features of Benin |
Understand how the Trans-Atlantic Slave Trade fits into the overall history of slavery. Explain Britain’s role in the trade. Examine sources about the experiences of enslaved people. |
Analyse the usefulness of sources.
Select and apply evidence to write about the past. |
Compare interpretations about British India. Explain Gandhi’s protest methods. |
Students will be able to analyse sources on tension and examine the significance of different causes. |
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Key vocabulary |
Torture Execution Protestant Puritan Superstition Treason Tyrant Persecution Civil War Witch Craze Interregnum Republic Restoration Epidemic Massacre Royal Society |
Trade Empire Kingdom Oba Empire Colonise |
Trade Export Import Middle Passage Empire Plantation Enslaved person Resistance Underground railroad Abolition |
Industrialise Machinery Natural Resources Reforms Slum Housing Epidemic Cholera Trade Union Strike Public Health |
Empire Colony Imperialism Famine Protest Raj Direct Action Massacre Independence |
Cause Long Term Short Term Tension Empire Imperialism Resistance Nationalism Militarism Alliances |
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Assessment |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of year assessment. |
Explanation of why WW1 began. |
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Year 9
History Y9 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Was the Western Front just mud, blood and misery?
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How did women get their voices heard? What are different ways to run a country? |
Why was it so difficult to resist the Nazi regime? |
How far can we believe the myths about WW2?
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How could the Holocaust have happened? How dangerous was the Cold War?
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What should they know? |
Students will study the experiences of British and Empire soldiers fighting on the Western Front in WW1. They will also study what trench warfare was and how it developed throughout the war. |
Students will study the women’s suffrage movements to evaluate how far these protest methods are still relevant today. Students will also study different ideologies and political systems to understand what is meant by ideas like democracy, dictatorship, left wing and right wing. |
Students will study the methods Hitler used to get elected and establish/ maintain his dictatorship. They will then examine life in Nazi Germany. |
Students will study key events of the Second World War so that they can assess how far popular myths about the Second World War are accurate. They will look at how the war began. They will examine the Home Front and the war in Europe and the Pacific. |
Students will study the factors that allowed the Holocaust to take place. This unit is based on exploring this quotation from the Auschwitz Memorial: ‘When we look at Auschwitz we see the end of the process. It’s important to remember that the Holocaust actually did not start from gas chambers. This hatred gradually developed from words, stereotypes & prejudice through legal exclusion, dehumanisation & escalating violence.’(2018)
Students will study the causes and development of the Cold War.
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What should they be able to do? |
Analyse the usefulness of sources. They will also be able to explain why soldiers on the western front faced health problems. |
Compare interpretations on the effectiveness of Suffragette methods.
Compare democracy/ dictatorship and communism/ fascism. |
Explain why Hitler faced little opposition.
Compare interpretations on experiences of young Germans. |
Compare interpretations on the Blitz Spirit.
