Curriculum Intent

We believe that every student has the right to know the big historical events that have shaped our country and our area.  We want to engage students with the study of our past and allow them to understand how this still affects the world around them today.  We aim to equip students with the ability to think critically and enquire about information presented to them.  They will learn how to weigh up and interrogate evidence and make reasoned arguments. We want students to gain an understanding of the importance of democracy, tolerance and human rights and our responsibilities as citizens. 

 

Curriculum Features

Our curriculum covers the history national curriculum and is designed to help students see how Britain has developed over the past millennium. Students will conduct different historical enquiries to learn more about the past.  We will explore pivotal moments in British history such as the Battle of Hastings and Industrial Revolution and examine how they changed peoples’ lives.  We will also look at the role of Britain in the wider world, including the British Empire and Britain’s role in the World Wars. 

 

We also will give students the opportunities to study non-British history to broaden their understanding of the past and the world today so students will examine case studies of societies in Asia, Africa and America.  They will examine challenging and controversial issues such as the Trans-Atlantic slave trade, protest, C20th dictatorships and the Holocaust.  Where appropriate, issues and events will be studied from different historical perspectives to give them a broad understanding of how history is shaped and how history has affected different people in different ways. Throughout key stage 3 and key stage 4, students will learn and develop the concepts and skills that will allow them to achieve success at GCSE history and the wider curriculum. 

 

Overview

Year 7

 

Autumn

Spring

Summer

Area of study:

How do we know about the past?

Why did England change in 1066?

 

What made Medieval life so unfair?

 

Why was the Black Death such a disaster?

 

How did England compare to Islamic Civilisations in the Medieval Period?

Why were changes in the Tudor era significant?

 

What should they know?

Students will study and develop the skills and vocabulary needed to study history in key stage 3.  This will include understanding how historians use evidence and what types of evidence may be available for different time periods. 

Students will study the causes and consequences of William’s invasion of England in 1066. 

Students will study different aspects of life in Medieval England, examining villages, towns and the treatment of different people. 

Students will study why people in the C14th had limited understanding of health and medicine, examining beliefs and approaches to medicine.  They will then study the Black Death and its impact on Britain. 

Students will study Medieval Baghdad which was a major city in the Abbasid Caliphate.  They will also study Medieval Mali and the life of one of its rulers, Mansa Musa. 

Students will study the changes that happened during the Reformation and the consequences this had on England.  They will also examine the reign of Queen Elizabeth I. 

What should they be able to do?

Use chronology correctly.  Use evidence to write an interpretation about the Maiden Castle skeletons. 

Use sources to learn about the 11th century. 

They will also be able to write an explanation of why William won the Battle of Hastings. 

Use sources to learn about Medieval life.

Use precise evidence to write about Medieval Life. 

Make inferences from sources about the Black Death.

Explain the short-term consequences of the Black Death.

Analyse a source on the House of Wisdom and describe Baghdad.  They will also be able to use sources to learn about Mali. 

Compare interpretations on Henry VIII and write their own interpretation on ‘Bloody’ Mary I. 

They will explain why the Spanish Armada was defeated. 

Key vocabulary

Empire

Historian

Chronology

Source/Evidence

Inference

Provenance (Author, Audience, Type, Purpose, Time)

Significant

Interpretation

Trade

Invasion

Heir

Rebellion

Hierarchy

Feudal system

Domesday

Harrying

Monarch

Power

Peasant

Villein

Public Health

Inferior

Charter

Catholic

Monastery

Four Humours

Miasma

Silk Road

Epidemic

Consequence

 

Islam

Civilisation

Caliphate

House of Wisdom

Natural Resources

Pilgrimage/Hajj

Renaissance

Printing Press

Reformation

Protestant

Break with Rome

Dissolution

Heresy

Martyr

Monarch

Treason

Plots

Invasion

Armada

Colony

Exploration

 

Assessment

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 1. 

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 2. 

Skills and knowledge check (not graded)

End of Year Assessment examining knowledge and skills gained throughout the year. 

 

Year 8

 

Autumn

Spring

Summer

 

Area of study:

What’s significant about the C17th?

 

Case study on Benin.

How could the Trans-Atlantic Slave trade have happened?

How did the Industrial Revolution change life in Britain?

 

What should our interpretation be of the British Empire in India?

 

Was the Western Front just mud, blood and misery?

 

 

What should they know?

Students will study key events and issues in C17th Britain and examine what they can tell us about attitudes at this time. 

Students will study Benin.  They will then study the Trans-Atlantic slave trade including its impact on Britain, the experiences of enslaved people and how some resisted. 

Students will study how life and work changed during the Industrial Revolution, with a particular focus on child workers.  They will also learn about the more positive changes that happened during this time. 

Students will study how and why Britain gained such a large overseas Empire and will then examine the impact of the British Raj on India.  They will also explore the methods Indians used to resist British rule and fight for Independence. 

Students will study the experiences of British and Empire soldiers fighting on the Western Front in WW1.  They will also study what trench warfare was and how it developed throughout the war. 

Students will study

What should they be able to do?

Explain why the Civil War began and examine interpretations on the C17th. 

Analyse the usefulness of sources.

Analyse the usefulness of sources.[1] 

 

Select and apply evidence to write about the past.

Compare interpretations about British India.

Explain Gandhi’s protest methods. 

Analyse the usefulness of sources.  They will also be able to explain why soldiers on the western front faced health problems. 

Students will be able to

Key vocabulary

Superstition

Treason

Tyrant

Persecution

Civil War

Restoration

Epidemic

Massacre

Royal Society

Trade

Export

Import

Middle Passage

Empire

Resistance

Abolition

Industrialise

Machinery

Natural Resources

Reforms

Slum Housing

Epidemic

Cholera

Trade Union

Strike

Public Health

Empire

Colony

Imperialism

Famine

Protest

Raj

Direct Action

Massacre

Independence

Attrition

Trench Warfare

Tactics

Over the top

No man’s land

Artillery

Shrapnel

Shellshock

Empire

 

Assessment

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 1. 

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 2. 

Skills and knowledge check (not graded)

End of Year Assessment examining knowledge and skills gained throughout the year. 

 


Year 9 *From 2024, this topic will be taught in Year 8 instead of Year 9

 

Autumn

Spring

Summer

Area of study:

Was the Western Front just mud, blood and misery?*

 

How did women get their voices heard?

What are different ways to run a country?

Why was it so difficult to resist the Nazi regime?

How could the Holocaust have happened?

Why was there a Second World War?

 

How far can we believe the myths about WW2?

 

How dangerous was the Cold War?

What makes the Windrush Generation Significant

 

 

What should they know?

