Humanities
Geography
Aims and Objectives
Geography aims to provoke and answer questions about the natural and human world. Geography develops knowledge of places and environments throughout the world, an understanding of maps and a range of problem solving skills. As pupils study geography they encounter different societies and cultures and begin to realise how nations depend on each other. Geography also aims to develop a range of communication skills through the application of number, language and ICT within a geographical context. As such it prepares pupils for adult life and employment in a changing world.
To investigate a wide range of people, places and environments.
To learn about geographical patterns and processes.
To consider how political, economic, social and environmental factors affect a range of geographical issues.
To gather data to enable pupils to develop their own opinions.
To use a wide range of geographical skills and resources such as maps, satellite images and ICT.
Role within our Specialist Science College
Geography both contributes to and complements the work done in science. The work done on the evolution of landforms, tectonic activity and the weathering processes contribute to the pupils’ understanding of geomorphology. Geography also complements work done in science in that it adds an extra ‘human’ dimension to aspects of the work.
Key Stage 3
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(i) Courses
The Key stage three course has been redesigned so that it meets the demands of the new National Curriculum. This means that your child will study many new, relevant and exciting topics over the course of the two years.
Year 7 sets the foundation for what geography so that each child is equipped with the necessary knowledge and skills which will allow them to become excellent geographers. We start by looking at the world as a whole and build on the basic knowledge each student gained whilst at Primary school. This is followed by studying basic map skills such as grid references and compass directions. We then use these skills when we investigate what factors influence the growth of settlements and their characteristics. We hope to introduce the students to their first geography fieldwork in this unit. The last two topics of the year will be China and Rivers. In China we will look at the culture and the influence of the Olympics. In rivers we will investigate the effects of flooding and the water cycle.
Year 8 builds upon the skills and knowledge acquired in year seven and aims to increase the students understanding of geography. We begin with a study of ecosystems looking at the tropical rainforest and savanna grasslands. We then move on to investigate life in Italy and try to work out why the two halves of the country are so different. After Christmas we study the effect of tectonic processes on humans and the rest of the world. This is followed by looking at development and how money has led to global disparities between different groups of people. The next topic focuses on the issues surrounding tourism in particular to Thailand and its capital Bangkok. Finally we investigate what our students futures will be like by looking at the effects of climate change, how they can live more sustainable lives and finishing with London 2012.
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(ii) Key Stage 3 results over the last three years
KS3 results |
2006 |
2007 |
2008 |
KS3 Level 5 and above |
79% |
82% |
94% |
KS3 Level 6 and above |
55% |
57% |
67% |
KS3 Level 7 and above |
15% |
16% |
6% |
Key Stage 4
-
(i) Courses
The Key stage three course has been redesigned so that it meets the demands of the new National Curriculum. This means that your child will study many new, relevant and exciting topics over the course of the two years.
Year 7 sets the foundation for what geography so that each child is equipped with the necessary knowledge and skills which will allow them to become excellent geographers. We start by looking at the world as a whole and build on the basic knowledge each student gained whilst at Primary school. This is followed by studying basic map skills such as grid references and compass directions. We then use these skills when we investigate what factors influence the growth of settlements and their characteristics. We hope to introduce the students to their first geography fieldwork in this unit. The last two topics of the year will be China and Rivers. In China we will look at the culture and the influence of the Olympics. In rivers we will investigate the effects of flooding and the water cycle.
Year 8 builds upon the skills and knowledge acquired in year seven and aims to increase the students understanding of geography. We begin with a study of ecosystems looking at the tropical rainforest and savanna grasslands. We then move on to investigate life in Italy and try to work out why the two halves of the country are so different. After Christmas we study the effect of tectonic processes on humans and the rest of the world. This is followed by looking at development and how money has led to global disparities between different groups of people. The next topic focuses on the issues surrounding tourism in particular to Thailand and its capital Bangkok. Finally we investigate what our students futures will be like by looking at the effects of climate change, how they can live more sustainable lives and finishing with London 2012.
-
(ii) Key Stage 4 results over the last three years
GCSE results |
2006 |
2007 |
2008 |
A* to C % |
71% |
56% |
59% |
Accommodation & Physical Resources
Geography forms part of the Humanities Faculty. The faculty occupies five rooms and the accommodation has been recently refurbished. Each room is fitted with an interactive whiteboard and the facility to play videos. One of the faculty rooms has sixteen computers. The faculty is well resourced with a range of textbooks and videos.
Self – Evaluation Outcomes
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(i) Areas of Strength
a) Well planned and challenging schemes of work which are regularly evaluated
b) Enthusiastic and experienced staff with sound subject knowledge.
c) Accommodation that allows a range of teaching strategies to be employed.