Analyse the usefulness of sources about Dresden. |
Explore interpretations about how the Holocaust could have happened. |
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Key vocabulary |
Attrition Trench Warfare Tactics Over the top No man’s land Artillery Shrapnel Shellshock Empire |
Suffrage Militant Radical Martyr Moderate Direct Action Democracy Dictatorship Right wing Left wing Centrist Communism Fascism Capitalism Constitution |
Propaganda Terror state Censorship Consent Concentration Camps Opposition Secret police Indoctrination |
Alliance Appeasement Allies Axis Foreign Policy Fascism Nationalism Propaganda Total War Evacuation Home Front Blitzkrieg Dunkirk Spirit Blitz Blitz Spirit Firebombing Atomic Weapons
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Genocide Anti-semitism Persecution Scapegoat Discrimination Shoah Kindertransport Cold War Communism Capitalism Conference Allies Iron Curtain Migration Windrush Generation Push Factors Pull Factors Assimilation
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Assessment |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout the unit contributing to an end of term assessment. |
Formative assessment throughout unit. End of unt assessment |
Formative assessment throughout the unit contributing to an end of year assessment. |
End of Year Assessment examining knowledge and skills gained throughout the year. |
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Year 10
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Autumn |
Spring |
Summer |
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Area of study: |
Thematic Study: Medicine in Britain, including the historical environment. |
Period Study: The American West c1835-c1895
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Depth Study: USA, 1954-75: conflict at home and abroad |
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What should they know? |
c1250–c1500: Medicine in medieval England 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case study:
c1500–c1700: The Medical Renaissance in England 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case studies
c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment
The Historical Environment: The British sector of the Western Front, 1914–18: injuries, treatment and the trenches
c1900–present: Medicine in modern Britain 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case studies
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Key topic 1: The early settlement of the West, c1835–c1862 1 The Indigenous peoples of the Plains: their beliefs and ways of life 2 Migration and early settlement 3 Conflict and tension
Key topic 2: Development of the plains, c1862–c1876 1 The development of settlement in the West 2 Ranching and the cattle industry 3 Changes in the way of life of the Indigenous peoples of the Plains
Key topic 3: Conflicts and conquest, c1876–c1895 1 Changes in farming. 1 Changes in the cattle industry and settlement 2 Conflict and tension 3 The Indigenous peoples of the Plains: the destruction of their ways of life
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Key topic 1: The development of the civil rights movement, 1954–60 1 The position of black Americans in the early 1950s 2 Progress in education
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What should they be able to do? |
This unit is a thematic study so students need to be aware of how far medicine in Britain has developed. Therefore, they need to able to:
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This unit looks at an unfolding narrative of a time period. Therefore, students need to be able to:
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Use sources to examine the position of black Americans in the 1950s. |
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Key vocabulary |
Change and continuity Significance Public Health Progress Breakthroughs Four Humours Miasma Epidemic Vaccination Prevention Germ Theory NHS
Western Front Trench Warfare RAMC FANY Progress Chain of Evacuation
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Indigenous people Conflict Manifest destiny Migration Settlement Expansion Frontier Treaty Assimilation Lawlessness Vigilantes Massacre Ranch Cowboy Open Range Homestead Reservation Gold Rush Trail |
Civil Rights Segregation Integration
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Assessment |
Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete two assessments in exam conditions. |
Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete one assessment in exam conditions. |
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Year 11
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Autumn |
Spring |
Summer |
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Area of study: |
Depth Study: USA, 1954-75: conflict at home and abroad |
British Depth Study: Anglo-Saxon and Norman England, c1060-1088 |
Revision for final exams |
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What should they know? |
Key Topic 1: The development of the civil rights movement, 1954–60 2 Progress in education 3 The Montgomery Bus Boycott and its impact, 1955–60 4 Opposition to the civil rights movement Key topic 2: Protest, progress and radicalism, 1960–75 1 Progress, 1960–62 2 Peaceful protests and their impact, 1963–65 3 Malcolm X and Black Power, 1963–70 4 The civil rights movement, 1965–75 Key topic 3: US involvement in the Vietnam War, 1954–75 topic 3: US involvement in the Vietnam War, 1954–75 1 Reasons for US involvement in the conflict in Vietnam, 1954–63 2 Escalation of the conflict under Johnson 3 The nature of the conflict in Vietnam, 1964–68 4 Changes under Nixon, 1969–73 Key topic 4: Reactions to, and the end of, US involvement in Vietnam, 1964–75 1 Opposition to the war 2 Support for the war 3 The peace process and end of the war 4 Reasons for the failure of the USA in Vietnam |
Key topic 1: Anglo-Saxon England and the Norman Conquest, 1060–66 1 Anglo-Saxon society 2 The last years of Edward the Confessor and the succession crisis: 3 The rival claimants for the throne 4 The Norman invasion
Key topic 2: William I in power: securing the kingdom, 1066–87 1 Establishing control 2 The causes and outcomes of Anglo-Saxon resistance, 1068–71 3 The legacy of resistance to 1087 4 Revolt of the Earls, 1075
Key topic 3: Norman England, 1066–88 1 The feudal system and the Church 2 Norman government 3 The Norman aristocracy 4 William I and his sons
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What should they be able to do? |
In this depth study, students will need to be able to analyse sources and interpretations using their knowledge of the events and people studied. Therefore, they need to be able to:
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In this depth study students will need to demonstrate knowledge and understanding of the events and people studied. They will need to be able to:
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Key vocabulary |
Civil Rights Segregation Integration Campaign C Boycott Racism Black Power Radical Extremism Moderate Escalation Containment Domino Theory Guerrilla Warfare Doctrine Opposition Peace Accords Peace Process
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Anglo-Saxon Invasion Conquest Legitimacy Resistance Rebellion Feudalism Aristocracy Earldom Claim Heir Witan Homage Oath Harrying Control |
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Assessment |
Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete two assessments in exam conditions. |
Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete one assessment in exam conditions. |
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GCSE Exam Information: We study Edexcel GCSE History. There are three examination papers that students will sit at the end of year 11. There is no coursework.
