Humanities Curriculum Intent


The intent of the Humanities Department is to develop in students a real interest in the Humanities subjects which we believe are of central importance to understanding the world and our place in it. 
A Humanities education at Carterton Community College recognises and explicitly acknowledges the human basis of the learning experience. It focuses on the human dimension of the curriculum, that area which deals with people and their interaction with their environment, in its historical, geographical, cultural, social, moral and spiritual dimensions. 

Humanities subjects explore and examine issues important to human societies. In doing so they investigate issues using different media and methods, analysing and interpreting information critically, forming and communicating reasoned judgements based on evidence. They will value an exploration of culture and ideas from the widest sources including literature, music, and art.

Geography

The Geography curriculum supports the aims of the national curriculum in providing a curriculum that explores human and physical geography and the interaction between them. The topics chosen explore the interdependence between human and physical geography whilst at the same time building students’ knowledge of place and how this changes over time. Geographical skills are embedded into all the topics and interwoven throughout the KS3 curriculum to ensure that students build upon previous knowledge. For example, choropleth maps are introduced in the year 8 Russia topic and then developed in year 9 when students are required to apply them to find data sets and make relevant predictions. Students are given the opportunity to undertake local fieldwork exploring rivers and pollution studies. 

Geography is taught as a discrete subject in the curriculum at key stage 3 and is a popular option at key stage 4, where students study the Edexcel B course. This course prepares students well for their next steps and enables further study in the sixth form where it underpins a nascent Environmental Science course and supports students who opt for Travel & Tourism in the sixth form. It also supports successful study at other institutions locally for those students who choose to source their post 16 provision elsewhere. 

The key stage 4 course was chosen as it is a well-supported, broad yet interesting syllabus that balances global, regional and local study and provides a platform to develop knowledge, skills and understanding in a range of topical, relevant and important issues that face the world today – in short, it enables us to develop our students as global citizens. 

History

In line with the national curriculum, KS3 History curriculum starts with a study of Normans and Saxons and works chronologically to cover major events in British and European /World history. Through the topics, students develop the core historical skills of evidence, chronology, change and continuity, cause and consequence, interpretation and historical knowledge. Throughout KS3, each topic focusses and develops on one core skill, so that by the start of year 7, students have had the opportunity to develop all of the core skills twice.  The units chosen for study have been selected to offer a range of medieval and modern units, British and world history and to provide a foundation for GCSE study. Second order concepts are developed through key underlying themes such as protest and revolution. Local History is explored through the Industrial Revolution unit.  

Religious Studies

The Oxfordshire SACRE was due to expire in 2020, however, in light of the 2018 commission on RE, it has been extended until 2021. Our curriculum aims to fulfil both requirements. We have incorporated the teachings of Christianity, Buddhism and Sikhism as distinct religions to fulfil the SACRE requirements. Other topics are a mixture of philosophical and ethical thinking, designed to enable students to be able to incorporate non-religious worldviews and those of local religious communities into their answers – for example, different beliefs about life after death. All topics are designed to enable students to explore A02, but this is particularly focussed on in the Spirited Arts unit at the end of year 8. 

Curriculum Overview 


Topics covered in each term in each year

Geography


  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Y7 Unit 1 – What is a Geographer? Unit 2 – Is Earth running out of resources? Unit 3 – What is weather and climate? Unit 4 – What is an economy: from local to global? Unit 5 – Is the geography of Russia a curse or a benefit? Unit 6 – Why are rivers important?
Y8 Unit 1 – How are populations changing? Unit 2 – What is development? Unit 3 – How do we live alongside the unpredictable? Unit 4 – What happens when the land meets the sea? Unit 5 – What are the challenges and opportunities facing Africa? Unit 6 – How is Asia being transformed?
Y9 Unit 1 – How are ecosystems responding to human and natural changes? Unit 2 – Climate change and the Earths future. Unit 3 – How does ice change the world? Unit 4 – How can we solve the plastic problem? Unit 5 – Why is the Middle East an important region? GCSE Begins with Unit 1 Hazardous Earth

KS4 Geography


  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Y10 Unit 2 Development Dynamics Unit 4 UK Physical Landscape Unit 4 UK Physical Landscape Unit 5 UK Human Landscape Unit 5 UK Human Landscape Fieldwork for U4 & U5 (2 days)

Unit 6 Geographical Investigations

Yr11 Unit 3 Challenge of Urbanisation Unit 7 People & Biosphere Unit 8 Forests Under Threat Unit 9 Consuming Energy Resources Revision/exams Exams

History [approximate timings]


  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Yr7 Historical skills Saxon & Norman England Saxon & Norman England Religion in Medieval & Renaissance England The “Black Death” Queen Elizabeth I
Yr8 Migration & England The English Civil War The Industrial Revolution The Slave Trade The Slave Trade The French Revolution
Yr9 The 

First World War

The Second World War The Holocaust The 

Cold War

The 

Cold War

Women & The Vote
Yr10 Medicine Through Time Medicine Through Time Medicine Through Time Saxon & Norman England Saxon & Norman England Saxon & Norman England
Yr11 American West 

1840-1895

American West

1840-1895

Modern USA 1954-1975 Modern USA 1954-1975 Revision & Exam Technique Exams

Religious Education


  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Yr7 What is Religion?