Students will study the experiences of British and Empire soldiers fighting on the Western Front in WW1.  They will also study what trench warfare was and how it developed throughout the war. 

Students will study the women’s suffrage movements to evaluate how far these protest methods are still relevant today.

Students will also study different ideologies and political systems to understand what is meant by ideas like democracy, dictatorship, left wing and right wing. 

Students will study the methods Hitler used to get elected and establish/ maintain his dictatorship.  They will then examine life in Nazi Germany. 

Students will study the factors that allowed the Holocaust to take place.  This unit is based on exploring this quotation from the Auschwitz Memorial: When we look at Auschwitz we see the end of the process. It’s important to remember that the Holocaust actually did not start from gas chambers. This hatred gradually developed from words, stereotypes & prejudice through legal exclusion, dehumanisation & escalating violence.’(2018)

 

Students will also study the causes of the Second World War. 

Students will study key events of the Second World War so that they can assess how far popular myths about the Second World War are accurate.  They will examine the Home Front and the war in Europe and the Pacific. 

Students will study the causes and development of the Cold War.

 

They will also study the experiences of the Windrush Generation and learn why this is still relevant today. 

What should they be able to do?

Analyse the usefulness of sources.  They will also be able to explain why soldiers on the western front faced health problems. 

Compare interpretations on the effectiveness of Suffragette methods.

 

Compare democracy/ dictatorship and communism/ fascism. 

Explain why Hitler faced little opposition.

 

Compare interpretations on experiences of young Germans. 

Explain why it is important to remember the Holocaust.  [1] 

 

Explore interpretations about how the Holocaust could have happened. 

Compare interpretations on the Blitz Spirit. 

 

Analyse the usefulness of sources about Dresden. 

Compare interpretations on the development of the Cold War.

 

Analyse the usefulness of sources about the Windrush Generation. 

Key vocabulary

Attrition

Trench Warfare

Tactics

Over the top

No man’s land

Artillery

Shrapnel

Shellshock

Empire

Suffrage

Militant

Radical

Martyr

Moderate

Direct Action Democracy

Dictatorship

Right wing

Left wing

Centrist

Communism

Fascism

Capitalism

Constitution

Propaganda

Terror state

Censorship

Consent

Concentration Camps

Opposition

Secret police

Indoctrination

Genocide

Anti-semitism

Persecution

Scapegoat

Discrimination

Shoah

Kindertransport

Alliance

Appeasement

 

Propaganda

Total War

Evacuation

Home Front

Blitzkrieg

Dunkirk Spirit

Blitz

Blitz Spirit

Firebombing

Atomic Weapons

 

Cold War

Communism

Capitalism

Conference

Allies

Iron Curtain

Migration

Windrush Generation

Push Factors

Pull Factors

Assimilation

Racism

Prejudice

Assessment

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 1. 

Skills and knowledge check (not graded)

Assessment examining knowledge and skills gained in term 2. 

Skills and knowledge check (not graded)

End of Year Assessment examining knowledge and skills gained throughout the year. 


 Year 10

 

Autumn

Spring

Summer

 

Area of study:

Thematic Study: Medicine in Britain, including the historical environment.

Period Study: The American West c1835-c1895

 

Depth Study: USA, 1954-75: conflict at home and abroad

 

What should they know?

c1250–c1500: Medicine in medieval England

1 Ideas about the cause of disease and illness

2 Approaches to prevention and treatment

3 Case study:

  • The Black Death, 1348–49;

 

c1500–c1700: The Medical Renaissance in England

1 Ideas about the cause of disease and illness

2 Approaches to prevention and treatment

3 Case studies

  • Key individual: William Harvey and the discovery of the circulation of the blood.
  • The Great Plague in London, 1665:

c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain

1 Ideas about the cause of disease and illness

2 Approaches to prevention and treatment

  1. Case studies
  • Key individual: Jenner and the development of vaccination.
  • Fighting Cholera in London, 1854;

 

The Historical Environment: The British sector of the Western Front, 1914–18: injuries, treatment and the trenches

  • Medicine in the early twentieth century:
  • The British sector of Western Front and significant battles
  • The trench system:
  • Problems with treating wounded soldiers.
  • Conditions requiring medical treatment on the Western Front
  • The work of the RAMC and FANY
  • The significance of the Western Front for experiments in surgery and medicine

 

c1900–present: Medicine in modern Britain

1 Ideas about the cause of disease and illness

2 Approaches to prevention and treatment

3 Case studies

  • Key individuals: Fleming, Florey and Chain’s development of penicillin.
  • The fight against lung cancer in the twenty-first century

 

 

Key topic 1: The early settlement of the West, c1835–c1862

1 The Indigenous peoples of the Plains: their beliefs and ways of life

2 Migration and early settlement

3 Conflict and tension

 

Key topic 2: Development of the plains, c1862–c1876

1 The development of settlement in the West

2 Ranching and the cattle industry

3 Changes in the way of life of the Indigenous peoples of the Plains

 

Key topic 3: Conflicts and conquest, c1876–c1895

1 Changes in farming. 

1 Changes in the cattle industry and settlement

2 Conflict and tension

3 The Indigenous peoples of the Plains: the destruction of their ways of life

 

 

 

Key topic 1: The development of the civil rights movement, 1954–60

1 The position of black Americans in the early 1950s

2 Progress in education

 

 

 

What should they be able to do?

This unit is a thematic study so students need to be aware of how far medicine in Britain has developed.  Therefore, they need to able to:

  • Understand what people believed caused illness in each time period and how they tried to prevent and cure it.  They should use their case studies as examples of this.
  • Explain why factors led to change and what prevented it.  Assess which factors had the most significant impact. 
  • Compare different time periods to identify similarities and differences as well as change and continuity.
  • Describe features of the Western Front and factors affecting the health of soldiers.   
  • Analyse sources and suggest how historians might use them.   

This unit looks at an unfolding narrative of a time period.  Therefore, students need to be able to:

  • Explain consequences of events/ issues
  • Show how events and developments are linked
  • Assess the importance events and issues and how they affected a group of people
  • Tell the story of an event or development in chronological order linking the different events together. 

Use sources to examine the position of black Americans in the 1950s. 

 

Key vocabulary

Change and continuity

Significance

Public Health

Progress

Breakthroughs

Four Humours

Miasma

Epidemic

Vaccination

Prevention

Germ Theory

NHS

 

Western Front

Trench Warfare

RAMC

FANY

Progress

Chain of Evacuation

 

 

Indigenous people

Conflict

Manifest destiny

Migration

Settlement

Expansion

Frontier

Treaty

Assimilation

Lawlessness

Vigilantes

Massacre

Ranch

Cowboy

Open Range

Homestead

Reservation

Gold Rush

Trail

Civil Rights

Segregation

Integration

 

 

Assessment

Knowledge checks will be used regularly to test what students have learned. 

