The friends of bourne
The Humanities Department is comprised of the subject disciplines of Geography, History and Religious Education. The experienced staff have a fantastic reputation among students for dynamic lessons, challenging learning and stimulating discussions, whilst following the National Curriculum.
Aims
The aim of Humanities is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. Humanities aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.
Geography
KS3 Curriculum
In Key Stage 3 Geography, learning deepens and students continue to investigate a wide range of people, places and environments. They start to learn about the geographical patterns and processes and the political, economic, social and environmental factors affecting people and places.
They also learn about the interdependence between places and environments and carry out geographical enquiry inside and outside the classroom. They may ask geographical questions such as, “How and why is this landscape changing?”, “What is the impact of the changes?” and “How do different people feel about this?”
Students collect and analyse statistical evidence to answer such questions and are encouraged to develop a personal opinion. They also use a wide range of geographical skills and resources, such as maps, satellite images and ICT to answer questions.
KS3 Curriculum Map
| Term | ||
|---|---|---|
1 | Benchmark of Excellence (AO3) “Intro to Geography” and Chichester Enquiry What Geography is, key skills and Fieldwork *Fieldwork: Chi Enquiry Assessment – Chichester Enquiry Homework : Autumn 1&2 Literacy & Infographics | Benchmark of Excellence (AO3) Natural Hazards Geological timeline, Volcanoes, Earthquakes - cause and effect, Tsunamis and Reducing the Impact of disasters. Assessment: AO1/AO2 – Hazards Test Homework : Autumn 1&2 Literacy & Infographics |
2 | Impossible Places Lagos, Las Vegas, China, Mt Everest, Venice, Tourism Assessment: Las Vegas Skywalk AO3 Homework: Autumn 3 (exam question style) | Natural Hazards Avalanches, tornadoes, Hurricanes, Super volcanoes, Forest fires, Drought Assessment: Earthquake Comparison Study Haiti v Christchurch (A03) Homework: Autumn 3 (exam question style) Additional Homework – Model of a Natural Hazard |
1 | Ecosystems Biomes, Ecosystems, Deserts, Savannah, Arctic, Antarctica, GACM, Climate Graphs, Rainforests. Assessment: Ecosystems test Homework : Spring1&2 Literacy & Infographic Additional Homework – Landscape in a box | Pole to Pole Latitude and Longitude, Climate, North Pole, Northern Lights, Mediterranean, Savannah, Equatorial Tribes, Global Air Circulation Model Assessment: Pole to Pole test Homework : Spring1&2 Literacy & Infographic |
2 | Ecosystems –Tropical Rainforests Location, uses, industries, deforestation, road in Peru, stakeholders, conservation, wildlife. Assessment: Tropical Rainforest Decision Making Exercise (Should the road be built) Homework : Spring 3 (exam question style) | Sustainability Sustainable living, towns and cities, case study – Bedzed & Freiburg. Renewable energy, Wind farms, Solar energy, Fracking and How environmentally friendly is BCC Assessment: *BCC Eco Study fieldwork* Homework : Spring 3 (exam question style) *Potential Fieldwork: Sustainability study of BCC |
1 | Weather Measuring weather, types of clouds, rainfall, depressions, forecasting, microclimates and microclimates investigation. Assessment: Weather test Homework : Summer 1&2 Literacy & Infographic Additional - Weather Diary *Potential Fieldwork: Micro climate study of BCC | Unequal World Urbanisation, Globalisation, Development Gap, Development Indicators, Sweatshops, Population, Natural Resources Assessment: Unequal World Test Homework : Summer 1&2 Literacy & Infographic Additional – Letter to a TNC |
2 | Our Island Study of the UK that involves many different topics including coasts, rivers, landscapes, population and food. Assessment – AO1 and AO2 summative test on Our Island Homework : Summer 3 (exam question style) | Unequal World Comparison of wealth across the world, development gap, LICs/NEEs, Nigeria/Lagos Case Study Assessment: AO3 Extended writing - Nigeria Homework : Summer 3 (exam question style) |
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KS4 Curriculum
