Humanities

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
Year 7
Year 8
Autumn
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
Autumn
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
Spring
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
Spring
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
Summer
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
Summer
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 TermSpring TermSummer 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 TermSpring 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 TermSpring TermSummer 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

TermYear 7Year 8Year 9
Autumn 1What is History?
The TudorsIntroduction to 20th Century
Why do we study History?The ReformationHow do we write about causation? Alphonse the Camel
Chronology – Using timelinesHenry VIIIWorld War I
How did Europe come to the brink of war in 1914?
The Mystery of the SkeletonsBloody MaryWhat caused World War I?
Local Area study – St Mary’s Hospital, Chichester EnquiryElizabeth I Religious SettlementWhy 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 SettlersHomework: Dissolution of the monasteries (literacy)Assessment: Explain why the Great War started in 1914? AO2 (causation)
Homework: Causes WWI (Story, Source, Scholarship)

Autumn 2Who are the people of Britain?Elizabeth I Plots at home and abroadWhat 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 ArmadaWhy 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 poemHow 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)
Homework: Trench model & Was the machine gun the most effective weapon of WWI?

Spring 1Overview of Middle AgesThe Gunpowder Plot The Suffragettes
What was life like for Victorian women?
Who should succeed Edward the Confessor?The English Civil WarWhy 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 TreasonEmily 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 modelsWhy 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?
Homework: Life of Victorian Women & Suffragettes or war work that finally got women the vote?

Spring 2Is Simon Schama correct? At Hastings was ‘one kind of England annihilated, and another set up in its place’?The Industrial RevolutionHow 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?
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 1Cont: 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?
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 PassageBattalion 101; why did they shoot?
Abolition of Slavery speechWas 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 resistanceWho was responsible for the Holocaust?
Assessment: Why did the men of Battalion 101 shoot? (AO4 Interpretations)
Homework: The Holocaust & Was the Holocaust inevitable?

Summer 2Why 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 ChurchAssessment: Redesign the commemorative plate the British EmpireWhat was it like landing on the beaches on D-Day?
Assessment: Charterhouse Mystery (AO3 Evidence)Homework: Swing Riots/ChartistsWas the dropping of the Atomic Bomb on Hiroshima and Nagasaki justified?
Homework: The Black Death Literacy & Infographics Health leaflet & The Power & the Glory Game BoardWhat 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 - ReligionsYear 8 – Beliefs & PracticesYear 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 - ReligionsYear 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

 

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