Students will regularly practise exam questions to develop their skills. 

They will complete two assessments in exam conditions. 

Knowledge checks will be used regularly to test what students have learned. 

Students will regularly practise exam questions to develop their skills. 

They will complete one assessment in exam conditions. 

 

               

 

Year 11

 

Autumn

Spring

Summer

Area of study:

Depth Study: USA, 1954-75: conflict at home and abroad

British Depth Study: Anglo-Saxon and Norman England, c1060-1088

Revision for final exams

What should they know?

Key Topic 1: The development of the civil rights movement, 1954–60

2 Progress in education

3 The Montgomery Bus Boycott and its impact, 1955–60

4 Opposition to the civil rights movement

Key topic 2: Protest, progress and radicalism, 1960–75

1 Progress, 1960–62

2 Peaceful protests and their impact, 1963–65

3 Malcolm X and Black Power, 1963–70

4 The civil rights movement, 1965–75

Key topic 3: US involvement in the Vietnam War, 1954–75 topic 3: US involvement in the Vietnam War, 1954–75

1 Reasons for US involvement in the conflict in Vietnam, 1954–63

2 Escalation of the conflict under Johnson

3 The nature of the conflict in Vietnam, 1964–68

4 Changes under Nixon, 1969–73

Key topic 4: Reactions to, and the end of, US involvement in Vietnam, 1964–75

1 Opposition to the war

2 Support for the war

3 The peace process and end of the war

4 Reasons for the failure of the USA in Vietnam

Key topic 1: Anglo-Saxon England and the Norman Conquest, 1060–66

1 Anglo-Saxon society

2 The last years of Edward the Confessor and the succession crisis:

3 The rival claimants for the throne

4 The Norman invasion

 

Key topic 2: William I in power: securing the kingdom, 1066–87

1 Establishing control

2 The causes and outcomes of Anglo-Saxon resistance, 1068–71

3 The legacy of resistance to 1087

4 Revolt of the Earls, 1075

 

Key topic 3: Norman England, 1066–88

1 The feudal system and the Church

2 Norman government

3 The Norman aristocracy

4 William I and his sons

 

 

What should they be able to do?

In this depth study, students will need to be able to analyse sources and interpretations using their knowledge of the events and people studied.  Therefore, they need to be able to:

  • Explain why an event happened or changed
  • Make inferences from a source
  • Analyse how useful sources are for an enquiry
  • Compare historians’ interpretation
  • Analyse historians’ interpretations and make judgements on how far they agree.

In this depth study students will need to demonstrate knowledge and understanding of the events and people studied.  They will need to be able to:

  • Describe features of an event, person or issue
  • Explain why an event happened or changed
  • Analyse the significance of different factors judge which is the most significant.
  • Analyse how far England changed before and after 1066.
  • Analyse the consequences of events and issues. 

 

Key vocabulary

Civil Rights

Segregation

Integration

Campaign C

Boycott

Racism

Black Power

Radical

Extremism

Moderate

Escalation

Containment

Domino Theory

Guerrilla Warfare

Doctrine

Opposition

Peace Accords

Peace Process

 

Anglo-Saxon

Invasion

Conquest

Legitimacy

Resistance

Rebellion

Feudalism

Aristocracy

Earldom

Claim

Heir

Witan

Homage

Oath

Harrying

Control

 

Assessment

Knowledge checks will be used regularly to test what students have learned. 

Students will regularly practise exam questions to develop their skills. 

They will complete two assessments in exam conditions. 

Knowledge checks will be used regularly to test what students have learned. 

Students will regularly practise exam questions to develop their skills. 

They will complete one assessment in exam conditions. 

 

           

 

GCSE Exam Information:

We study Edexcel GCSE History. 

There are three examination papers that students will sit at the end of year 11.  There is no coursework. 

  • Paper 1: Thematic study and historic environment: Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Written examination: 1 hour and 15 minutes. (Questions include source questions and extended writing)

  • Paper 2: Period study on The American West, c1835–c1895 and British depth study on Anglo-Saxon and Norman England, c1060–88.

Written examination: 1 hour and 45 minutes (Questions include extended writing)

  • Paper 3: Modern depth study: The USA, 1954–75: conflict at home and abroad (The Civil Rights movement and the Vietnam War.

Written examination: 1 hour and 20 minutes. (Questions include source questions, using interpretations and extended writing)

Edexcel GCSE History website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

BBC Bitesize Edexcel History: https://www.bbc.co.uk/bitesize/examspecs/zw4bv4j

Useful links:

Websites to support your learning:

Educake for homework: https://my.educake.co.uk/student-login

BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/zk26n39

BBC Teach class clips: https://www.youtube.com/playlist?list=PLcvEcrsF_9zKaukmBI_Ums4voCB_RP6Ys

Oak Academy: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/history

The Historical Association: https://www.history.org.uk/student/categories/historical-periods

 

Careers from History: https://www.history.org.uk/student/module/8671/careers-with-history

 

Curriculum Intent

 

Geography is the world around us and everything that is in it. It is more vital than ever for our pupils to understand this in order to become the global citizens they need to become. At Werneth the Geography department aims to ensure that our pupils get a thorough and rigorous view of the world around them. The curriculum aims to build up both skills and knowledge to our young people in relation to the UK and the wider world; with an even spread of human and physical Geography intertwined. We want our students to see the inherent links within Geography and from Geography to the rest of their education. Our teaching will allow pupils to foster a greater independence in their work with collaborative approaches and pupil engagement at the forefront of teaching. The pupils need to know their place in the world and where they will go in it.

 

Curriculum Features

 

What do you study?


Geography is an exciting subject that will broaden your horizon, increase your awareness of the world around you and open your eyes to the wonders of the planet you live on. Geography encourages you to think deeply and to ask questions. Geography is about more than just seeing mesmerising places around the world. It is about understanding the complexity of our planet and appreciating the diversity of cultures that exist across its continents.


Who is it suitable for?


Geography suits hard workers who are ready to push themselves and learn new skills. Geography is closely linked to many subjects, in particular: Maths, English, and Science. To be a successful Geographer you will need excellent writing and numerical skills. You will also need great enthusiasm to explore the world around you and be somebody who strives to improve even if they find something difficult.


Where will it take you?


Geography is a diverse and very much academic discipline. It will help you go on to study many subjects at A Level. Geographical qualifications can be used not just in geographical fields but also in business, civil service, military, police, and other occupations that require analytical skills. Geographers are valuable as they have the ability to analyse the modern world as well as predicting patterns of change. A Geographer can adapt to a variety of situations, which makes it a very employable and useful subject.