- The Challenge of Natural Hazards
- Physical Landscapes in the UK
- The Living World
- Geographical Applications
- The Challenge of Resource Management
- Urban Issues and Challenges
- The Changing Economic World
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KS4 Curriculum Map
| Year 9 - Autumn Term | Spring Term | Summer Term |
| Assessment 1 - Benchmark of Excellence The challenge of natural hazards Tectonic hazards (Earthquakes Nepal v Christchurch) Tropical storms Assessment 2 - Hurricane Sandy | Extreme weather in the UK (Mini Case Studies Boscastle flood, 2003 Heatwave, 2014 Storms) Assessment 3 Extreme Weather in the UK AO3 Climate change - Global and UK focus (Greenland Ice Sheet) Assessment 4 – Climate Change Mitigation V Adaptation A03 | Physical landscapes in the UK (Rivers & Mountains) Interleaving – Assessment 5 Natural Hazards Coastal landscapes in the UK (Dorset – Swanage and Studland, Medmerry and East Head/ Witterings) Assessment 5 – Coasts and Physical Landscapes Exam Style Test |
| Homework: Earthquake Proof Building Infographic on Hurricane Sandy +Exam Q AO3 | Homework: Timeline of weather events Letter to Environment Secretary or Greta Thunburg | Homework: Locational Knowledge Booklet South Coast Case Study (Swanage or West Witterings) |
| Year 10 - Autumn Term | Spring Term | Summer Term |
| Assessment 1 - Benchmark of Excellence Ecosystems (Pond Ecosystem) Assessment 2 Ecosystems Test Tropical rainforests (Brazil, Amazon Rainforest plus Assessment 3 : AO3 9 mark question on Deforestation Cold environments (Alaska Oil Pipeline) Assessment 4 - Cold Environments 9 marker | Development Gap (Jamaica Tourism) Assessment 5 – Tourism as a strategy to reduce gap Nigeria – Newly Emerging Economy (Lagos) Assessment 6 - Nigeria Test The Changing UK Economy (Post Industrial economy, science parks, transport, north south divide) Assessment 7 – Changing UK Economy Test | Fieldwork enquiries (Brighton – Hard Engineering and Tourism) Interleaving – Assessment 8 Climate Change and Extreme Weather River landscapes in the UK (River Tees) Assessment 9 – End of topic Rivers Test YEAR 10 MOCK EXAMS Paper 1 and Paper 3 |
| Homework: 30 Minutes of Seneca revision every week plus weekly keywords to learn and AO1, AO2, A03 exam questions. | Homework: 30 Minutes of Seneca revision every week plus weekly keywords to learn and AO1, AO2, A03 exam questions. | Homework: 30 Minutes of Seneca revision every week plus weekly keywords to learn and AO1, AO2, A03 exam questions. |
| Year 11 - Autumn Term | Spring Term | Summer Term |
| Assessment 1 - Benchmark of Excellence Resource Management (Food, Water and Energy UK) Assessment 2 – Food, Water and Energy Test The challenge of resource management – ENERGY (Frieburg) YEAR 11 MOCK EXAMS Paper 1 and Paper 2 | To replace Bristol - Urban Change in the UK (Brighton – regeneration, deprivation) Assessment 2 – Urban Change in the UK Assessment DME pre-release from AQA (Topic released 18 wks before exam) | Revision – all papers GCSE EXAMS PAPER 1 – Physical PAPER 2 - Human PAPER 3 = Pre-release & Fieldwork |
| Homework: 45 Minutes of Seneca revision every week plus weekly keywords to learn and AO1, AO2, A03 exam questions. | Homework: 45 Minutes of Seneca revision every week plus weekly keywords to learn and AO1, AO2, A03 exam questions. | |
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Exam
- Exam Board: AQA
- Specification: Geography 8035
- Examination: Paper 1 – 1 hour 30 minutes (35%) Paper 2 – 1 hour 30 minutes (35%) Paper3 – 1 hour 15 minutes (30%)
Trips & Activities
- Year 7 Humanities visit to Chichester to extend thinking and enquiry skills
- Year 9 Trip to Natural History and Science Museums in London
- GCSE Geography residential trip to Iceland
- GCSE Geography fieldwork in Brighton
- Planned Residential Summer 2020 for Year 9 to Dorest to study coastal formations and processes.
- Links to specific events such as Fair-trade fortnight
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History
KS3 Curriculum
In Key Stage 3 History students study local, British and world history. This includes learning about significant events, people and changes from the recent and more distant past.