Written examination: 1 hour and 15 minutes. (Questions include source questions and extended writing)
Written examination: 1 hour and 45 minutes (Questions include extended writing)
Written examination: 1 hour and 20 minutes. (Questions include source questions, using interpretations and extended writing) Edexcel GCSE History website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html BBC Bitesize Edexcel History: https://www.bbc.co.uk/bitesize/examspecs/zw4bv4j
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Useful links: Websites to support your learning: Educake for homework: https://my.educake.co.uk/student-login BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/zk26n39 BBC Teach class clips: https://www.youtube.com/playlist?list=PLcvEcrsF_9zKaukmBI_Ums4voCB_RP6Ys Oak Academy: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/history The Historical Association: https://www.history.org.uk/student/categories/historical-periods
Careers from History: https://www.history.org.uk/student/module/8671/careers-with-history |
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Gallery / video / powerpoint about the subject |
Curriculum Intent
Geography is the world around us and everything that is in it. It is more vital than ever for our pupils to understand this in order to become the global citizens they need to become. At Werneth the Geography department aims to ensure that our pupils get a thorough and rigorous view of the world around them. The curriculum aims to build up both skills and knowledge to our young people in relation to the UK and the wider world; with an even spread of human and physical Geography intertwined. We want our students to see the inherent links within Geography and from Geography to the rest of their education. Our teaching will allow pupils to foster a greater independence in their work with collaborative approaches and pupil engagement at the forefront of teaching. The pupils need to know their place in the world and where they will go in it.
Curriculum Features
What do you study?
Geography is an exciting subject that will broaden your horizon, increase your awareness of the world around you and open your eyes to the wonders of the planet you live on. Geography encourages you to think deeply and to ask questions. Geography is about more than just seeing mesmerising places around the world. It is about understanding the complexity of our planet and appreciating the diversity of cultures that exist across its continents.
Who is it suitable for?
Geography suits hard workers who are ready to push themselves and learn new skills. Geography is closely linked to many subjects, in particular: Maths, English, and Science. To be a successful Geographer you will need excellent writing and numerical skills. You will also need great enthusiasm to explore the world around you and be somebody who strives to improve even if they find something difficult.
Where will it take you?
Geography is a diverse and very much academic discipline. It will help you go on to study many subjects at A Level. Geographical qualifications can be used not just in geographical fields but also in business, civil service, military, police, and other occupations that require analytical skills. Geographers are valuable as they have the ability to analyse the modern world as well as predicting patterns of change. A Geographer can adapt to a variety of situations, which makes it a very employable and useful subject.