-
(ii) Targets for Improvement
a) To improve the percentage of level 7s at KS3
b) To improve the A* to C pass rate.
c) To review and evaluate our methods of assessment at both key stages.
d) To review and evaluate our Special Needs provision at both key stages.
e) To review and evalute new specification and curriculum changes at key stage 3
Summary
“If history is the study of the past then geography is the study of the future!”
It is exciting times for Geography not only at Healing School but also nationally. Over the course of the next two years the whole landscape of what our students will study is changing. The Geography department have already introduced some of these new topics and will continue to change and adapt our provision so that every students needs is catered for. We have excellent facilities with new classrooms and interactive whiteboards.
We hope that every student who studies geography enjoys it and develops an appreciation of the wider world around them. Geography informs our students of what the future might be like for them and we hope they take away the knowledge, skills and understanding and make the world a better place.
Useful Links
Healing School Geography Department Website
Healing School Geography Department Blog
History
Aims and Objectives
The aim of our history course is to harness the enthusiasm of our pupils and to help them understand how the past influences the present, what past societies were like and how they were organised. History is not simply a mass of information to be learned. History gives pupils the opportunity to find evidence, evaluate it and reach their own conclusions.
To be able to explain some significant events in the history of Britain from the Middle Ages to the twentieth century.
To be able to explain some key aspects of European and world history.
To show an understanding of history by making connections between events and thereby explain changes in different periods and in different areas.
To evaluate and use resources to analyse the past and to interpret this information.
To understand today's by understanding how we have arrived here.
Role within our Specialist Science College
History underpins the core subjects, including Science, Mathematics and English. The skills of the historian of interpretation, evaluation and analysis complement other subjects. Work at KS3 on living conditions in the Industrial Age provides the opportunity to study developments related to core subjects.
Key Stage 3
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(i) Courses
Key concepts
There are a number of key concepts that underpin the study of history.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.Chronological understanding
a) Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.
b) Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.
c) Building a chronological framework of periods and using this to place new knowledge in its historical context.Cultural, ethnic and religious diversity
a) Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.Change and continuity
a) Identifying and explaining change and continuity within and across periods of history.Cause and consequence
a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.Significance
a) Considering the significance of events, people and developments in their historical context and in the present day.Interpretation
a) Understanding how historians and others form interpretations.
b) Understanding why historians and others have interpreted events, people and situations in different ways through a range of media.
c) Evaluating a range of interpretations of the past to assess their validity.Key processes
These are the essential skills and processes in history that pupils need to
learn to make progress.Historical enquiry
Pupils should be able to:
a) identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses
b) reflect critically on historical questions or issues.Using evidence
Pupils should be able to:
a) identify, select and use a range of historical sources, including textual, visual and oral sources, artefacts and the historic environment
b) evaluate the sources used in order to reach reasoned conclusions.Communicating about the past
Pupils should be able to:
a) present and organise accounts and explanations about the past that are coherent, structured and substantiated, using chronological conventions and historical vocabulary
b) communicate their knowledge and understanding of history in a variety of ways, using chronological conventions and historical vocabulary.Range and content
This section outlines the breadth of the subject on which teachers should draw when teaching the key concepts and key processes.
a) The study of history is be taught through a combination of overview, thematic and depth studies.
b) In order to give pupils a secure chronological framework, the choice of content will ensure that all pupils can identify and understand the major events, changes and developments in British, European and world history covering at least the medieval, early modern, industrial and twentieth-century periods.
c) Appropriate links will be made to some of the parallel events, changes and developments in British, European and world history.Within these broad parameters, all pupils should be taught aspects of history, including:
British history
d) the development of political power from the Middle Ages to the twentieth century, including changes in the relationship between rulers and ruled over time, the changing relationship between the crown and parliament, and the development of democracy
e) the different histories and changing relationships through time of the peoples of England, Ireland, Scotland and Wales
f ) the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles
g) the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture – that have driven these changes
h) the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisationEuropean and world history
i) the impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and world societies
j) the changing nature of conflict and cooperation between countries and peoples and its lasting impact on national, ethnic, racial, cultural or religious issues, including the nature and impact of the two world wars and the Holocaust, and the role of European and international institutions in resolving conflicts.
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(ii) Key Stage 3 results over the last three years
KS3 results |
2006 |
2007 |
2008 |
KS3 Level 5 and above |
81% |
86% |
87% |
KS3 Level 6 and above |
52% |
55% |
63% |
KS3 Level 7 and above |
14% |
15% |
23% |
Key Stage 4
-
(i) Courses
From June 2006 GCSE pupils will study for the OCR Modern World Syllabus B course. International relations: 1919 to 1989.