 

Overview

Year 7

 

Autumn

Spring

Summer

Area of study:

Geography in the UK

Extreme environments

Settlements

Kenya

Weather and climate

Asia

What should they know?

What a country and continent is

All 7 continents and 4 oceans

What a compass is and how to use it

What Longitude and latitude is

What an OS maps is

The four nations of the UK

What a climate graph is

What extreme weather is

What an extreme environment is

How people use the Tundra for oil exploitation

How animals adapt in a desert

What the Desert climate is like using a graph to support

What desertification is

What is a settlement

Early settlements and their characteristics

What Push and pull factors are

How multicultural Manchester is

Introduction to the concept of Africa

 Kenya development lesson

Introduction to tourism

African Climate and how it varies

 African population and how it varies

 African development and how it varies

What weather and climate is

 

How to measure the weather

 

Types of weather including extreme weather examples

 

Climatic zones around the world

 

How local weather is impacted by seasonal and local changes

Mapping Asia

 

Why Asia is so important

 

Physical and human Geography of Asia

 

Disasters in Asia

 

Megacities in Asia

 

Recent development in Asia

What should they be able to do?

Read OS maps

 

Read climate graphs

 

Write at length about extreme weather

 

Discuss Geographical components fluently 

Identify features of extreme environments

 

Write at length about oil exploitation

 

Compare climate graphs and animal adaptations

Describe the settlement hierarchy

 

Understand theoretical models

 

Discuss the impacts of immigration into Manchester

 

Verbally discuss the regional differences within Africa and how Geographical features are impacted by climate, location or other factors

Measure the weather

 

Go out onto the field and measure the weather

 

Interpret data and write up a summary of the local weather

Compare Asia to the rest of the world

 

Create comparisons of Asia internally

 

Relate Asia to their previous learning

Key vocabulary

Continent

Longitude

Latitude

Weather

Climate

Exploit

 

Biome

 

Equator

 

Extreme

Settlement

 

Hierarchy

 

Multicultural

 

Migration

 

Region

 

Political

 

Development

 

 

 

Climate

 

Weather

 

Temperature

 

Celcius

 

Farenheit

Mega city

 

Development

 

Disaster

 

Continent

Assessment

To ensure consistency of assessment across the year for students we use the following model:

 

  • In each of the above units students will have the opportunity to complete two progress checks. These are aimed at checking students' understanding of both knowledge and skills.
  • At the end of each of the above units pupils will sit a blind assessment which will include revision prior to it and feedback after marking.

 

Year 8

 

Autumn

Spring

Summer

Area of study:

Climate change

India

Our dangerous world

Globalisation

Water world

Europe

What should they know?

The greenhouse and enhanced greenhouse effect.

 

Renewable and non-renewable energy

 

UK Energy decision making exercise

 

What is your carbon footprint?

 

UK climate change impacts

 

Global climate change impacts

 

Solutions to climate change

The location of key India geography

 

What is the  physical and human geography of India?

 

How do India and the UK compare?

 

Life in the slum

 

Slum solutions: Dharavi

 

The climate of India

 

India monsoon

 

Outsourcing to India

 

Population and population pyramids

What are the layers of the earth?

 

How is the world a jigsaw? (plate tectonics)

 

What is a tsunami?

 

 

What is a volcano?

 

What happened during the Iceland volcano?

 

What is a glacier?

 

What are the impacts of glaciation?

 

Glaciation and tourism

How is the UK globalised?

 

What are the impacts of globalisation?

 

What are the locations of globalisation sites?

 

Globalisation and sport

 

The positive and negatives of the globalisation of sport

 

Globalisation and supermarkets

 

Globalisation and palm oil

Why is the River Nile important to study?

 

How does the physical geography of the River Nile change?

 

How is HEP positive for the River Nile?

 

How is the River Niles water in danger?

 

Why is the Horn of Africa important to study?

 

Where are the best waves on the Horn of Africa?

 

How developed is the Horn of Africa?

Mapping Europe

 

Why Europe is so important

 

Physical and human Geography of Europe

 

Population and migration in Europe

 

Recent development in Europe

 

The role of the EU

What should they be able to do?

Label and annotate diagrams/maps/graphs

 

Categorise and justify

 

Decide and discuss

 

Analyse differences between rich and poor countries and write at length on these.

Label maps and graphs

 

 

Use data to explain differences

 

Write at length about life in the slum and assess the sustainability of solutions

Label and annotate maps and diagrams

 

 

Categorise local and global impacts

 

 

Assess the social, economic and environmental impacts of an issue

Label and annotate diagrams/maps/graphs

 

Assess the social, economic and environmental impacts of an issue

 

Compare and discuss the variable impacts of an issue

Label and annotate diagrams/maps/graphs

 

Discuss geopolitical differences

 

Assess and discuss the importance of an issue

 

Explain development

Compare Europeto the rest of the world

 

Create comparisons of Europe internally

 

Relate Europe to their previous learning

Key vocabulary

Greenhouse effect

 

Enhanced greenhouse effect

 

Renewable/Non-renewable

 

Carbon

Development

 

Slum

 

Sustainability

 

AC/LIDC

 

Monsoon

 

Population pyramid

Crust, mantle, inner and outer core

 

Plate tectonics

 

Tsunami

 

Volcano

 

Glacier

Globalisation

 

Social, economic and environmental

 

Fair trade

 

Palm oil

Political

 

HEP

 

Sparsely/densely

 

Piracy

 

Fetch

EU

 

Migration

 

Culture

 

Borders

 

Historical factors

Assessment

To ensure consistency of assessment across the year for students we use the following model:

 

  • In each of the above units students will have the opportunity to complete two progress checks. These are aimed at checking students' understanding of both knowledge and skills.
  • At the end of each of the above units pupils will sit a blind assessment which will include revision prior to it and feedback after marking.

 

Year 9

 

Autumn

Spring

Summer

Area of study:

Geology

Earthquakes

What is an economy?

Geopolitics

Australia

What should they know?

What geology is

What the three types of rocks are

A geological timescale

At least one theory for why dinosaurs went extinct.

What continental drift is

The structure of the earth

The four types of plate margins

What the richter scale is and what the focus and epicentre are

Ways a building can be built to be earthquake proof.

Issues with living in hazardous zones

Two differing case studies - one in an LIDC and one in an AC

What an economy is

 

What the four industry sectors are

 

What imports and exports are in the UK

 

 

What globalisation is

 

 

What fair trade is

What Geopolitics is

 

Russia - Russia’s borders and Russian conflict

 

Middle east - How oil shapes the future of the middle east

Past and religious divides due to Geography

 

China - CHina’s past and present place in the world

Mapping Australia

 

Australia's different biomes and climatic zones

 

Australia's climate and impact of climate change on Australia

 

The great barrier reef

 

Coral reef theory

 

Coral reef tourism

 

The daintree rainforest

What should they be able to do?

