Humanities

History Curriculum Overview

Intent
The History Curriculum is designed to provide all students with an ambitious, academic, and broad education that builds from Key Stage 3 (KS3) to Key Stage 4 (KS4). Its central aim is to equip students with powerful historical knowledge, helping them understand their place within the context of British history and society, and appreciate the fundamental British values upheld by the school. The curriculum also fosters critical thinking, enquiry, and healthy scepticism, enabling students to engage with both past and present issues in a reasoned and reflective manner. Ultimately, the curriculum seeks to ensure students are well-prepared for the demands of formal exams and equipped with the knowledge and skills for future success and citizenship, regardless of socio-economic background or special educational needs (SEN).

Implementation
To meet these ambitious goals, the History Curriculum is carefully structured across KS3 and KS4. At KS3, students explore a broad range of English, British, European, and World History, starting with ancient civilisations and progressing through key events such as Norman and Tudor England, the English Civil War, slavery, the Empire, and the Industrial Revolution. In Year 9, students focus on pivotal 20th-century events, including the World Wars and the socio-political developments that shaped the modern world. At GCSE, students develop their historical enquiry skills, learning to critically evaluate sources, question historical significance, and consider different interpretations of historical events.

The curriculum is implemented through Teacher Organisers, which outline lesson sequences, key knowledge, and the vocabulary to be taught. These are live documents, updated regularly through collaborative planning, to address emerging misconceptions and introduce new reading opportunities. The department ensures high standards of teaching through robust quality assurance processes, including learning walks, book looks, and student voice feedback, aligned with the school’s overall teaching and learning policies. Key strategies such as “Check Your Knowledge”, deliberate questioning, and targeted vocabulary development support student engagement and progress.

Impact
The carefully designed curriculum ensures that students gain both deep historical knowledge and critical thinking skills. Through engaging lessons, students develop the ability to analyse historical evidence, ask pertinent questions, and formulate reasoned conclusions. This empowers students to understand the past and its relevance to contemporary issues, preparing them for active citizenship. The use of high-quality teaching methods, assessment strategies, and collaborative planning ensures that all students, regardless of background, achieve examination success and are equipped for further academic or vocational opportunities. Reading, modelling, and regular self-assessment foster a culture of resilience and independent learning, ensuring students are well-prepared for the challenges of both exams and life beyond school.

Geography Curriculum Overview

Intent
The Geography curriculum is designed to provide all students with a deep, broad understanding of the world around them, empowering them to engage with global challenges and make informed decisions. It aims to develop students’ geographical knowledge, skills, and confidence, fostering curiosity and critical thinking. Through a balanced study of both physical and human geography, the curriculum supports the development of literacy, cultural capital, and an appreciation of diverse environments. We are committed to creating an inclusive learning environment that addresses the needs of all students, including those with Special Educational Needs (SEN) and those who are disadvantaged, ensuring every student can succeed.

Our goal is to prepare students to be independent, resilient learners, ready to apply their geographical knowledge to real-world contexts and contribute positively to society. The curriculum is carefully sequenced to build a cohesive and progressive learning journey from Key Stage 3 (KS3) through to Key Stage 4 (KS4), with a focus on making meaningful connections between concepts over time.

Implementation
At KS3, the curriculum begins with foundational geographical skills, such as map reading and data interpretation. Students then progress through key themes like ‘Glaciation,’ ‘The UK,’ ‘Africa and the Climate Emergency,’ and ‘Urbanisation.’ Each unit is carefully sequenced to ensure that knowledge and skills are built systematically, allowing students to make connections and deepen their understanding. In KS4, students follow the AQA GCSE Geography specification, beginning with key concepts such as ‘Tectonic Hazards’ and ‘Climate Change,’ and building on these throughout the course. Topics are revisited and expanded, reinforcing learning and preparing students for their final assessments.

Our approach to teaching combines clear explanations with active engagement strategies such as questioning, discussion, and hands-on activities. We use formative assessments like quizzes and written reflections to monitor understanding and inform lesson planning. Summative assessments, including end-of-unit tests and mock exams, provide a benchmark for student progress. Scaffolding strategies such as differentiated tasks, visual aids, and sentence starters ensure all students can access the content and succeed, regardless of ability.

Impact
The Geography curriculum ensures that students develop both a strong knowledge of the world and the skills necessary to apply that knowledge in real-world contexts. By studying diverse regions and global challenges, students gain a deeper understanding of their place within the world and become more globally aware, empathetic, and responsible individuals. The curriculum’s emphasis on literacy, reading, and vocabulary development supports students’ ability to communicate and analyse geographical concepts effectively.

Through carefully sequenced lessons, regular assessment for learning, and opportunities to explore different perspectives, students are prepared to think critically and engage with global issues. The curriculum also develops students’ cultural capital, exposing them to diverse environments and viewpoints, enhancing their understanding of global interconnections. By the end of the course, students are equipped not only with geographical knowledge but also with the resilience and confidence needed to tackle future academic and personal challenges, setting them on a path to success.

RE Curriculum Overview

Intent

The intent of the Religious Education curriculum for KS3 and KS4 is to provide all students with a broad and inclusive understanding of diverse religious beliefs, practices, and values. The curriculum aims to foster personal reflection, critical thinking, and independence, while promoting confidence, resilience, and empathy. At KS3, students explore various religious traditions, learning both about and from religion, with themes such as Comparative Religion, Revelations, and Ethical Dialogue. This foundation encourages meaningful questions and critical engagement with the role of religion in society. In KS4, the curriculum deepens students' understanding of ethical issues, focusing on themes like ‘Relationships and Families,’ ‘Human Rights and Social Justice,’ and ‘Peace and Conflict.’ The curriculum equips students with the tools to reflect on diverse perspectives and engage in ethical debates, preparing those choosing Religious Education at GCSE for exams by strengthening subject knowledge and evaluative skills.

Implementation

The curriculum for both KS3 and KS4 develops critical thinking, communication, and a deep understanding of religious beliefs through engaging activities and structured reading strategies. Regular assessments, including formative feedback and retrieval tasks, support knowledge retention and address misconceptions. The curriculum builds cultural capital by exposing students to diverse perspectives, encouraging debates, discussions, and critical thinking. Vocabulary is developed explicitly, with key religious terms taught to enhance understanding. Pre-reading, active reading, and post-reading tasks, supported by recommended texts, promote both literacy skills and cultural awareness. Metacognitive strategies encourage students to reflect on how they learn, ensuring accessibility for all learners, including SEND and disadvantaged students. At KS4, students refine these skills through exam-style practice, writing frames, and extended evaluations of religious and ethical issues, preparing them for their GCSE exams.

Impact

The impact of the curriculum is evident in the increased engagement and participation of students. More students are opting to study GCSE Religious Education, indicating growing interest in religious and ethical topics. High participation in extracurricular activities like the Spirited Arts competition demonstrates students' creativity and understanding of religious themes. Regular data drops, Attitude to Learning scores, and summative assessments provide ongoing monitoring of student progress, while formative assessments help identify areas for improvement. The curriculum’s success will be further measured by the performance of the first GCSE cohort, offering evidence of the development of both knowledge and critical thinking skills. Through these measures, the curriculum ensures that all students achieve their full potential and develop a meaningful understanding of the world and the ethical issues they will encounter.