Humanities

History at Wollaston School

Key Stage 3

Key Stage 3 History aims to encourage students to become independent thinkers who are equipped with a variety of skills needed to analyse significant points in History. A broad curriculum ranging from the Norman Conquest in year 7, the Suffragette movement and black history in year 8 and ending on the cause of both World Wars and civil rights in year 9, aims to allow all students an opportunity to delve into the past and gain an insight into these events that shaped our modern world. Students are taught with a variety of resources that allow them interact with historical artefacts, survivor accounts and thought provoking texts. The current curriculum for each year can be seen below:

Key Stage 4

Students completing the History GCSE course follow the Edexcel specification. Over the course of two years they will study the following:

• Medicine Through Time - medieval to modern day - within each time period students look at beliefs about what caused illness, treatments, medical discoveries, famous individuals, change and continuity between different time periods.
• Anglo-Saxon and Norman England, 1060-88 - including how the Normans gained and maintained power in England.
• American West, 1835 - 95 - including the way of life for the Plains Indians and early settlement of the West.
• Germany 1918-1939 - including how the Nazi Party gained power and what happened in German society under Nazi rule.

Key Stage 5

Students in Year 12 and 13 study the Edexcel syllabus.

• In year 12,  students focus on communist states.
  • Russia 1917-1991: from Lenin to Yeltsin - students study methods of control, industrial and agricultural change, social developments and the fall of the USSR.
  • The German Democratic republic, 1940-1990 - students study the creation of the GDR, the development of the East german state, life in East Germany and the collapse of communist rule in the GDR.
• In Year 13, students study:
  • Poverty, public health and the state in Britain, 1780-1939 - students study change in Britain in this period, public health reforms, government reforms and who was responsible for change in this period.

Geography

Key Stage 3

In year 7, we teach students key geographical skills, which will form the foundation knowledge needed to ensure success throughout the key stage and into GCSE. Key stage 3 Geography takes students on a journey to discover the ways in which our world and climate has formed. We want students to develop a sense of citizenship and have a readiness to take action for the world in which they live.

Through fieldwork and interactive learning, we aim for students to understand the Earth they inhabit and appreciate the wonder and fragility of the local and global environment. Students will develop an understanding of the human and physical environment and how they interrelate. The course outline can be seen below:

Key Stage 4

• Year 10, students will have begun the new AQA GCSE. The specification link for this is here.
• Year 11, will begin the year by completing the controlled assessment. This changes from year to year depending on the question set by the exam board. After this we then complete the final two topics:
  • The Restless Earth - this is definitely the majority of the students favourite topic. here we look at the inner workings of our earth and explain earthquakes, volcanoes and how tsunamis happen. We study different case studies to show the effect of these in rich and poor countries and then go onto consider what management options are available to countries such as Japan, China, the USA and Nepal for dealing with these natural disasters.
  • Tourism - here we look at national and international tourism. Students explore different tourist locations to look at the positives and negatives of tourism and what can be done to protect some of the most fragile environments from becoming overrun with tourists.
  • Homework and Assessment - Homework is set on a two weekly basis. Students complete activities in a revision workbook which adds to the exam practice which is developed throughout the course. As well as this, students sit a mid and end of topic test for each of the six topics, as well as a formal mock exam in Year 11.

A Level Geography

This is where we feel the A level offers students the most interesting and current geographic topics to study. Many of the topics we look at are the current issues and areas being researched at universities around the world. This final year really prepares students to go on and study Geography at university if that is what they choose to do.

Year 12 Students have just embarded on an exciting and colourful new AQA Specification. The link for this is here.

Year 13 are continuing with the legacy specification and the final units are detailed below:

Unit 3: Contemporary Geographical Issues (30% of A Level)

Students have to study a minimum of three subjects (we look at four) which they then answer questions in a two and a half hour exam. The main component of this exam is a 40 mark essay. Students can choose which topic they want to complete this essay on.

The four topics we study are:

1. Plate tectonics and associated hazards
2. Ecosystems: change and challenge
3. World Cities
4. Contemporary conflicts

Unit 4B: Geographical Issues Evaluation (20% of A Level)

Students research and study information from pre-released pack of information around a particular issues. This year it was based on health care and development in Kenya and how non - government organisations are trying to make a difference in both of these areas. This is assessed in one and a half hour exam and is made up of short and long question marks.

Homework and Assessment

Students complete exam questions on a weekly basis throughout the two years. This is also supported by a mock exam in each year.

Ethics and Philosophy at Wollaston School

We believe that our Ethics and Philosophy curriculum provides a good balance between studying what it means to be religious alongside debating ethical questions around current and historical events. Students undertake projects on what it means to be religious, how the world began and consider the moral implications surrounding the Holocaust.