Describe the three rock types. Explain what a geological timescale is and link it to rock development, species development and land development

Describe the structure of the earth and how it impacts humans. Explain how buildings can be designed to reduce the impact of earthquakes and compare rich and poor countries when in a disaster.

Explain what an economy is and how the different sectors link together. Ex[plain how the UK trades with nations around the world and how this links to economic improvement and environmental/social degradation.

How relationships between governments are forged and how borders create conflict and power

Describe the climate and ecosystems within Australia and how wide ranging the country is. Link Australia to ‘ecosystem’ development at GCSE.

Key vocabulary

Geological

Igneous

Metamorphic

Sedimentary

Extinction 

Epicentre

Focus

Mantle

Plate boundaries

Seismic

hazard

Primary

Secondary

Tertiary

Quartenerey

Trade

Political

War

Border

Relationships

Biome

Region

Hemisphere

Ecosystem

Assessment

To ensure consistency of assessment across the year for students we use the following model:

 

  • In each of the above units students will have the opportunity to complete two progress checks. These are aimed at checking students' understanding of both knowledge and skills.
  • At the end of each of the above units pupils will sit a blind assessment which will include revision prior to it and feedback after marking.

 

KS4

GCSE Geography: What our pupils should be able to know and do

 

Paper 1 - Living in the UK today

 

Landscapes of the UK

 

People of the UK

 

Environmental challenges of the UK

 

Identify the characteristics of upland and lowland regions in the UK and describe where upland and lowland regions are found in the UK

Describe the 3 types of weathering - mechanical, chemical and biological

Describe the 2 mass movements - sliding and slumping

Identify what erosion, transportation and deposition is

Describe the 4 types of erosion - hydraulic action, abrasion, attrition and corrasion (solution)

Describe the 4 types of transportation - traction, saltation, suspension and solution

Explain the formation of: v shaped valleys, waterfalls/gorges, meanders and ox bow lakes, floodplains and levees, headlands and bays, caves/arch’s/stacks/stumps, beaches and spits

 

CASE STUDY - River WYE

 

Geomorphic processes at work in the river basin

How Geology and climate influence the area

Landforms in the river and how they are formed

How humans have impacted the area through management

 

CASE STUDY - Happisburgh (Norfolk coast)

 

Geomorphic processes at work on this coastline

How Geology and climate influence the area

Landforms in the case study and how they are formed

How humans have impacted the area through management

 

Identify the UK's major trading partner countries as well as major imports and exports

Describe how diverse the UK is in terms of employment, average income, life expectancy as well as educational attainment and access to broadband.

Describe the causes of uneven development in the UK including geographic location as well as economic change, infrastructure and government policy

 

CASE STUDY - Salford Quays

 

How the area has changed from 1800's to now

The consequences of economic decline

The consequences of economic growth

 

Describe how the UK's population has changed from 1900 to now

Explain how the demographic transition model works and the UK's position on it

Identify what an ageing population is and explain the causes, effects and responses to an ageing population in the UK

Outline the flows of immigration into the UK in the last 20 years and explain the social and economic impacts of this immigration

Explain the causes as well as the social, economic and environmental impacts of suburbanisation in the UK

Explain the causes as well as the social, economic and environmental impacts of counter-urbanisation in the UK

Explain the causes as well as the social, economic and environmental impacts of re-urbanisation in the UK

 

CASE STUDY – Manchester

 

Where the city is in it's region, country and wider world

The impact of national and international migration on it's character and growth

The way of life in the city such as culture, ethnicity and housing

Challenges the city faces such as housing availability, transport provision and waste management

Sustainable strategies to overcome these challenges - metro system, bins and new housing

 

 

Identify the five air masses that impact the UK

Describe what continentality is

Explain how air masses, the North Atlantic drift and continentality influence the UK’s weather

Explain how these air masses cause extreme weather in the UK (wind, temperature and precipitation)

 

CASE STUDY - Somerset levels flooding 2014

 

What caused the flooding including any extreme weather

The effects of the flood on the people and the environment

How the flood was managed at local and national scale

 

Describe how the mechanisation of fishing and farming in the UK provides food

Describe how wind farms and fracking provide energy

Describe how reservoirs and water transfer schemes provide water

Identify renewable energy and non-renewable energy sources and their advantages and disadvantages

Describe the contribution of these energy sources to the UK's energy supply

Describe the patterns of energy supply and demand in the UK since 1950 to 2025

Explain how these changes have been influenced by the government and international organisations

Explain how energy use and management can be made sustainable at local and national scale in the UK

Describe and explain the development of renewable energy in the UK and the impacts of this on the people and the environment

Evaluate whether or not non-renewable energy should contribute to the future of the UK's energy supply

Describe the economic, political and environmental factors affecting the energy supply of the UK in the future

 

 

Paper 2 – The world around us

 

Ecosystems of the planet

People of the planet

Environmental threats to our planet

Identify both the abiotic (weather, climate, soil) and biotic (plants, animals, humans) features of an ecosystem

Describe the characteristics (climate, plants and animals) of polar regions, tropical rainforests, coral reefs, tropical grasslands, temperate grasslands and hot deserts

Describe the distribution around the world of polar regions, tropical rainforests, coral reefs, tropical grasslands, temperate grasslands and hot deserts

Describe the location of the world’s rainforests

Describe the location of the world’s coral reefs

Explain the processes that operate within tropical rainforests, including the nutrient and water cycles and structure of the rainforest

Explain the nutrient cycle that operates within coral reefs

 

CASE STUDY - Amazon rainforest

 

Describe the political and economic context of Brazil and Peru

Explain the interdependence of climate, soil, water, plants, animals and humans

Explain the value of the rainforest to humans and the planet

Explain how the biodiversity is under threat and how we are trying to manage it more sustainably

 

CASE STUDY - Andros coral reef

 

Describe the political and economic context of the Bahamas

Explain the interdependence of sea temperature, water, coral, fish and humans

Explain the value of the coral reef to humans and the planet

Explain how the biodiversity is under threat and how we are trying to manage it more sustainably

 

Define the different types of development (social, economic and environmental)

Define the concept of sustainable development

Explain the advantages and disadvantages of a range of development indicators (including GNI per capita, Human development index and internet users)

Explain how development indicators show the consequences of uneven development

Define and describe the current pattern of AC's EDC's and LIDC's

Explain the causes of uneven development (including the impact of colonialism and use of natural resources)

Describe the four different types of aid

Explain the advantages and disadvantages of Goat aid as a sustainable form of aid