 

What is the Story of the Old Testament? Is Jesus the Messiah? What is it like to be a Muslim? How can we mark important moments in our life? How can we use art to express our spirituality?
Yr8 What is it like to follow Buddhism?

 

How does Sikhism show equality? Does suffering make it impossible to believe in God? How do Hindus worship? Is there life after death? How is Judaism practised today?
Yr9 Can Religion be true?

 

 

What is Prejudice and Discrimination? How can a multi-faith school in Jerusalem work? Who was responsible for the Holocaust? Who was responsible for the Holocaust? Christian Beliefs intro.
Yr10 Intro to GCSE – Christian Beliefs

 

 

Christian Beliefs Christian Practices Christian Practices Theme A – Relationships & Families Theme B – Religion & Life
Yr11 Islamic Beliefs

 

Islamic Beliefs & Practices Islamic Practices Theme D – Peace & Conflict Theme E – Crime & Punishment  

Assessment


Geography

Progress is first gauged in lessons through the accurate and precise use of assessment strategies by the teacher which include developmental questioning, low stakes recall “do now” activities and reviewing individual, paired and group activities in the classroom. Homework is employed across the faculty to develop the learning experience started in lessons and is communicated and managed through google classroom, where every year group has a distinct space to engage with online learning.

Summative assessment to inform achievement is completed at mid and end points of units of study. These assessments at key stage 3 are recall-oriented to help prepare students for the rigour of the key stage 4 curriculum and also serve to develop exam skills so that performance is maximised. After each assessment, performance is analysed with students and key learning points are identified so that students have clear targets to work on to move forward. At key stage 4, past papers from examination boards form the backbone of summative assessment materials so that students get a real flavour of how they will be assessed in the final exams, for example getting accomplished at responding to command words in the correct way. 

Students sit a series of three pre-public exams (previously known as mock exams) to give them a greater level of understanding of the whole assessment process and also to become used to the experience of examination regulations in the hall, as well as the challenge of sitting two exams on one day. 

History

At KS3, learning is assessed in two ways: 

[a] through a number of brief quiz assignments [completed as homework] 

     where students are tested on their understanding of key content and technical terms

[b] through a piece of extended writing 

     where students can demonstrate their understanding of the key concept

     through the application of well-understood content.

     Students may be asked to prepare for this piece of writing at home.

     At KS3, students will complete this piece of extended writing in class.

At KS4, learning is assessed in two ways: 

[a] through a number of quiz assignments [completed as homework] 

     where students are tested on their understanding of key content and technical terms

[b] through a piece of extended writing 

     where students can demonstrate their understanding of key concepts

     through the application of well-understood content.

     Students may be asked to prepare for this piece of writing at home.

     At KS4, there may be a mixture of completing the writing in class or at home. 

School Values 


Ambition

Geography – We are ambitious in Geography with the scope of our curriculum, our expectations for our students and the often challenging nature of the content we cover. Students are pushed to reach the highest grades – we regularly achieve grade 9s in the subject at GCSE and students have gone on to study Geographical courses at Russell Group universities after their time with us. Owing to the nature of the subject, we cover issues that matter to the world today for example climate change – these are the areas individuals can have a major impact in. 

History – students will be encouraged to be ambitious with their studies. Lots of their work in class will be differentiated, and students will be encouraged to make choices where they challenge themselves, and find engagement in taking on the more “challenging” tasks. Students will also be regularly examining topics where individuals have challenged the usual processes and structures in society, offering ambitious alternatives.

RE – Students study and explore stories of great ambition, allowing them to consider their own lives and how the teachings and values from other cultures can play a role in our own culture. The use of GCSE style questioning allows students to believe in their own ability and be ambitious in their writing.

Responsibility

Geography  – Students are encouraged and expected to take responsibility for their learning – it’s depth, quality and presentation. Geography staff are very keen on students being at the centre of their geographical learning – asking the questions that matter to them, planning their own enquiries and having choice in their learning wherever possible, for example in how to complete tasks.

History – students will need to take responsibility for making appropriate choices when they are undertaking differentiated classwork and homework. Students will also be regularly examining topics where individuals and groups have faced consequences as a result of their actions [both negative and positive consequences], and will develop an awareness of the individual’s actions on the group around them. 