Overview
Year 7
Geography Y7 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Geography in the UK |
Extreme environments |
Settlements |
Kenya |
Weather and climate |
Asia |
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What should they know? |
What a country and continent is All 7 continents and 4 oceans What a compass is and how to use it What Longitude and latitude is What an OS maps is The four nations of the UK What a climate graph is What extreme weather is |
What an extreme environment is How people use the Tundra for oil exploitation How animals adapt in a desert What the Desert climate is like using a graph to support What desertification is |
What is a settlement Early settlements and their characteristics What Push and pull factors are How multicultural Manchester is |
Introduction to the concept of Africa Kenya development lesson Introduction to tourism African Climate and how it varies African population and how it varies African development and how it varies |
What weather and climate is
How to measure the weather
Types of weather including extreme weather examples
Climatic zones around the world
How local weather is impacted by seasonal and local changes |
Mapping Asia
Why Asia is so important
Physical and human Geography of Asia
Disasters in Asia
Megacities in Asia
Recent development in Asia |
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What should they be able to do? |
Read OS maps
Read climate graphs
Write at length about extreme weather
Discuss Geographical components fluently |
Identify features of extreme environments
Write at length about oil exploitation
Compare climate graphs and animal adaptations |
Describe the settlement hierarchy
Understand theoretical models
Discuss the impacts of immigration into Manchester
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Verbally discuss the regional differences within Africa and how Geographical features are impacted by climate, location or other factors |
Measure the weather
Go out onto the field and measure the weather
Interpret data and write up a summary of the local weather |
Compare Asia to the rest of the world
Create comparisons of Asia internally
Relate Asia to their previous learning |
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Key vocabulary |
Continent Longitude Latitude Weather Climate |
Exploit
Biome
Equator
Extreme |
Settlement
Hierarchy
Multicultural
Migration
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Region
Political
Development
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Climate
Weather
Temperature
Celcius
Farenheit |
Mega city
Development
Disaster
Continent |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model:
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Year 8
Geography Y9 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Climate change |
India |
Our dangerous world |
Globalisation |
Water world |
Europe |
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What should they know? |
The greenhouse and enhanced greenhouse effect.
Renewable and non-renewable energy
UK Energy decision making exercise
What is your carbon footprint?
UK climate change impacts
Global climate change impacts
Solutions to climate change |
The location of key India geography
What is the physical and human geography of India?
How do India and the UK compare?
Life in the slum
Slum solutions: Dharavi
The climate of India
India monsoon
Outsourcing to India
Population and population pyramids |
What are the layers of the earth?
How is the world a jigsaw? (plate tectonics)
What is a tsunami?
What is a volcano?
What happened during the Iceland volcano?
What is a glacier?
What are the impacts of glaciation?
Glaciation and tourism |
How is the UK globalised?
What are the impacts of globalisation?
What are the locations of globalisation sites?
Globalisation and sport
The positive and negatives of the globalisation of sport
Globalisation and supermarkets
Globalisation and palm oil |
Why is the River Nile important to study?
How does the physical geography of the River Nile change?
How is HEP positive for the River Nile?
How is the River Niles water in danger?
Why is the Horn of Africa important to study?
Where are the best waves on the Horn of Africa?
How developed is the Horn of Africa? |
Mapping Europe
Why Europe is so important
Physical and human Geography of Europe
Population and migration in Europe
Recent development in Europe
The role of the EU |
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What should they be able to do? |
Label and annotate diagrams/maps/graphs
Categorise and justify
Decide and discuss
Analyse differences between rich and poor countries and write at length on these. |
Label maps and graphs
Use data to explain differences
Write at length about life in the slum and assess the sustainability of solutions |
Label and annotate maps and diagrams
Categorise local and global impacts
Assess the social, economic and environmental impacts of an issue |
Label and annotate diagrams/maps/graphs
Assess the social, economic and environmental impacts of an issue
Compare and discuss the variable impacts of an issue |
Label and annotate diagrams/maps/graphs
Discuss geopolitical differences
Assess and discuss the importance of an issue
Explain development |
Compare Europeto the rest of the world
Create comparisons of Europe internally
Relate Europe to their previous learning |
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Key vocabulary |
Greenhouse effect
Enhanced greenhouse effect
Renewable/Non-renewable
Carbon |
Development
Slum
Sustainability
AC/LIDC
Monsoon
Population pyramid |
Crust, mantle, inner and outer core