Explain how these different types of aid can help or hinder development

 

CASE STUDY - Ethiopia (LIDC/EDC)

 

Explain how Ethiopia's economic development has been impacted by its: location, environment, politics, relationships with other countries, trade (imports and exports) international investment, population, employment structure, access to education, healthcare, technological developments and goat aid

Explain how the Rostow model works

Identify and explain Ethiopia's development on the Rostow model as well as Ethiopia's relationship with other countries, imports and exports, access to healthcare and education and political development

 

Define a city, world city and a mega city 

Describe the global distribution of megacities and how this has changed overtime

Explain how urban growth rates vary across the world because of development

Explain the causes (push/pull factors and natural growth) of rapid urbanisation in LIDC's

Explain the social, economic and environmental consequences of rapid urbanisation in LIDC's

 

CASE STUDY - Mumbai (Major city in LIDC/EDC)

 

Explain its regional, national and international importance

Explain how national and international migration have influenced Mumbai's character and growth

Describe Mumbai's way of life (culture, ethnicity, housing, leisure, consumption)

Explain the contemporary challenges that affect urban change in Mumbai (housing, transport, waste management)

Explain the sustainable strategies used in Mumbai to overcome the city's challenges - resettlement / electrification

 

Describe how our climate has changed from the beginning of the Quaternary period to the present day

Describe key periods of climate change (medieval warming, little ice age and modern warming)

Describe different types of evidence for climate change (global temperature data, ice cores, tree rings, paintings and diaries)

Explain the theories which say that climate change is natural (variations in the suns energy, changes in the earth’s orbit and volcanic activity)

Explain the theories which say that human activity is responsible for the enhanced greenhouse effect and global warming

Explain the global nature of the consequences of climate change

Describe the main climatic regions of the world

Explain how the global circulation of the atmosphere is controlled by the movement of air between the poles and the equator

Explain how the global circulation of the atmosphere leads to extreme weather conditions (wind, temperature, precipitation) in different parts of the world

Explain the causes of extreme weather that are associated with tropical storms and drought.

Describe the distribution and frequency of tropical storms

 

CASE STUDY - Drought caused by El Nino / La Nina (The big dry, Australia)

 

Explain how the conditions across the pacific lead to atmospheric changes.

Explain how this was caused by El Nino and what effects it had on people / the environment

Explain how people have adapted to the drought caused by El Nino.

 

GCSE Exam Information:

 

OCR A

 

Paper 1 - Living in the UK today

 

  • UK landscapes
  • People of the UK
  • UK environmental challenges

30% - 1 Hour - 60 marks


Paper 2 - The world around us

 

  • Ecosystems of the planet
  • People of the planet
  • Environmental threats to our planet

  30% - 1 Hour - 60 marks  


Paper 3 - Geographical skills

 

  • Geographical fieldwork – the two compulsory trips
  • Unseen problems using Geographical skills

 40% - 1.5 Hours - 80 marks

 

 

Useful links:

https://www.educake.co.uk

https://www.ocr.org.uk/qualifications/gcse/geography-a-geographical-themes-j383-from-2016/assessment/

 

Geography

Curriculum Intent

Students will develop knowledge and understanding into a variety of religious and non- religious worldviews. Beliefs and Ethics is centred around respect and inclusion. Beliefs and Ethics develops a better understanding of the views that shape our modern world, as well as exploring how our history shaped these beliefs. We live in a diverse society and students should be able to explore life’s “big questions” whilst having an understanding that there are a varied range of views within Great Britain.

 

Curriculum Features

At Key Stage 3, students will cover the six major world religions, developing their knowledge of different beliefs and practices.

 

Students will be presented with opportunities to look at a variety of opinions and make comparisons between.

 

Students will also explore big questions enabling them to develop skills of evaluation.

 

During year 9 the course takes a more thematic approach looking at key religious figures from history and their impact on the world as well as exploring ethical issues

 

Overview

Year 7

 

Autumn

Spring

Summer

Area of study:

Judaism

Christianity

Prejudice and Discrimination

What should they know?

The origins of Judaism.

How Jewish people practice their faith today.

An understanding of what it means to be part of the Jewish community.

The concept of the Trinity.

The events of Holy Week.

What the Crucifixion and Resurrection is.

The role of Jesus as Messiah.

An understanding of what it means to be part of the Christian community today

 

 

The difference between prejudice and discrimination.

Christian attitudes to gender discrimination.

What the system of Apartheid in South Africa is.

 

What should they be able to do?

Demonstrate their knowledge using a variety of Jewish teachings.

Produce an extended piece of creative writing which demonstrates an understanding of Jewish beliefs and culture.

Demonstrate their knowledge using a variety of Christian teachings.

Use debating skills to evaluate different Christian and secular viewpoints.

 

Apply what they have learnt about Christianity to a variety of issues raised by prejudice and discrimination in the UK.

Compare UK attitudes to that of another worldview (apartheid)

Key vocabulary

Monotheist

Polytheist

Covenant

Torah

Shabbat

Bar Mitzvah/ Bat Mitzvah

Trinity

Doctrine

Miracle

Crucifixion

Resurrection

Salvation

Prejudice

Discrimination

Prejudice

Apartheid

Assessment

Bar Mitzvah thankyou letter

Food bank evaluation question

End of year assessment

 

Year 8

 

Autumn

Spring

Summer

Area of study:

Big Questions

Islam

Buddhism

What should they know?

Use terms such as theist, atheist, agnostic when describing their own religious beliefs.

Arguments surrounding the existence of God.

What is meant by moral and natural evil.

What is free will is.

Knowledge of two different beliefs about what happens after death.

 

How Islam developed.

What the Five Pillars of Islam are.

What is the Qur’an and how is it used?

Islamic rules of halal and haram.

Similarities and differences found in Sunni and Shi’a Islam.

 

How Buddhism developed.

What the “middle way” is.

Buddhist attitudes towards the use of intoxicants.

What should they be able to do?

Evaluate the arguments on the existence of God through extended writing.

Demonstrate an understanding of the causes of evil through discussion and written answers.

Compare and contrast different religious beliefs about the afterlife.

 

Give an outline of the origins of Islam.

Explain in detail how the Five Pillars are relevant to the lives of modern Muslims through an evaluation style question.

Compare and contrast Sunni and Shi’a Islam through class discussion and written activities.

 

Give an outline of the origins of Buddhism.

Explain in detail how the “middle way” is relevant to the lives of modern Buddhists today.

Compare and contrast different attitudes towards the use of intoxicants within Buddhism.