Year 7
| Term | Year 7 | Year 8 | Year 9 |
|---|---|---|---|
| Autumn 1 | What is History? | The Tudors | Introduction to 20th Century |
| Why do we study History? | The Reformation | How do we write about causation? Alphonse the Camel | |
| Chronology – Using timelines | Henry VIII | World War I How did Europe come to the brink of war in 1914? |
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| The Mystery of the Skeletons | Bloody Mary | What caused World War I? | |
| Local Area study – St Mary’s Hospital, Chichester Enquiry | Elizabeth I Religious Settlement | Why was the war not over by Christmas? | |
| Assessment: Mystery of the Skeletons (AO3 Evidence) | Assessment: Was Henry VIII a great or awful king? (AO1 Knowledge and Understanding) | Why did men sign up to fight in The Great War? | |
| Homework: Horrible Histories timeline & Invaders and Settlers | Homework: Dissolution of the monasteries (literacy) | Assessment: Explain why the Great War started in 1914? AO2 (causation) | |
| Homework: Causes WWI (Story, Source, Scholarship) | |||
| Autumn 2 | Who are the people of Britain? | Elizabeth I Plots at home and abroad | What were conditions in the trenches like? |
| What did they find at Sutton Hoo? | London in the 17th Century. Fine or Foul? | How useful are sources to tell us about our enquiry? | |
| Working with sources of evidence: Artefacts from The Novium Museum. | Assessment: The Spanish Armada | Why did Clara Haber kill herself in 1915? | |
| Assessment: Sutton Hoo Enquiry (AO3 Evidence) | Homework: Significance of execution of Mary Queen of Scots & London Fine or Foul Acrostic poem | How successful was the Battle of the Somme? | |
| Homework: Sutton Hoo (story, source, scholarship) & Saxons - Source analysis | What was trench warfare like? Roleplay | ||
| Does Haig deserve the title “Butcher of the Somme”? | |||
| What can poetry tell us about soldiers’ experiences during WWI? | |||
| How did Germany lose the war? | |||
| What did each country want at the end of the war? | |||
| How significant was WWI? | |||
| Assessment: How useful are sources to tell us about conditions in the trenches (AO3 Evidence) & Haig “Butcher or Hero”? (AO4 Interpretations) |
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| Homework: Trench model & Was the machine gun the most effective weapon of WWI? | |||
| Spring 1 | Overview of Middle Ages | The Gunpowder Plot | The Suffragettes What was life like for Victorian women? |
| Who should succeed Edward the Confessor? | The English Civil War | Why did women want the vote? | |
| Why did the Normans win the Battle of Hastings? | Assessment: Was Charles I to blame for the English Civil War (AO1 Knowledge & Understanding) | How militant were the Suffragettes? | |
| How did the Normans keep control? | Homework: Was Guy Fawkes guilty of Treason | Emily Wilding Davison: Was she a martyr or was her death a terrible mistake? | |
| Assessment: Why did the Normans win the Battle of Hastings (AO2 Cause & consequence) | How useful is the film “Suffragette” to tell us about the death of Emily Davison? | ||
| Homework: Succession to the throne & Medieval Castle models | Why did women get the vote? | ||
| Assessment: Was Emily Wilding Davia deliberate martyr for the Suffragette cause? (AO3 Evidence) & How useful is the film Suffragette to tell us about Emily’s Death? |
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| Homework: Life of Victorian Women & Suffragettes or war work that finally got women the vote? | |||
| Spring 2 | Is Simon Schama correct? At Hastings was ‘one kind of England annihilated, and another set up in its place’? | The Industrial Revolution | How did new political ideas cause conflict? |
| Enquiry: Was King John really a bad king? | Should the National Portrait Gallery have Richard Arkwright’s portrait? | Hitler’s rise to power How did hyperinflation help Hitler gain power? |
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| Assessment: How significant was the Battle of Hastings? (AO2 Change & Continuity) | Should Peter Sanderson move to Manchester? | What impact did the Stock Market crash of 1929 have? | |