Plate tectonics
Tsunami
Volcano
Glacier |
Globalisation
Social, economic and environmental
Fair trade
Palm oil |
Political
HEP
Sparsely/densely
Piracy
Fetch |
EU
Migration
Culture
Borders
Historical factors |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model:
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Year 9
Geography Year 9 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Geology |
Earthquakes |
What is an economy? |
Geopolitics |
Australia |
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What should they know? |
What geology is What the three types of rocks are A geological timescale At least one theory for why dinosaurs went extinct. What continental drift is |
The structure of the earth The four types of plate margins What the richter scale is and what the focus and epicentre are Ways a building can be built to be earthquake proof. Issues with living in hazardous zones Two differing case studies - one in an LIDC and one in an AC |
What an economy is
What the four industry sectors are
What imports and exports are in the UK
What globalisation is
What fair trade is |
What Geopolitics is
Russia - Russia’s borders and Russian conflict
Middle east - How oil shapes the future of the middle east Past and religious divides due to Geography
China - CHina’s past and present place in the world |
Mapping Australia
Australia's different biomes and climatic zones
Australia's climate and impact of climate change on Australia
The great barrier reef
Coral reef theory
Coral reef tourism
The daintree rainforest |
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What should they be able to do? |
Describe the three rock types. Explain what a geological timescale is and link it to rock development, species development and land development |
Describe the structure of the earth and how it impacts humans. Explain how buildings can be designed to reduce the impact of earthquakes and compare rich and poor countries when in a disaster. |
Explain what an economy is and how the different sectors link together. Ex[plain how the UK trades with nations around the world and how this links to economic improvement and environmental/social degradation. |
How relationships between governments are forged and how borders create conflict and power |
Describe the climate and ecosystems within Australia and how wide ranging the country is. Link Australia to ‘ecosystem’ development at GCSE. |
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Key vocabulary |
Geological Igneous Metamorphic Sedimentary Extinction |
Epicentre Focus Mantle Plate boundaries Seismic hazard |
Primary Secondary Tertiary Quartenerey Trade |
Political War Border Relationships |
Biome Region Hemisphere Ecosystem |
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Assessment |
To ensure consistency of assessment across the year for students we use the following model:
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KS4
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GCSE Geography: What our pupils should be able to know and do
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Paper 1 - Living in the UK today
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Landscapes of the UK
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People of the UK
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Environmental challenges of the UK
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Identify the characteristics of upland and lowland regions in the UK and describe where upland and lowland regions are found in the UK Describe the 3 types of weathering - mechanical, chemical and biological Describe the 2 mass movements - sliding and slumping Identify what erosion, transportation and deposition is Describe the 4 types of erosion - hydraulic action, abrasion, attrition and corrasion (solution) Describe the 4 types of transportation - traction, saltation, suspension and solution Explain the formation of: v shaped valleys, waterfalls/gorges, meanders and ox bow lakes, floodplains and levees, headlands and bays, caves/arch’s/stacks/stumps, beaches and spits
CASE STUDY - River WYE
Geomorphic processes at work in the river basin How Geology and climate influence the area Landforms in the river and how they are formed How humans have impacted the area through management
CASE STUDY - Happisburgh (Norfolk coast)
Geomorphic processes at work on this coastline How Geology and climate influence the area Landforms in the case study and how they are formed How humans have impacted the area through management
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Identify the UK's major trading partner countries as well as major imports and exports Describe how diverse the UK is in terms of employment, average income, life expectancy as well as educational attainment and access to broadband. Describe the causes of uneven development in the UK including geographic location as well as economic change, infrastructure and government policy
CASE STUDY - Salford Quays
How the area has changed from 1800's to now The consequences of economic decline The consequences of economic growth
Describe how the UK's population has changed from 1900 to now Explain how the demographic transition model works and the UK's position on it Identify what an ageing population is and explain the causes, effects and responses to an ageing population in the UK Outline the flows of immigration into the UK in the last 20 years and explain the social and economic impacts of this immigration Explain the causes as well as the social, economic and environmental impacts of suburbanisation in the UK Explain the causes as well as the social, economic and environmental impacts of counter-urbanisation in the UK Explain the causes as well as the social, economic and environmental impacts of re-urbanisation in the UK