Key vocabulary

Atheist

Theist

Agnostic

Moral Evil

Natural Evil

Free Will

Reincarnation

Allah

Muhammad

Halal

Haram

Shahadah

Salat

Zakat

Sawm

Hajj

Buddhist

Precept

Enlightenment

Intoxicant

Reincarnation

 

Assessment

Big questions Assessment

Five Pillars evaluation

End of year assessment

 

Year 9

 

Autumn

Spring

Summer

Area of study:

 

 

 

What should they know?

Know what is meant by “animal rights”

The different ways humans use animals.

What cosmetic testing is.

What medical testing is.

The different methods of farming, why they are used and the negatives of each type.

 

The following terms: War, peace, conflict, pacifism, Just War, weapons of mass destruction.

Different beliefs on whether war is justifiable.

What the Just War Theory is.

What weapons of mass destruction are and why people oppose their use.

What life was like in the USA during segregation.

At least one peaceful protest organised by Martin Luther King Jr.

The work of Elizabeth Fry.

What a Quaker is and how being a Quaker influenced Elizabeth Fry.

What should they be able to do?

Describe how animals are used within British society.

Evaluate the arguments for and against animal testing through an extended piece of writing.

Be able to define key terms from the unit of work.

Demonstrate an understanding of different attitudes to war and pacifism through class discussion and extended writing activities.

Compare and contrast attitudes towards the use of weapons of mass destruction in an evaluation style question.

Be able to use examples and evidence from history to describe life during segregation.

To be able to use sources of authority such as the Bible to demonstrate how key figures from history have put faith into action.

Key vocabulary

Rights

Sentient

Cosmetic Testing

Medical Testing

Factory Farming/ intensive

Free Range farming

Vegetarian

Vegan

War

Peace

Just War

Pacifist

Terrorism

Weapon of mass destruction

Segregation

Civil rights

Boycott

Reform

Quaker

Assessment

GCSE style animal rights evaluation question

GCSE style weapons of mass destruction evaluation question

End of year assessment

 

Subject: Religious Studies

Curriculum overview:

Y10:

 

Autumn

Spring

Summer

Area of study:

Christian Beliefs and Teachings

Theme A: Relationships and Families

Christian Practices

Theme B: Religion and Life

Theme D: War, Peace and Conflict

Theme E: Religion Crime and Punishment

What should they know?

Understand Christian views about the nature of God including the following:

God as omnipotent, loving and just, and the problem of evil and suffering the oneness of God and the Trinity: Father, Son and Holy Spirit.

Understand different Christian beliefs about creation including the role of Word and Spirit.

Understand different Christian beliefs about the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell.

Understand beliefs and teachings about: the incarnation and Jesus as the Son of God. The Crucifixion, resurrection and ascension.

Sin, including original sin the means of salvation, including law, grace and Spirit.

The role of Christ in salvation including the idea of atonement.

 

Be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:

  • Contraception.
  • Sexual relationships before marriage.
  • Homosexual relationships.

Understand and reflect on issues of sex, marriage and divorce through the study of the following

  • Human sexuality including: heterosexual and homosexual relationships.
  • Sexual relationships before and outside of marriage.
  • Contraception and family planning.
  • The nature and purpose of marriage.
  • Same-sex marriage and cohabitation.
  • Divorce, including reasons for divorce, and remarrying.
  • Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion.

Understand and reflect on issues surrounding families and gender equality

The nature of families, including:

  • the role of parents and children
  • Extended families and the nuclear family.
  • The purpose of families, including:
  • procreation
  • Stability and the protection of children
  • Educating children in a faith.

Contemporary family issues including:

  • same-sex parents
  • polygamy.
  • The roles of men and women.
  • Gender equality.
  • Gender prejudice and discrimination, including examples.

 

Understand different forms of worship and their significance including the following:

  • liturgical, non-liturgical and informal, including the use of the Bible
  • Private worship.

Understand prayer and its significance, including the Lord’s Prayer, set prayers and informal prayer.

Understand the role and meaning of the sacraments including:

  • The sacrament of baptism and its significance for Christians: infant and believers' baptism; different beliefs about infant baptism
  • The sacrament of Holy Communion/ Eucharist and its significance for Christians, including different ways in which it is celebrated and different interpretations of its meaning.

Understand the role and importance of pilgrimage and celebrations including:

  • Two contrasting examples of Christian pilgrimage: Lourdes and Iona
  • The celebrations of Christmas and Easter, including their importance for Christians in Great Britain today.

Understand the role of the church in the local and worldwide community including:

  • The role of the Church in the local community, including food banks and street pastors.
  • The place of mission, evangelism and Church growth.
  • The importance of the worldwide Church including: working for reconciliation
  • how Christian churches respond to persecution
  • the work of one of the following: Catholic Agency For Overseas Development (CAFOD), Christian Aid, Tearfund.

 

Be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:

  • Abortion.
  • Euthanasia.
  • Animal experimentation.

The origins and value of the universe

The origins of the universe, including:

  • religious teachings about the origins of the universe, and different interpretations of these
  • the relationship between scientific views, such as the Big Bang theory, and religious views.
  • The value of the world and the duty of human beings to protect it, including religious teaching about stewardship, dominion, responsibility, awe and wonder.
  • The use and abuse of the environment, including the use of natural resources, pollution.
  • The use and abuse of animals, including:
  • animal experimentation
  • the use of animals for food.

The origins and value of human life

  • The origins of life, including:
  • religious teachings about the origins of human life, and different interpretations of these
  • the relationship between scientific views, such as evolution, and religious views.
  • The concepts of sanctity of life and the quality of life.
  • Abortion, including situations when the mother's life is at risk.
  • Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.
  • Euthanasia.
  • Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.

 

Be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:

  • Violence.
  • Weapons of mass destruction.
  • Pacifism.

Understand and reflect on issues of religion, violence, terrorism and war including the following:

  • The meaning and significance of:
  • peace
  • justice
  • forgiveness
  • reconciliation.
  • Violence, including violent protest.
  • Terrorism.
  • Reasons for war, including greed, self-defence and retaliation.
  • The just war theory, including the criteria for a just war.
  • Holy war.
  • Pacifism.

Understand and reflect on issues surrounding religion and belief in 21st century conflict

  • Religion and belief as a cause of war and violence in the contemporary world.
  • Nuclear weapons, including nuclear deterrence.
  • The use of weapons of mass destruction.
  • Religion and peace-making in the contemporary world including the work of individuals influenced by religious teaching.
  • Religious responses to the victims of war including the work of one present day religious organisation.

 

 

 be able to explain contrasting beliefs on the following three issues with reference to the main religious tradition in Britain (Christianity) and one or more other religious traditions:

  • Corporal punishment.
  • Death penalty.
  • Forgiveness.

Good and evil intentions and actions, including whether it can ever be good to cause suffering.