| Homework: King John (literacy tasks AO2: Similarity & Difference) | What were working conditions like for children in the factories? | Why did the German people vote Hitler into power by 1933? | |
| Assessment: | How did Hitler become dictator of Germany? | ||
| Homework: Health in the Industrial towns & Was the Industrial Revolution a force for good or bad? | How useful is a cartoon to tell us about Hitler’s rise to power? | ||
| Assessment: How useful is a cartoon to tell us about Hitler’s rise to power? (AO3 Evidence) | |||
| Homework: Hitler’s rise to power & Nazi treatment of their political opponents | |||
| Summer 1 | Cont: Enquiry: Was King John really a bad king? | What was it like to live and work in the new Industrial cities? | What can a song tell us about life in a Nazi labour camp? |
| Why is Magna Carta such a significant document? | How safe were the mines in 1880? | The Holocaust How can the things owned by people in the past give us a different way of seeing their lives and times? |
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| Assessment: Was King John really such a bad king? (AO4 Interpretations) | The Slave Trade Why was Thomas Clarkson so Angry? | Can you tell what a person is like from their appearance? | |
| Homework: Reliability of monks’ evidence (Story, source, scholarship) | The Middle Passage | Battalion 101; why did they shoot? | |
| Abolition of Slavery speech | Was the Holocaust inevitable? | ||
| Assessment: Abolition of slavery (AO2 cause and consequence) | What was it like to be in Auschwitz? | ||
| Homework: The Middle Passage & Slave rebellion and resistance | Who was responsible for the Holocaust? | ||
| Assessment: Why did the men of Battalion 101 shoot? (AO4 Interpretations) | |||
| Homework: The Holocaust & Was the Holocaust inevitable? | |||
| Summer 2 | Why were so many people buried under Charterhouse Square in the City of London? | How democratic was Britain in the 19th Century? | World War II Was appeasement a mistake? |
| Was the Black Death really so significant? | How should we commemorate Peterloo? | What were the causes of WWII? | |
| Peasants Revolt: Heroes or Villains? | What were the Swing Riots? | Overview of World War II | |
| The Power and the Glory of the Medieval Church | Assessment: Redesign the commemorative plate the British Empire | What was it like landing on the beaches on D-Day? | |
| Assessment: Charterhouse Mystery (AO3 Evidence) | Was the dropping of the Atomic Bomb on Hiroshima and Nagasaki justified? | ||
| Homework: The Black Death Literacy & Infographics Health leaflet & The Power & the Glory Game Board | What was the Cold War | ||
| Assessment: Explain why World War II started. (AO2 Cause & consequence) | |||
| Homework: Causes WWII & The Home Front | |||
KS4 Curriculum
- Medicine in Britain c. 1250 – present
- Early Elizabethan England
- American West
- The USA 1954 – 75: Conflict at home and abroad
Exam
Exam Board: Edexcel
Specification: History 1HI0
Exam: Paper 1 – 1 hour 15 minutes (30%) Paper 2 – 1 hour 45 minutes (40%) Paper 3 – 1 hour 20 minutes (30%)
Trips & Activities
- Year 7 Humanities visit to Chichester to extend thinking and enquiry skills
- Year 7 Trip to see Tutankhamen exhibition
- Year 9 RE/History visit to holocaust survivor at Chichester Cathedral
- Year 9 and 10 History residential trip to World War I battlefields in Belgium and France.
- Year 9 and 10 History/RE residential trip to Auschwitz
- GCSE History trip to Portsmouth Historic Dockyard
- Links to specific events such as Black History Month and Holocaust Day
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R.E.
KS3 Curriculum
Religious Education in Key Stage 3 contributes dynamically to students education by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
In RE they learn about and from religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully.
Teaching equips students with systematic knowledge and understanding of a range of religions and worldviews, enabling them to develop their ideas, values and identities. It develops in students an aptitude for dialogue so that they can participate positively in our society with its diverse religions and worldviews. Students gain and deploy the skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.