CASE STUDY – Manchester
Where the city is in it's region, country and wider world The impact of national and international migration on it's character and growth The way of life in the city such as culture, ethnicity and housing Challenges the city faces such as housing availability, transport provision and waste management Sustainable strategies to overcome these challenges - metro system, bins and new housing
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Identify the five air masses that impact the UK Describe what continentality is Explain how air masses, the North Atlantic drift and continentality influence the UK’s weather Explain how these air masses cause extreme weather in the UK (wind, temperature and precipitation)
CASE STUDY - Somerset levels flooding 2014
What caused the flooding including any extreme weather The effects of the flood on the people and the environment How the flood was managed at local and national scale
Describe how the mechanisation of fishing and farming in the UK provides food Describe how wind farms and fracking provide energy Describe how reservoirs and water transfer schemes provide water Identify renewable energy and non-renewable energy sources and their advantages and disadvantages Describe the contribution of these energy sources to the UK's energy supply Describe the patterns of energy supply and demand in the UK since 1950 to 2025 Explain how these changes have been influenced by the government and international organisations Explain how energy use and management can be made sustainable at local and national scale in the UK Describe and explain the development of renewable energy in the UK and the impacts of this on the people and the environment Evaluate whether or not non-renewable energy should contribute to the future of the UK's energy supply Describe the economic, political and environmental factors affecting the energy supply of the UK in the future
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Paper 2 – The world around us
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Ecosystems of the planet |
People of the planet |
Environmental threats to our planet |
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Identify both the abiotic (weather, climate, soil) and biotic (plants, animals, humans) features of an ecosystem Describe the characteristics (climate, plants and animals) of polar regions, tropical rainforests, coral reefs, tropical grasslands, temperate grasslands and hot deserts Describe the distribution around the world of polar regions, tropical rainforests, coral reefs, tropical grasslands, temperate grasslands and hot deserts Describe the location of the world’s rainforests Describe the location of the world’s coral reefs Explain the processes that operate within tropical rainforests, including the nutrient and water cycles and structure of the rainforest Explain the nutrient cycle that operates within coral reefs
CASE STUDY - Amazon rainforest
Describe the political and economic context of Brazil and Peru Explain the interdependence of climate, soil, water, plants, animals and humans Explain the value of the rainforest to humans and the planet Explain how the biodiversity is under threat and how we are trying to manage it more sustainably
CASE STUDY - Andros coral reef
Describe the political and economic context of the Bahamas Explain the interdependence of sea temperature, water, coral, fish and humans Explain the value of the coral reef to humans and the planet Explain how the biodiversity is under threat and how we are trying to manage it more sustainably
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Define the different types of development (social, economic and environmental) Define the concept of sustainable development Explain the advantages and disadvantages of a range of development indicators (including GNI per capita, Human development index and internet users) Explain how development indicators show the consequences of uneven development Define and describe the current pattern of AC's EDC's and LIDC's Explain the causes of uneven development (including the impact of colonialism and use of natural resources) Describe the four different types of aid Explain the advantages and disadvantages of Goat aid as a sustainable form of aid Explain how these different types of aid can help or hinder development
CASE STUDY - Ethiopia (LIDC/EDC)
Explain how Ethiopia's economic development has been impacted by its: location, environment, politics, relationships with other countries, trade (imports and exports) international investment, population, employment structure, access to education, healthcare, technological developments and goat aid Explain how the Rostow model works Identify and explain Ethiopia's development on the Rostow model as well as Ethiopia's relationship with other countries, imports and exports, access to healthcare and education and political development
Define a city, world city and a mega city Describe the global distribution of megacities and how this has changed overtime Explain how urban growth rates vary across the world because of development Explain the causes (push/pull factors and natural growth) of rapid urbanisation in LIDC's Explain the social, economic and environmental consequences of rapid urbanisation in LIDC's
CASE STUDY - Mumbai (Major city in LIDC/EDC)