RE – Continuous exploration of responsibility from religions, students further consider the role of key figures in history and how they used their responsibility for their respective cultures (e.g. Muhammad, Siddartha Gautama and Jesus).

Kindness

Geography –  Kindness is displayed in many ways in our curriculum and in our daily practice. We pride ourselves in being friendly, approachable and personable so that all students look forward to lessons and know they will get a caring approach to their Geographical learning. We also examine issues from an empathic perspective, for instance when we study development at GCSE and examine what quality of life means for different groups of people. 

History – students will be encouraged to offer support and encouragement to other students in their peer group, and anticipate that they in turn will be treated with kindness. Students will also be regularly examining topics where individuals and groups have exhibited kindness and empathy, and develop an understanding of the impact of that process.

RE  – Students explore the lives of a range of cultures, understanding how kindness and equality are shown and lived in each (a core theme in the Sikhism module). Students will be asked to explore themes requiring an empathetic view of the world, challenging them to think beyond their own culture and experience and ask them how they can behave/interact with the world around them in a kind manner.

Respect

Geography – All students and staff in Geography treat everyone as individuals, respect each other’s opinions and recognise that different viewpoints matter, both within and our school and around the wider world. Issues are examined and discussed from an objective viewpoint so as to afford respect to these viewpoints, such as when we consider why different areas of coastline cannot all be protected. 

History – students will be expected to listen to the answers and the perspectives of others, and give those responses respect and consideration. Students will also be regularly examining topics where individuals and groups have been given respect [or struggled for respect to be given to them], and develop an understanding of the constructive impact on the present that past struggles for respect have achieved.

RE – Throughout their studies students will explore cultures from across the globe, showing how their beliefs inform their cultures and communities. Exploring each of these encourages respect for that which exists outside of the local community, encouraging students to question their own experiences and how they interlink with society.

Independence

Geography – We take and create opportunities to develop students’ independence such as allowing more time for independent work as students move up the year groups, giving students learning tools to use at their discretion and right down to not answering questions that students can answer themselves in lessons. 

History – students will need to develop an independent approach to their work, in class and at home. This will be necessary because so much work will be differentiated [and so students will be working on different tasks and even at a different pace, depending on their confidence within the subject]. Students will be given support to help them develop an independent approach with regard to solving problems within extended [essay] writing, and with making an effective revision programme for themselves. Students will also regularly study topics where individuals or groups have fought for their own independence, and will develop an understanding of the motivation behind struggles for independence, along with its wider impact.

RE – Students are encouraged to complete projects independently (see Spirited Arts), through the development of their own academic journey and by offering the opportunity for further independent study outside of the immediate curriculum. Lessons are structured to facilitate independent growth through taking responsibility for learning andcreating revision resources.

Resilience

Geography – We build resilience in our young Geographers by allowing them to fail, showing them how to improve and praising them when they deserve it; we are a nurturing team who want our students to succeed in life by challenging them to achieve, setting them difficult tasks and supporting them to continually improve across their time with us. 

History – students will be encouraged to learn from their mistakes, and to see the making of mistakes as an essential part of the process that makes them better historians and learners. Students will also recognise that History is frequently not the study of what is ‘right’ or ‘accurate’, but rather the study of what people perceived to be ‘right’ in the context of the time. They will recognise that humanity’s progress has been made through a similar process of learning from mistakes or misunderstanding. 

RE – This is a key theme throughout the entire curriculum with chances to succeed and fail within each lesson, opportunities to reflect upon our experiences and how we’ve grown as a result. Students explore stories of great resilience, of key figures striving through hardship to succeed.

SMSC and FBV


Spiritual

Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Geography – In studying how human and physical processes interact, Geographers at CCC encounter numerous opportunities to broaden their spiritual horizons, example when studying Russia in year 7 or the Middle East in year 9 or learning how countries develop in Unit 2 of their GCSE course. We utilise creative approaches in many aspects of our work and students are free to express themselves thanks to this methodology. When we study forests under threat as unit 8 of the GCSE course, students appreciate how the natural world is being threatened by different beliefs and what the global impacts can be. 

History – students will regularly study topics where they will see the world “through the eyes” of a different group, using their imagination and empathy to explore the beliefs and the experience of that group. They will understand the importance of context when examining the perspectives of individuals or groups in history. Students will be encouraged to respect the perspectives of others, giving other perspectives due consideration.
 