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(ii) Key Stage 4 results over the last three years
GCSE results |
2006 |
2007 |
2008 |
A* to C % |
82% |
76% |
60% |
Accommodation & Physical Resources
History forms part of the Humanities Faculty. The faculty occupies five rooms and the accommodation has been recently refurbished. Each room is fitted with an interactive whiteboard, access to the Internet and the facility to play videos. One of the faculty rooms has sixteen computers. The faculty is well resourced with a range of textbooks and videos. Each pupil on the GCSE history course has their own text book and access to other resources.
Self – Evaluation Outcomes
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(i) Areas of Strength
a) Well planned and challenging schemes of work which are regularly evaluated
b) Enthusiastic and experienced staff with sound subject knowledge and who are willing to accept new initiatives.
c) Accommodation that allows a range of teaching strategies to be employed.
d) A popular option at KS4.
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(ii) Targets for Improvement
a) To maintain and improve where possiblethe results at all levels at KS3
b) To implement strategies to secure the highest possible A*-C grades
c) To review and evaluate our methods of assessment at both key stages
d) To review and evaluate our Special Needs provision at both key stages
e) To review and evaluate new specifications and curriculum changes.
Summary
The history department seeks to fulfil the potential of all pupils at both key stages. We seek to instil in them an appreciation of the importance of history in helping them to understand and explain the world around them. Through the study of history we hope to enable them to take a positive place in society as fully rounded and aware individuals.
Religous Studies
Aims and Objectives
The aim of our teaching in Religious Education is to encourage all of our pupils to think about challenging questions such as the meaning and purpose of life, different beliefs in God and to consider issues of right and wrong. We aim to develop the pupil’s knowledge and understanding of Christianity as well as other principal religions. We encourage all of our pupils to learn about and from different religions, beliefs and traditions so that they can develop their own sense of identity as citizens of a global community.
To give all pupils a foundation understanding of Christian belief and that of the other major world religions.
To develop in all pupils a respect for and tolerance of other beliefs and traditions
Role within our Specialist Science College
Religious Education encourages pupils to think about their own beliefs and responsibilities as citizens of a global community. To this end a relevant range of social and environmental issues are considered.
Key Stage 3
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(i) Courses
The aim of the work at KS3 is to help all pupils to explore their own everyday experiences, consider how these can draw parallels to other peoples lives and beliefs and to lead them to a deeper understanding and respect of a range of religious concepts and ideas. In this way we hope to help all of the pupils to develop both an understanding of the Christian tradition and its place within the culture of our country as well as a greater understanding and tolerance towards members of the other great world religions.
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(ii) Key Stage 3 results over the last three years
KS3 results |
2006 |
2007 |
2008 |
KS3 Level 5 and above |
n/a |
n/a |
91% |
KS3 Level 6 and above |
n/a |
n/a |
55% |
KS3 Level 7 and above |
n/a |
n/a |
6% |
Key Stage 4
(i) Courses
At KS4 all pupils follow a programme of study linked to the ‘half course’ AQA syllabus. As well as looking at some of the basic principles of Christianity the course considers some of the ‘big issues’ of life to which there are no easy answers. All pupils do half course in Year 10 with a plan to progress to full course in Year 11. 2 units make this a full course.
Topics studied include:
Does God exist?
Why is there so much suffering in the world?
Is there life after death?
Is there such a thing as a just war?
Can we justify experiments on animals?
Pupils are encouraged to put forward and defend their own ideas. There are no ‘right’ answers!
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(ii) Key Stage 4 results over the last three years
GCSE results |
2006 |
2007 |
2008 |
| A* to C % |
75% |
55% |
75% |
Accommodation & Physical Resources
Religious Education forms part of the Humanities Faculty. The faculty occupies seven rooms and the accommodation has been recently refurbished. Each room is fitted with an interactive whiteboard and the facility to play videos. One of the faculty rooms has sixteen computers. The faculty is well resourced with a range of textbooks and videos.
Self – Evaluation Outcomes
-
(i) Areas of Strength
a) Well planned and challenging schemes of work linked to up to date resources.
b) Enthusiastic and experienced staff with sound subject knowledge.
c) Accommodation that allows a range of teaching strategies to be employed.
-
(ii) Targets for Improvement
a) To continue to improve the A* to C pass rate at GCSE.
b) To review and evaluate our methods of assessment.
c) To review and evaluate our provision for pupils with Special Needs.
d) To continue to try to reinforce in all pupils a respect for the beliefs and traditions of others.
Summary
All pupils at Healing are entered for the GCSE course in Religious Education. The examination results are very good in relation to national performance. The department has recently refurbished accommodation and is well equipped. This enables a range of teaching strategies to be employed. The department aims to set high expectations for pupils at all ability levels.