Reasons for crime, including:

  • poverty and upbringing
  • mental illness and addiction
  • greed and hate
  • opposition to an unjust law.
  • Views about people who break the law for these reasons.
  • Views about different types of crime, including hate crimes, theft and murder.

The aims of punishment, including:

  • retribution
  • deterrence
  • reformation.

The treatment of criminals, including:

  • prison
  • corporal punishment
  • community service.
  • Forgiveness.
  • The death penalty.

Ethical arguments related to the death penalty, including those based on the principle of utility and sanctity of life.

 

What should they be able to do?

  • apply knowledge and understanding of two religions
  • apply knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith
  • understand the influence of religion on individuals, communities and societies
  • understand significant common and divergent views between and/or within religions and beliefs
  • apply knowledge and understanding in order to analyse questions related to religious beliefs and values
  • construct well-informed and balanced arguments on matters concerned with religious beliefs and values set out in the subject content.
  • develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
  • develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authortiy, including through their reading of key religious texts, other texts and scriptures of the religions they are studying
  • develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
  • reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life
  • reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Key vocabulary

Omnipotence

Omniscience

Benevolence

Trinity

Incarnation

Crucifixion

Resurrection

Ascension

Sin

Original Sin

Salvation

Atonement

Creation

 

Contraception

Heterosexual

Homosexual

Blended family

Nuclear family

Extended family

Cohabitation

Polygamy

Sanctity of life

 

Liturgical worship

Non liturgical worship

Sacrament

Baptism

Holy Communion

Eucharist

Pilgrimage

Evangelism

Reconciliation

 

Awe

Evolution

Big Bang Theory

Sustainable development

Conservation

Abortion

Viability

Ensoulment

Euthanasia

Quality of life

 

Weapon of mass destruction

Pacifist

Just war

Lesser Jihad

Greater Jihad

Holy war

Jihad

Reconciliation

Terrorism

Corporal punishment

Capital Punishment

Community Service

Retribution

Reformation

Deterrence

Assessment

Each unit will be assessed using a knowledge check and a skills check. The knowledge check will consist of a range of one mark multiple choice and two mark simple answer questions. The skills check will use GCSE 4, 5, and 12 mark evaluation questions to assess student understanding.

 

 

 

 

 

 

 

 

 

Y11:

 

Autumn

Spring

 

Area of study:

Islam Beliefs and Teachings

Islam Practices

What should they know?

Understand key beliefs including:

The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam, including key similarities and differences.

Tawhid (the Oneness of God), Qur’an Surah 112.

The nature of God: omnipotence, beneficence, mercy, fairness and justice/Adalat in Shi’a Islam, including different ideas about God’s relationship with the world: immanence and transcendence.

Angels, their nature and role, including Jibril and Mika’il.

Predestination and human freedom and its relationship to the Day of Judgement.

Akhirah (life after death), human responsibility and accountability, resurrection, heaven and hell.

Authority

Risalah (Prophethood) including the role and importance of Adam, Ibrahim and Muhammad.

The holy books:

Qur’an: revelation and authority.

The Torah, the Psalms, the Gospel, the Scrolls of Abraham and their authority.

The imamate in Shi'a Islam: its role and significance.

 

Know the different ways Muslims worship including:

Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam (students should study the Five Pillars and jihad in both Sunni and Shi’a Islam and the additional duties of Shi’a Islam).

Shahadah: declaration of faith and its place in Muslim practice.

Salah and its significance: how and why Muslims pray including times, directions, ablution (wudu), movements (rak’ahs) and recitations; salah in the home and mosque and elsewhere; Friday prayer: Jummah; key differences in the practice of salah in Sunni and Shi’a Islam, and different Muslim views about the importance of prayer.

Know the duties carried out by Muslims and festivals they celebrate including:

Sawm: the role and significance of fasting during the month of Ramadan including origins, duties, benefits of fasting, the exceptions and their reasons, and the Night of Power, Qur’an 96:1-5.

Zakah: the role and significance of giving alms including origins, how and why it is given, benefits of receipt, Khums in Shi’a Islam.

Hajj: the role and significance of the pilgrimage to Makkah including origins, how hajj is performed, the actions pilgrims perform at sites including the Ka’aba at Makkah, Mina, Arafat, Muzdalifah and their significance.

Jihad: different understandings of jihad: the meaning and significance of greater and lesser jihad; origins, influence and conditions for the declaration of lesser jihad.

Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings of Id-ul-Adha, Id-ul-Fitr, Ashura.

 

What should they be able to do?

  • apply knowledge and understanding of two religions
  • apply knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith
  • understand the influence of religion on individuals, communities and societies
  • understand significant common and divergent views between and/or within religions and beliefs
  • apply knowledge and understanding in order to analyse questions related to religious beliefs and values
  • construct well-informed and balanced arguments on matters concerned with religious beliefs and values set out in the subject content.
  • develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism
  • develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authortiy, including through their reading of key religious texts, other texts and scriptures of the religions they are studying
  • develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject
  • reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.
  • reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

Key vocabulary

Sunni

Shi’a

Immanence

Transcendance

Tawhid

Qur’an

Adalat

Usul ad-Din

Akhirah

Predestination

Risalah

 

Shahadah

Salat

Jummah

Wudu

Rak’ahs

Sawm

Zakat

Hajj

Ka’aba

Khums

Id-ul-Adha

Id-ul-Fitr

Ashura

Obligatory

 

 

 

 

Assessment

Each unit will be assessed using a knowledge check and a skills check. The knowledge check will consist of a range of one mark multiple choice and two mark simple answer questions. The skills check will use GCSE 4, 5, and 12 mark evaluation questions to assess student understanding.

 

 

 

GCSE Exam Information:

 

GCSE Exam Information: AQA Religious Studies Specification A

Paper 1 Study of Religions – 50% of grade, time: 1 hour 45 minutes.

Paper 2 Thematic Studies – 50% of grade, time: 1 hour 45 minutes.

 

Useful links:

 

GCSE Pod

https://www.gcsepod.com/gcse-learning-and-revision-pods/

 

Seneca Learning

https://senecalearning.com/en-GB/blog/free-aqa-religious-studies-gcse-revision/

 

RE:Quest

https://request.org.uk/

 

BBC Bitesize

https://www.bbc.co.uk/bitesize/subjects/zmyb4wx

 

 

 

 

 

Careers

 

Studying Beliefs and Ethics can lead to a number of career pathways, for example:

Barrister

Civil Service Fast Streamer

Social Worker

Charity Worker

Health service manager

Local government officer

Marketing executive

Newspaper journalist

Paralegal

Policy officer

Psychotherapist

Recruitment consultant

Solicitor

Prison Officer