RE – Spiritual education in RE involves the experience and search for meaning, the purpose of life and the values by which we live. In learning about a range of different religious traditions and why people believe, students that the opportunity to learn from their experiences, to reflect on and interpret spirituality in their own lives and to reflect on ultimate questions

Moral

Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Geography – Students are encouraged to make a distinction between right and wrong in many aspects of their Geographical journey; for example when evaluating whether developing countries should follow the same industrialised path as we did in the 1800s; whether it is up to governments or individuals to effect change to counter the climate crisis; or whether economic, illegal migration from the Sahel can be justified.  Different viewpoints are examined to enable students to arrive at decisions; the assessment system at KS4 also further develops student awareness of right and wrong through justification of their points fo view. 

History – students will not necessarily be studying what is ‘right’ in their History lessons, but they will have space to consider how they personally respond [morally and ethically] to the issues and the processes that they are studying. They will be encouraged to develop a very strong awareness of consequence, and recognise the complexity of the impacts of the actions of individuals and groups. 

RE – Moral education in RE allows students to learn about shared and differing moral values from religious and secular perspectives. RE provides opportunities for students to debate moral dilemmas about right and wrong, good and bad, peace, etc. RE encourages students to discuss ideas such as people’s responsibility towards to world and generations to come. In RE students are encouraged to make a personal response to right and wrong and to consider a range of responses to moral issues.

Social

Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict;
engage with the ‘British values
‘ of democracy, the rule of law, liberty, respect and tolerance.

Geography – students develop their social skills and their appreciation of FBV by presenting their ideas in class; by debating viewpoints; and by cooperating in group work across the curriculum. They learn to tolerate and appreciate others by studying the variety of human experiences across the globe, particularly in global issues such as migration, development and urbanisation. Through studying areas like Russia in depth, they also encounter the crossover between history and geography which deepens their understanding of democracy, the rule of law, liberty, respect and tolerance. 

History – within their KS3 course, students will be looking at the development of nineteenth and twentieth century democracy [by examining, in particular, the changes to who could vote since the early 1830s]. They will also be looking at times when there have been challenges to the rule of law, or struggles by individuals or groups for their liberty, or when they have been challenges to the process of respect and tolerance.

RE – Social education in RE involves exploring the similarities and differences in religions and cultures though which students make links between faith and personal action in everyday life. This is reflected in their relations with others through activities such as discussion and debate, and in their ability to work cooperatively with others.

Cultural

Appreciate cultural influences; appreciate the role of Britain’s
parliamentary system;
participate in culture opportunities; understand, accept, respect
and celebrate diversity.

Geography – Culturally, Geography students at CCC grow by learning about the rich cultures present not just in our country but in other areas such as Asia when they study how the region is changing, with a particular focus on Russia. Their studies also teach them about how our country is stronger thanks to its cultural diversity, for example by examining how migration to the Midlands helped shape the post-war development of Birmingham.

History – students will regularly be encouraged to appreciate the ‘bigger picture’ and to recognise widespread and extensive cultural [and linguistic] influences. In their study of “The Vote” at KS3, students will gain an appreciation of the role of Britain’s Parliamentary system. In their studies of the struggles of individuals or groups for their liberty and independence, students will also be encouraged to understand, respect and celebrate diversity and its impact. 

RE – Cultural education in RE includes learning about a range of different religious traditions, giving students an opportunity to learn what it means to belong, to become confident in themselves and be able to respond positively to similarities and differences in our changing multi-ethnic and multi-faith society

Cultural Capital 


Geography – provides a wealth of opportunities for developing cultural capital for our students. From the start of year 7, students learn to appreciate the wider problem of resource depletion, how the weather affects their daily lives, how the global economic system works and we even introduce geopolitics in analysing how the physical geography of Russia shapes it’s behaviour as a nation. As students move through key stage 3, we introduce more challenging learning such as how populations can be controlled, how countries grow to provide high standards of living for their people (or not) and how we can manage hazards; lastly, they learn essential cultural capital elements such as what we are doing to our planet, how individuals can address this and what the future for the world may be for their descendants. 

GCSE study deepens these learning experiences and provides students with a rich, detailed yet broad education about the most important cultural capital – how the world works. 

History – students will frequently be encouraged to appreciate “where things have come from”: for instance, with regular explanations of the linguistic basis of key words that they may be using within their topics. In this way, students will gain an appreciation of the influence of past societies, groups and individuals, and how that influence continues to have an impact in the present. They will be encouraged to investigate key concepts which may prove important in their role as future citizens: such as independence, democracy, liberty, and equality. 

RE – Students will explore a range of topics from a number of perspectives, each either building on previous knowledge or adding another perspective; enhancing the students’ understanding of the world around them (Rites of Passage). The work completed allows for students to consider the local community and their role within it whilst granting them an insight into the wider communities, exploring a diverse range of beliefs and their influence on the world (Hinduism, Sikhism, Islam).