Explain its regional, national and international importance Explain how national and international migration have influenced Mumbai's character and growth Describe Mumbai's way of life (culture, ethnicity, housing, leisure, consumption) Explain the contemporary challenges that affect urban change in Mumbai (housing, transport, waste management) Explain the sustainable strategies used in Mumbai to overcome the city's challenges - resettlement / electrification
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Describe how our climate has changed from the beginning of the Quaternary period to the present day Describe key periods of climate change (medieval warming, little ice age and modern warming) Describe different types of evidence for climate change (global temperature data, ice cores, tree rings, paintings and diaries) Explain the theories which say that climate change is natural (variations in the suns energy, changes in the earth’s orbit and volcanic activity) Explain the theories which say that human activity is responsible for the enhanced greenhouse effect and global warming Explain the global nature of the consequences of climate change Describe the main climatic regions of the world Explain how the global circulation of the atmosphere is controlled by the movement of air between the poles and the equator Explain how the global circulation of the atmosphere leads to extreme weather conditions (wind, temperature, precipitation) in different parts of the world Explain the causes of extreme weather that are associated with tropical storms and drought. Describe the distribution and frequency of tropical storms
CASE STUDY - Drought caused by El Nino / La Nina (The big dry, Australia)
Explain how the conditions across the pacific lead to atmospheric changes. Explain how this was caused by El Nino and what effects it had on people / the environment Explain how people have adapted to the drought caused by El Nino.
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GCSE Exam Information:
OCR A
Paper 1 - Living in the UK today
- UK landscapes
- People of the UK
- UK environmental challenges
30% - 1 Hour - 60 marks
Paper 2 - The world around us
- Ecosystems of the planet
- People of the planet
- Environmental threats to our planet
30% - 1 Hour - 60 marks
Paper 3 - Geographical skills
- Geographical fieldwork – the two compulsory trips
- Unseen problems using Geographical skills
40% - 1.5 Hours - 80 marks
Useful links:
Geography
Curriculum Intent
Students will develop knowledge and understanding into a variety of religious and non- religious worldviews. Beliefs and Ethics is centred around respect and inclusion. Beliefs and Ethics develops a better understanding of the views that shape our modern world, as well as exploring how our history shaped these beliefs. We live in a diverse society and students should be able to explore life’s “big questions” whilst having an understanding that there are a varied range of views within Great Britain.
Curriculum Features
At Key Stage 3, students will cover the six major world religions, developing their knowledge of different beliefs and practices.
Students will be presented with opportunities to look at a variety of opinions and make comparisons between.
Students will also explore big questions enabling them to develop skills of evaluation.
During year 9 the course takes a more thematic approach looking at key religious figures from history and their impact on the world as well as exploring ethical issues
Overview
Year 7
Year 7 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Judaism |
Christianity |
Prejudice and Discrimination |
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What should they know? |
The origins of Judaism. How Jewish people practice their faith today. An understanding of what it means to be part of the Jewish community. |
The concept of the Trinity. The events of Holy Week. What the Crucifixion and Resurrection is. The role of Jesus as Messiah. An understanding of what it means to be part of the Christian community today
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The difference between prejudice and discrimination. Christian attitudes to gender discrimination. What the system of Apartheid in South Africa is.
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What should they be able to do? |
Demonstrate their knowledge using a variety of Jewish teachings. Produce an extended piece of creative writing which demonstrates an understanding of Jewish beliefs and culture. |
Demonstrate their knowledge using a variety of Christian teachings. Use debating skills to evaluate different Christian and secular viewpoints.
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Apply what they have learnt about Christianity to a variety of issues raised by prejudice and discrimination in the UK. Compare UK attitudes to that of another worldview (apartheid) |
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Key vocabulary |
Monotheist Polytheist Covenant Torah Shabbat Bar Mitzvah/ Bat Mitzvah |
Trinity Doctrine Miracle Crucifixion Resurrection Salvation |
Prejudice Discrimination Prejudice Apartheid |
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Assessment |
Bar Mitzvah thankyou letter |
Food bank evaluation question |
End of year assessment |
Year 8
Year 8 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
Big Questions |
Islam |
Buddhism |
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What should they know? |
Use terms such as theist, atheist, agnostic when describing their own religious beliefs. Arguments surrounding the existence of God. What is meant by moral and natural evil. What is free will is. Knowledge of two different beliefs about what happens after death.