Key Stage 3

In year 7, students study Christianity and the teachings of Jesus but years 8 and 9 allow students to look further into what it means to be religious in other cultures, therefore developing their tolerance and understanding of the diverse world in which we live. Many students enjoy the opportunity to form and express their opinions in a safe environment as well building their confidence to challenge their existing view and misconceptions of the world.

Key Stage 4

Students who opt to study Ethics and Philosophy at GCSE will embark on the new OCR Specification. There will be three exams; two will be worth 25% each and study two religions on topics such as death and the afterlife and the problem of evil. The final exam is worth 50% of the final mark and loos at ethical issues such as war, crime and medical ethics.

Key Stage 5

Students who opt to study Philosophy at A Level will study the AQA Philosophy course. There are currently two exams; the first encompasses Epistemology and Moral Philosophy, whilst the second is Metaphysics of Mind and the Metaphysics of God.

Year 7

"Why is it, that while children of four, five and six are full of curiosity and interest, and never stop asking for further explanations, by the time they are eighteen they are passive, uncritical and bored with learning” 

(*Lipman, M. (1997), ‘Philosophical discussion plans and exercises’, Critical and Creative Thinking, 5, (1), 1-17 (Cited in Fisher, R 2008)

In Year 7 Citizenship lesson, students experience a Philosophy for Children session. The scheme of work differs slightly from other curriculum schemes as the assessment is based around critical skills and independence of students learning. The students will often lead their own learning, whilst the teacher is facilitating the session. Different concepts and styles of enquiry are used, as detailed below.

The assessment points happen through reflective journals and pieces of work linked to the enquiries. Students are encouraged to be;

Creative thinkers

Collaborative thinkers

Critical thinkers

Caring thinkers

Year 8

In Year 8 Citizenship, students are taught about Emotional Health and Wellbeing. The topics covered are: -

• Why it is important to teach about mental health and emotional wellbeing
• Building teaching about mental health into a planned PSHE programme
• Promoting wellbeing and resilience from an early age
• Ensuring teaching is appropriate to the age and maturity of pupils
• Key principles in teaching about mental health and emotional wellbeing,  safely and confidently
• Using visitors to the classrooms to support lessons
• Addresses challenging mental health issues such as eating disorders, self-harm and suicide

The assessments for Year 8 are made up of the following 3 tasks:

Assessment 1 (week 2/3) - keep a diary for a week of everything they do that has a positive effect on their emotional wellbeing, from laughing with friends to getting a good night's sleep. getting on top of their homework, or going for a walk.

Assessment 2 (week 9) - personal reflection from the workshops - written piece

Homework - Produce a collage that depicts everything that we have studied and shows the many different organisations that are available to help people who are finding life hard. This is to contribute to a display on emotional wellbeing.

Year 9

A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster pupils' keen awareness and understanding of democracy, government and how laws are made and upheld. teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weight evidence, debate and make reasoned arguments. It should also prepare pupils to take their place in society as responsible citizens, manage their money well and make sound financial decisions.

The assessments for Year 9 are made up of the following tasks:

Assessment 1 (week 3) - Should the voting age be reduced to 16?

Assessment 2 (week 5) - Campaign for knives to be kept out of schools.

Assessment 3 (week 9) - We should not give to charity to help other countries. Do you agree?

Leisure and Tourism (GCSE) and Travel and Tourism (BTEC) are vocational subjects taught within Key Stages 4 and 5 respectively.

KS4 Leisure and Tourism

Is taught as a GCSE and comprises of 60% Controlled assessment and 40% external examination.

The controlled assessment is based on Customers and employment in Leisure and Tourism and the students complete 4 tasks around this theme. All work is completed within controlled conditions in school time.

The external exam is on all topics concerning the Leisure and Tourism industry such as the nature of the Industry, Key components, employment, business operations, the use of modern technology and factors affecting choice and the Industry.

Where possible the students are given the opportunity to visit tourist destinations and leisure facilities to enhance their understanding and allow them to experience places that they may not otherwise have visited.

KS5 BTEC Travel and Tourism

Travel and Tourism is a vocational course aimed at students who may be considering employment within the Travel and Tourism industry. This is one of the biggest industries in the UK currently employing an estimated 1.4 million people. Even those students not considering employment within Travel and Tourism would benefit from the units based on Customer Service and Marketing. There are natural links with Business and geography AS level. The subsidiary Diploma is the equivalent of one A Level and the Diploma equates to 2 A Levels.

