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    Humanities Faculty

    The Humanities Faculty is formed of Geography and History. You will find curriculum information below.


    Course Level: National Curriculum Key Stage Three

    Course Description

    The course aims for students to develop an enquiring mind about the world around them. Each unit builds key geographical skills whilst exploring particular named places. 

    Course Outline

    Year 7:

    • Fantastic places – this explores a range of places in the world enabling students to investigate human and physical features including an introduction to key concepts, ideas and skills in geography.
    • Map Skills – this develops students’ skills and spatial awareness, initially focussing on a local scale and encompassing national and international landscapes and physical features
    • China – this explores how changing human processes are influencing the transformation of China as a country
    • Water – this looks at both physical and human aspects of water, including the hydrological cycle and the problems of water use and scarcity and the possible impacts of climate change.
    • Weather – this examines physical and human processes which relate to weather and climate
    • Local area study – this explores the local area whilst incorporating themes introduced over the year

    Year 8:

    • Coasts – this examines physical processes and threats to coastlines
    • Population and migration -  this explores the changes in population, growth and development of urban areas, patterns of distribution and migration
    • Ecosystems – this explores the connection between the living and non-living aspects of a variety of ecosystems, with a particular focus on extreme environments (polar and desert)
    • Tourism – this looks at how tourism has changed over time as well as more recent trends, such as eco-tourism
    • Africa – this is an in depth study of the continent studying its richness and diversity
    • Climatic Hazards – this covers geographical questions, such as is flooding the world’s greatest threat? Students will investigate these questions through a range of case studies

    Year 9:

    • Global Connections and development– this examines how the world is connected through international trade, globalisation and economic activity
    • Development - this introduces the concepts and complexities of development trends
    • Climate change and glaciation – this explores the power of ice and the impact of global warming
    • India – this examines the physical and human geography of the subcontinent, from the Himalayan peaks to the mangroves of Kerala
    • Urbanisation –  this is a study of the conflicts and controversies of a rapidly urbanising world and examines how future cities and mega-cities can be made more sustainable
    • Tectonics – this examines tectonic activity, hazards and their impacts through investigating a range of case studies. 

    Resource Information

    It is vital for students to watch the news and research current events. We encourage independent learning and use a wide variety of activities to enthuse students. At the start of each unit, students are given a cover page with a list of films, books and websites to supplement their learning. 



    What is Studied?

    • Unit 1 - Living in the UK Today
    • Unit 2 - The World Around Us
    • Unit 3 - Geographical Skills

    What Skills are Developed?

    • Fieldwork, using maps and Geographical Information Systems (GIS).
    • Researching secondary evidence, including digital sources.
    • Develop their competence in applying sound enquiry and investigative approaches to questions and hypotheses

    How will the Course be Structured?

    Unit 1 - Living in the UK Today

    • Landscapes of the UK
    • People of the UK
    • UK Environmental threats to our planet

    Unit 2 - People and the Planet

    • Ecosystems of the planet
    • People of the planet
    • Environmental threats to our planet

    Unit 3 - Geographical Skills

    • Geographical Skills
    • Fieldwork Assessment

    How will Students be Assessed?

    • Unit 1 - Living in the UK Today - 1 hour written paper 30%
    • Unit 2 - The World Around Us - 1 hour written paper 30%
    • Unit 3 - Geographical Skills - 1 hour 30 minute paper 40%



    What is Studied?

    • Unit 1 - Physical Environments
    • Unit 2 - Human Environments
    • Unit 3 - Global Issues.

    What Skills are Developed?

    • Researching a piece of fieldwork and  task writing up a report 
    • Decision making skills using pre-released resources
    • Fieldwork techniques by attending a compulsory days field course
    • A variety of Geographical skills including environmental surveys, risk analysis and predicting populations.

    How will the Course be Structured?

    • Unit 1 Physical Environments - Two topics from Rivers, Earthquakes and Volcanoes and Tropical Rainforests
    • Unit 2 Human Environments - Two topics from Population, Cities, Urban Transport and Work
    • Unit 3 Research topic - Chosen from Climate Change, Energy, Water, Tourism, Development, Trade and Aid, Changing Farming and Industry 

    How will Students be Assessed?

    • 50% - Topic Tests (3 x 25 minute tests)
    • 25% - Fieldwork Study
    • 25% - Research Task


    Course Description

    In Year 7 students are taught a chronology of Britain from the Stone Age to the Middle Ages, culminating with a depth study of early Tudor England.

    In Year 8 the students begin by studying the tumult of the English Civil War, Commonwealth and Restoration. Then they study the Eighteenth and Nineteenth centuries, largely from a British perspective but also covering the American and French Revolutions, the expansion of the British Empire and the trans-Atlantic slave trade.

    In Year 9 the focus is on the study of twentieth century world history, but there is also a unit on the history of Black Peoples of the Americas. 

    The core units are dealt with chronologically, and in each case coverage is given to political, social, economic and cultural aspects of the topic under consideration.

    Course Outline

    Alongside the factual content of the History curriculum the following key historical skills are developed

    Chronological understanding- students are taught to recognise and make appropriate use of dates, vocabulary and conventions to describe historical periods

    Historical Enquiry – students are taught how to use a variety of different sources in the course of historical enquiry, and to be able to draw effective conclusions based on the available evidence

    Organisation – students are taught to structure their explanations in a coherent form, to be able to address various historical questions

    Diversity – students are taught that there can be a diversity of experience despite the same time and place in History.  Students are encouraged to assess similarities and differences in History

    Significance – students learn to assess how historically significant an event/person/ movement is

    Causation – students are taught to identify and explain causes and to distinguish between long- term, medium-term and short-term causes. Students are also taught to prioritise causes and to identify how different causes interact

    Historical Interpretation – students are taught to look at historical events from different perspectives, and to understand how they can be interpreted in different ways

    Evidence – students are taught to extract information and to make inferences from the sources. Students are also taught to assess the reliability, utility and typicality of sources

    Change and Continuity – To understand that some historical events have greater significance than others.  To recognise turning points.  To be able to assess what type of significance an event/ person/movement has.

    Resource Information

    Students are encouraged to make use of the many History websites now available. For example:



    What is Studied?

    Paper 1

    • Crime and punishment in Britain, c1000–present and Whitechapel,
    • c1870–c1900: crime, policing and the inner city.

    Paper 2 

    • Anglo-Saxon and Norman England, c1060–88
    • Superpower relations and the Cold War, 1941–91

    Paper 3

    • Weimar and Nazi Germany, 1918-39

    What Skills are Developed?

    • Understanding key concepts in history such as continuity and change
    • Interpreting history through analysis and evaluation
    • Carrying out historical enquiries using a range of sources
    • Organisation skills to enable clear communication and understanding

    How will the Course be Structured?

    Year 10

    • Paper 1 – Crime and Punishment
    • Paper 2 – Anglo-Saxon and Norman England
    • Paper 2 – Superpower relations and the Cold War

    Year 11

    • Paper 3 - Weimar and Nazi Germany
    • Revision and examination practice

    How will Students be Assessed?

    • Paper 1 - Written examination, 1 hour 15 minutes 30%
    • Paper 2 - Written examination, 1 hour 45 minutes 40%
    • Paper 3 - Written examination. 1 hour 15 minutes 30%