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How Islam developed. What the Five Pillars of Islam are. What is the Qur’an and how is it used? Islamic rules of halal and haram. Similarities and differences found in Sunni and Shi’a Islam.
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How Buddhism developed. What the “middle way” is. Buddhist attitudes towards the use of intoxicants. |
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What should they be able to do? |
Evaluate the arguments on the existence of God through extended writing. Demonstrate an understanding of the causes of evil through discussion and written answers. Compare and contrast different religious beliefs about the afterlife.
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Give an outline of the origins of Islam. Explain in detail how the Five Pillars are relevant to the lives of modern Muslims through an evaluation style question. Compare and contrast Sunni and Shi’a Islam through class discussion and written activities.
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Give an outline of the origins of Buddhism. Explain in detail how the “middle way” is relevant to the lives of modern Buddhists today. Compare and contrast different attitudes towards the use of intoxicants within Buddhism. |
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Key vocabulary |
Atheist Theist Agnostic Moral Evil Natural Evil Free Will Reincarnation |
Allah Muhammad Halal Haram Shahadah Salat Zakat Sawm Hajj |
Buddhist Precept Enlightenment Intoxicant Reincarnation
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Assessment |
Big questions Assessment |
Five Pillars evaluation |
End of year assessment |
Year 9
Year 9 Progression Grid Link
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Autumn |
Spring |
Summer |
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Area of study: |
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What should they know? |
Know what is meant by “animal rights” The different ways humans use animals. What cosmetic testing is. What medical testing is. The different methods of farming, why they are used and the negatives of each type.
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The following terms: War, peace, conflict, pacifism, Just War, weapons of mass destruction. Different beliefs on whether war is justifiable. What the Just War Theory is. What weapons of mass destruction are and why people oppose their use. |
What life was like in the USA during segregation. At least one peaceful protest organised by Martin Luther King Jr. The work of Elizabeth Fry. What a Quaker is and how being a Quaker influenced Elizabeth Fry. |
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What should they be able to do? |
Describe how animals are used within British society. Evaluate the arguments for and against animal testing through an extended piece of writing. |
Be able to define key terms from the unit of work. Demonstrate an understanding of different attitudes to war and pacifism through class discussion and extended writing activities. Compare and contrast attitudes towards the use of weapons of mass destruction in an evaluation style question. |
Be able to use examples and evidence from history to describe life during segregation. To be able to use sources of authority such as the Bible to demonstrate how key figures from history have put faith into action. |
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Key vocabulary |
Rights Sentient Cosmetic Testing Medical Testing Factory Farming/ intensive Free Range farming Vegetarian Vegan |
War Peace Just War Pacifist Terrorism Weapon of mass destruction |
Segregation Civil rights Boycott Reform Quaker |
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Assessment |
GCSE style animal rights evaluation question |
GCSE style weapons of mass destruction evaluation question |
End of year assessment |
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Subject: Religious Studies |
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Curriculum overview: Y10:
Y11:
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GCSE Exam Information:
GCSE Exam Information: AQA Religious Studies Specification A Paper 1 Study of Religions – 50% of grade, time: 1 hour 45 minutes. Paper 2 Thematic Studies – 50% of grade, time: 1 hour 45 minutes.
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Useful links:
GCSE Pod https://www.gcsepod.com/gcse-learning-and-revision-pods/
Seneca Learning https://senecalearning.com/en-GB/blog/free-aqa-religious-studies-gcse-revision/
RE:Quest
BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/zmyb4wx
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Careers
Studying Beliefs and Ethics can lead to a number of career pathways, for example:
Barrister
Civil Service Fast Streamer
Social Worker
Charity Worker
Health service manager
Local government officer
Marketing executive
Newspaper journalist
Paralegal
Policy officer
Psychotherapist
Recruitment consultant
Solicitor
Prison Officer