Humanities

History at Wollaston School

History is a popular subject at Wollaston School, and is a key element of the English Baccalaureate program of study at GCSE. History is the study of past people and societies. The aim of the History department is to develop both the knowledge and skills of our students. Through the topics that we teach we develop they key skills in History , such as chronology, using evidence critically, and communicating about the past.

While studying History students will also develop skills in literacy and numeracy. History develops skills such as problem solving, evaluating and debating, which are welcomed by many careers.

History is a challenging subject that all students can achieve in. It will develop their understanding of the world and give them skills they will need in any form of work.

Year 7

In year 7 History students study Medieval and Early Modern History.

• Historical skills - including chronology, using sources as evidence and how to use information critically. Students also use evidence to research different aspects.
• The Norman Conquest - including the Battle of Hastings, Castles and how this changed society.
• Medieval Realms - including the Black Death, different groups within society (peasants, knights and barons), and what society was like including medicine, food and leisure time.
• The role of the Church in medieval society and the Reformation - including how worship changed and why the Church was important.
• The Tudors - including the role of different monarchs and key events within this time period, for example the Spanish Armada.

Year 8

In year 8 students study Modern History.

• The English Civil War - including a local study of how the civil war impacted Northamptonshire, weapons, key events and how the English Civil War changed society.
• The role of Parliament - how voting rights for people changed, with a focus on the Suffragettes and the Chartists. Students learn how Britain has become a democratic country today.
• The Industrial Revolution in Britain - how this changed society and how this changed Britain's place in the world. They focus on different aspects of life at the time including transport, manufacture and inventions.
• The role of the British Empire - with a focus on India.
• The Slave Trade - including how the trade operated, conditions for the slaves and the abolition of slavery.

Year 9

In year 9 students study Modern History.

• World War One - including a local study of Walter Tull, weapons, conditions in the trenches, the involvement of different countries, and how the war ended. As part of this unit students have the opportunity to visit Ypres and the Somme area of France to look at the key World War One sites.
• Germany and the rise of the Nazi Party - including how the Nazi Party gained power, life in inter-war Germany, and the different policies of the Nazi Party.
• World War two - including life on the Home Front, key events for example Dunkirk and Pearl Harbour, how the war ended, including D-Day and the use of nuclear weapons.
• The Cold War - including the involvement of different countries and the impact on society at the time.
• USA - including the discovery of America, Native Americans and America in the 1920's.

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

In Key stage 3 students are introduced to some of the most important and interesting topics. This also starts to get students to begin to consider choosing GCSE Geography as an option as many of the topics covered in Year 10 or 11.

• Natural Hazards - students learn about how dangerous our plant can be and what risks are posed to people in different parts of the world. They will learn about the cause and impacts of hurricanes, tornadoes, volcanoes, earthquakes and tsunamis through looking at different examples in rich and poor countries. we use many different forms of media to illustrate the power of these hazards including documentaries and films such as 'The Impossible' to show the human cost of living in hazardous parts of the world.
• Development - Why are some countries rich and others poor? In this topic students aim to be able to answer that question through gaining an understanding of how development is measured and what can contribute to a country becoming more developed. A highlight of this topic is the 'Trading Game' where students take on the role of producing goods for their country, while at the same time seeing that world trade isn't exactly fair.
• China - a country study to show how the most populated country in the world has changed from imperial power, to communist rule and now is becoming a mix of strict control, whilst maximising financial gain. China is a country of contrast and change, through the building of mega structures (such as the Three Gorges Dam) to restricting citizens human rights, students will learn how unique a country China really is.
• Climate change and global warming - argued by some as the greatest threat facing humans today. Why is it occurring? What is the evidence for it? Finally, what are we doing about it? Through this topic we aim to answer these important questions.

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

Ethics and Philosophy at Wollaston is the changing face of modern education. It is the space where students are given time to think, examine and evaluate the world they are living in. It is the time where we take some of the old ideas of examining how religious views both influence and hinder modern progress in the world, but we try to shift the focus onto the wider world, reflecting a more secular practice of day to day living.

It is a forum for students to fully begin the journey of discovering who they really are in the context of the world they are growing up in, whilst at the same time helping to develop the brain from childhood to maturity.

Year 7

In Year 7 students are introduced to Ethics and Philosophy with two aims, to learn about and from Ethics and the Philosophy of Religion through the following topics:

• Ultimate Questions - students will be expected to consider why some people believe in God and why, as well as why others do not believe. We explore the Design Argument for the existence of God as well as the Cosmological Argument, as well as the Argument from Religious Experience. Students are encouraged to see the world through the eyes of Atheists, Agnostics and Theists.
• What would you do? Featuring the teachings of Jesus - students will be expected to develop an understanding of the teachings and nature of Jesus. Initially this will recognise the main themes of the parables and key stories found in the gospels and recognising why this can show Jesus as a unique and influential figure. Students will then go to evaluate how these teachings can be applied in day to day life and the impact they might have on behaviour and actions regardless o religious faith.
• Philosophical Thinking - We look here at some of the big philosophical questions such as what is the meaning of life/ Who am I? Where does good come from?
• Festivals - students will be expected to develop an understanding of the different religious festivals that are celebrated in our local and wider community. Initally this will recognise what each festival remembers and how it is celebrated. Students will then go onto learn the background and tradition of beliefs for each festival and how these relate to the community.

Year 8

In year 8 we continue to build on the skills learnt in year 7 by introducing more global issues to begin to broaden the student's horizons.

• Destiny and Afterlife - students learn about different religious views about the Soul and what may or may not happen to us when we die. We aim to give students an appreciation of different views and help them decide what they think about this taboo subject.
• Creation and Mystery - always a very controversial issue to look at. Students will study how and why religious believers think the Universe was created whilst considering non-religious explanations for the origins of the Universe.
• Philosophical Thinking - students are encouraged to build on the philosophical skills developed in year 7.
• Homework and Assessment - students are set a homework project for every topic they study from Years 7-9. They  are given approximately two weeks to complete two hours work. Students also complete an assessment per topic which may take the form of writing a report or producing a leaflet or extended answers to questions.

Year 9

In the final year of key stage 3 students are introduced to some of the most important and interesting topics giving students the opportunity to reflect upon the possibility of continuing their thinking in philosophy as an option at GCSE.

• Buddhism - students will be expected to develop an understanding of the basic beliefs, tradition and practices of Buddhism. Initially this will recognise the history and background to the start of the religion, who was involved, how it developed and the key teachings and practices. Students will then go onto recognise and consider the influence that Buddhism has had on the modern world as a philosophy and way of life as well as how modern Buddhists represent their beliefs.
• Evil and Suffering - students will be expected to develop an understanding of what evil is, the role it takes in society and the effect it has on individuals according to their personal beliefs or responses. Initially this will recognise the different theories about the origins of evil and the reason it exists in the world and they will investigate the possible purpose or intention of the process of suffering as a result of evil. Students will then go onto learn the influence that the process of suffering might have on individuals, their beliefs and their actions.
• The Holocaust - to recognise the atrocities of the Holocaust and the impact it has had on the world today. This will included watching scenes from 'The Pianist' and 'Schindler's List'. Students are encouraged to develop empathy.
• Homework and Assessment - students are set a homework project for every topic they study from Years 7-9. They  are given approximately two weeks to complete two hours work. Students also complete an assessment per topic which may take the form of writing a report or producing a leaflet or extended answers to questions.

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.