KS3 Curriculum Map
| Year 7 - Religions | Year 8 – Beliefs & Practices | Year 9 – Themes |
|---|---|---|
| Autumn Term Topic – Christianity & What is RE? • What is symbolism? • Jesus as Special Person • Churches • What is the Trinity? • Miracles • Prayer | Autumn Term Topic – Founders & Leaders • Siddartha – The Buddha • Enlightenment & Meditation • Muhammad • Pope • Guru Nanak | Autumn Term Topic – Relationships & Media • Marriage Rites • 2 POS from Downlands |
| *Assessment: Core Christian Beliefs (Multiple Choice 1 mark GCSE-style questions) **Trip – Humanities Trip to Chichester | *Assessment: Introduction to Religions 4 and 5 mark GCSE-style questions | *Assessment: Relationships - One 12-mark GCSE-style question |
| Spring Term Topic - Judaism • Introduction to Judaism • Moses & Passover • The 10 Commandments • The Torah • Shabbat • Home • Rites • Holocaust | Spring Term Topic – Crime & Punishment • Rules • Forgiveness • Capital punishment • Retributions | Spring Term Topic – Sanctity & Suffering • Downlands |
| *Assessment: Judaism (Multiple Choice 1 mark GCSE-style questions) | *Assessment: Crime and Punishment 4 and 5 mark GCSE-style questions | *Assessment: Suffering - One 12 mark GCSE-style questions) |
| Summer Term Topic – Hinduism • Introduction to Hinduism • Beliefs about God • Creation • Avatars • God stories • Karma & Moksha • Ahimsa | Summer Term Topic – Peace & Conflict • Is violence necessary? • How do you make change? • Gandhi • MLK • War & Peace • Social Justice & Poverty | Summer Term Topic – The Island • Story development • Religious connections • Journal • Rules • Death |
| *Assessment: Hinduism GCSE-style Assessment Multiple Naming 2 mark questions ** Trip to the Neasden Temple? | *Assessment: War and Peace Multiple 4 and 5 mark GCSE-style questions | *Assessment: The Island Journal writing assessed using English creative writing criteria |
KS4 Curriculum
- The Island
- Judaism – Key Beliefs & Festivals
- Christianity – Key Beliefs & Festivals
- Thematic Studies
- Human Rights and Social Justice
- Sexual Relationships and Family
- Crime and Punishment
- Peace and Conflict
- Existence of God
KS4 Curriculum Map
| Year 10 - Religions | Year 11 – Thematic Studies |
|---|---|
| Autumn Term Topic – Judaism Beliefs and Practices • Abraham & Moses • Shabbat • Pesach • God • Torah • Covenant & Mitzvot | Autumn Term Topic – Life • Abortion • Euthanasia • Origins • Environment • Animals Topic – Crime & Punishment • Corporal punishment • Death penalty • Forgiveness • Religion, crime and the causes of crime • The aims of punishment • The treatment of criminals |
| *Assessment: Mock Exam | *Assessment: Exam Papers at end of each topic *Assessment: Mock Exam on Year 10 Topics |
| Spring Term Topic - Christianity Beliefs and Practices • Trinity • Creation • Resurrection • Jesus as God | Spring Term Topic – Peace & Conflict • Weapons of mass destruction • Pacifism • Religion, violence, terrorism and war • The meaning and significance of peace Topic – Relationships & Families • Contraception • Sexual relationships before marriage • Homosexual relationships • Divorce • Families and gender equality • The role of parents and children • The purpose of families |
| *Assessment: Mock Exam | *Assessment: Exam Papers at end of each topic |
Exam
Exam Board: AQA
Specification: Religious Studies (Spec A)
Exam: Paper 1 50% Paper 2 50%
Trips & Activities
- Year 7 Humanities visit to Chichester to extend thinking and enquiry skills.
- Year 9 RE/History visit to holocaust survivor at Chichester Cathedral
- Year 9 and 10 History residential trip to World War I battlefields in Belgium and France.
- Year 9 and 10 History/RE residential trip to Auschwitz
- GCSE History trip to Portsmouth Historic Dockyard
- GCSE Geography residential trip to Iceland
- GCSE Geography fieldwork in Brighton
- GCSE RE visit to Jewish Museum in London
- Links to specific events such as Black History Month, Holocaust Day, Fair-trade fortnight, Oxfam Water Week and Send our Friend to School campaign.
Staff
Mrs R James BA (Hons) MA (Ed) – Leader of Humanities and teacher of Geography
Mr M Burns BSc (Hons) – Teacher of History and Geography
Mrs D McGarry BA (Hons) – Leader of History
Mrs K Jakobs – Teacher of Geography
Mr P Harper BA (Hons) – Leader of RE