• What does the course involve?
  • The course covers a wide range of topics relevant to the travel and tourism industry and beyond. After looking at the UK travel and tourism industry the students will study a diverse range of topics including tourist destinations both at home and abroad, customer services, business and employment opportunities. There are clear links for students also considering Geography, Business and Hospitality.
• What themes are studied and How is it Assessed?
  • The course is 100% coursework and students will need to cover 6 Units (Single) and 12 Units (Double). There are 4 compulsory units:
    • Investigating Travel & Tourism
    • The business of Travel & Tourism
    • The UK as a destination
    • Customer service in Travel & Tourism

There are the two further units from topics such as European travel market, long haul travel destinations and retail tour operations. Students selecting the Diploma will have 6 additional units to cover.

Psychology

Psychology is a very popular subject at Wollaston. The subject is engaging and introduces students to the fundamentals of psychology, developing critical analysis, independent thinking and research skills.

The topics students will study are: Memory, perception, developmental, research methods, social behaviour,’ language, thought and communication,’ neuropsychology and Psychological problems.

By studying Psychology, students will develop transferable skills including how to: investigate facts and make deductions, develop opinions and new ideas on Psychological issues and analyse and better understand the human mind and behaviour.

Sociology

Sociology is an increasingly popular subject a Wollaston both at A Level and GCSE.

GCSE Sociology is popular are Wollaston school. The subject helps students to gain knowledge and understanding of key social structures, processes and issues through the study of families, education, crime and deviance and social stratification.

Students will develop their analytical, assimilation and communication skills by comparing and contrasting perspectives on a variety of social issues, constructing reasoned arguments, making substantiated judgements and drawing reasoned conclusions.

By studying sociology, students will develop transferable skills including how to: investigate facts and make deductions, develop opinions and new ideas on social issues and analyse and better understand the social world.

Business Studies

Year 12 Applied Business

This qualification aims to equip students with an overview of the key ways in which businesses operate and seek to prosper. There is also the expectation that students will develop and gain valuable research skills which they will then be able to use in further study or employment. There are three units in Year 12 and students have to pass each unit in order to gain the qualification. The following grades can be gained; Pass, Merit, Distinction and Distinction*.

Unit 1 is based upon Financial Planning and Analysis. Students will sit this exam in January 2017.

Unit 2 is based upon the performance of Merlin Entertainments. Students will have approximately 15 hours of class time to complete this task. This will be completed in April / May.

Unit 3 is called Entrepreneurial Opportunities and students will have 9 hours of research time and then 6 hours of controlled assessment time to complete this activity. All students work will be marked by the exam board. This unit will be completed in May.

All students are welcomed to access extra support after school. A session is held each Friday in IT8 and other help is available by appointment.

We are extremely fortunate to be able to offer a program of Philosophy for Children in both Year 7 and 8, allowing us to embed a greater confidence in using open-ended questioning and dialogue, resulting in a greater pupil engagement in learning across the curriculum.

P4C is an approach to teaching in which students participate in group dialogues focused on philosophical issues. Dialogues are prompted by a stimulus such as a story, picture or a video, followed by thinking time and question building. A question is then chosen by the group for an open and guided debate, with the hope that participants in the enquiry each come to their own reasoned conclusions.

The central aim of P4C is to nurture the impartial and objective pursuit of truth in the world around us, whilst simultaneously encouraging students to explore the nature of identity and self and how, as individuals, we can strive towards fitting in to the wider community around us. With this in mind, questions are based on a variety of philosophical concepts such as ‘truth’, ‘fairness’, ‘morality’, ‘perception’ or ‘bullying’, which each contribute towards students becoming more willing and able to ask questions, construct arguments, and engage in reasoned discussions they would otherwise miss or not dare to explore.

P4C is proven to sharpen student’s capacity to make connections and draw distinctions, to define and classify, to assess factual information objectively and critically, to deal reflectively with the relationship between facts and vales, and to differentiate their beliefs and what is true from their understanding of what is logically possible. Students are then encouraged to transfer these skills to all subjects both across and beyond the curriculum.

In short, P4C enhances literacy, numeracy and oral skills, a key feature of every OFSTED inspection, encouraging increased motivation to enquire and learn and producing more critical and reflective thinkers and learners in line with and supporting our Wollaston School core values and virtues.

Key Stage 3

Our PSHE curriculum aims to equip our students with the key skills needed to become confident individuals who are able to make a positive contribution to society. We deliver a curriculum that informs students on how to make safe and healthy lifestyle choices as well as debating current issues from the media. Students work alongside outside visitors during off timetable days on important areas such as mental health and healthy living. From September, we are proud to be taking part in a nationwide school initiative to help students understand who they are and where they come from whilst looking at the cultural diversity on Britain.