Ms H Stedman: Lead, Teacher of KS3 Geography and KS4 Geography
 
Mr G Rossiter: Lead, Teacher of KS3 History and Geography and KS4 History
 
Mr J Bowater: Teacher of KS3 History, Geography and PE, KS4 BTEC PE and Geography

Miss E Bishop: Teacher of KS3 History, Geography and English, KS4 History

Miss S Bayliss: Philosophy, Theology & Ethics Teacher

 

History 

Key Stage 3

Curriculum Intent

The curriculum at Key Stage 3 is intended to introduce students to the breadth and depth of the discipline of History. We aim to create capable historians. We challenge students to think, act and speak like true historians: to research thoroughly, to weigh-up evidence, to understand chronology, to evaluate interpretations and develop arguments. We do this by a consistent approach across the department ensuring all students develop the range of skills needed to become confident in their own opinions, make well supported judgements and expressing them articulately. The curriculum has been planned in order to inspire and enthuse students, and where possible to link to contemporary issue and discussions. The curriculum has also been designed to incorporate a variety of skills that students need to develop to be successful not only in History but in other subjects at Alcester Academy and their life beyond school. We teach students the importance of challenging the provenance of information, evaluating different interpretations, and processing large amounts of information to create a coherent argument. We teach empathy and tolerance and an understanding of how history has created the world we live in today.  

Curriculum Implementation (see also Long Term Plans)

See Long Term Plans. Students are taught a range of Historical events. Figures and time periods, and are assessed using formative and summative methods. Topics studied include: The Norman Conquest, The Crusades, Magna Carta, The Black Death, Tudors and Stuarts, The Slave Trade, French Revolution, WW1, WW2 and The Holocaust. We implement our curriculum through a range of teaching approaches including role play, games and creative tasks as well as more traditional source based questions and essay writing. Discussion and debate is a regular feature of lessons, as well as regular reviews to ensure key content is secure

Curriculum Impact

Students gain a comprehensive understanding of the major events and turning points in both Britain and the wider world. They are able to evaluate and make complex decisions, to empathise with people living very different lives from themselves, and will have developed their evaluative and analytical skills. Students will be assessed by their teachers throughout lessons, but also through topic assessments and end of year exams. History is a very popular subject at Key Stage Four with four groups currently studying history in both years 9 and 10.

Key Stage 4

AQA GCSE History

Curriculum Intent

We aim to create the very best historians. Our curriculum goes beyond what is taught in lessons, for whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. As a department we believe that the transferable skills gained in our subject are essential for life in the 21st century. We take all the skills developed at KS3 and extend these further, providing pupils with the skills to rigorously examine historical events and interpretations and reach substantiated judgements.

Curriculum Implementation (see also Long Term Plans)

See Long Term Plans. Students study 4 different units for 2 exams as outlined below:

Paper 1: Understanding the Modern World (2 hour exam – 50%)

  • Germany 1890-1945: Democracy and Dictatorship
  • Conflict in Asia – Korean and Vietnam Wars

Paper 2: Shaping the Nation 

  • Health and the People: c1000 to the present day
  • Elizabethan England, c1568-1603

Curriculum Impact

Students achieve well in history and examination results are good and have been for many years. Last year there was a positive Subject Progress Index of 0.13 and in 2018 it was an outstanding 1.04! In both years of the new GCSE pupils have achieved a number of 8’s and 9’s the top grades possible.

Many students go on to study History A Level and then at Degree level. Many choose courses related to the subject including History itself, Law, Journalism and Politics. A number of former Alcester Academy students have even gone on to become history teachers themselves.

Students experience a rich and varied curriculum and enjoy the learning activities that enable them to progress in the subject. Above all, students continue to express their interest in the relevance of History and its skills in today’s world.

History Long Term Plans & Assessment Plan

History LTP Year 7 
History LTP Year 8
History LTP Year 9
History LTP Year 10
History LTP Year 11

History Assessment Plan


Geography

The Geography department is led by Ms Stedman, Lead Geography. Mr Bowater teaches Key Stage 3 and 4 Geography, and Miss Bishop teaches Key Stage 3 Geography and History, and Key Stage 4 History. Second in Faculty Mr Rossiter also teaches Key Stage 3 Geography as well as History at both key stages.

Key Stage 3

Curriculum Intent

The curriculum at Key Stage 3 is intended to introduce students to the breadth and depth of the discipline of Geography. The curriculum has been planned in order to inspire and enthuse students about the world around them, and to link to contemporary issue and discussions.  It is intended that students learn how the physical and human world are co- dependent and interconnected, and that geography is all- encompassing and shapes every human action .Students will explore and discuss these links, and develop an understanding and appreciation  of the awe of the planet.The curriculum has also been designed to incorporate a variety of skills that students need to develop to be successful not only in Geography, but in other subjects at Alcester Academy and their life beyond school.

Curriculum Implementation (see also Long Term Plans)

See Long Term Plans. Students are taught a range of human and physical Geography topics, and are assessed using formative and summative methods. Students also have the opportunity to visit Alcester High street to develop their fieldwork techniques in Year 7, and Cadbury World in Year 8 to learn more about Fairtrade.

Curriculum Impact

Students gain a comprehensive understanding of the issues concerning the planet they live in. They are able to evaluate and make complex decisions, to empathise with people living very different lives from themselves, and will have developed their statistical and graphical skills. Students will be assessed by their teachers throughout lessons, but also through topic assessments and end of year exams. Geography is a popular subject at Key Stage Four with there currently being four groups in both years 9 and 10.

Key Stage 4

AQA GCSE Geography

Curriculum Intent

Above all is the desire to equip students with the knowledge and emotional understanding to make sense of the complex world in which they live.Students at Key Stage Four study Geography because it is a multi-faceted discipline that combines the analysis of social questions, environmental issues, and modern real world solutions. Geographers investigate interactions between the human and physical environments such as the causes and impacts of climate change. The course helps to equip learners with empathy of other cultures through the study of real world examples. Using practical fieldwork and research skills, students investigate problems on variety of scales from local (food banks) to global (water shortages). 

Curriculum Implementation (see also Long Term Plans)

See Long Term Plans. Students study a range of human and physical topics including natural hazards, the changing economic world, ecosystems, and resource management.Students are also supported through revision and extra- curricular fieldwork.

Paper 1: Living with the physical environment 

  • Section A - The challenge of natural hazards – Tectonic Hazards, Weather Hazards and Climate Change. 
  • Section B - The Living World – Ecosystems, Tropical Rainforests and Cold Environments. 
  • Section C - UK Physical Landscapes – Coastal erosion in Hornsea Yorkshire. 

Paper 2: Living with the human environment 

  • Section A - Urban Issues and Challenges – The Urban World (Rio de Janeiro), Urban change in the UK (London) , Sustainable urban development. 
  • Section B - The Changing Economic World – The Development Gap, Nigeria (NEE), The changing UK economy. 
  • Section C - The challenge of resource management – Energy, food and water management. 

Paper 3: Geographical Applications and Skills 

  • Issue evaluation and fieldwork. 
  • Physical Geography fieldwork. 
  • Human Geography fieldwork. 

Exam 1 (35%) 

  • Living with the Physical Environment(1 Hour 30 Minutes) 

Exam 2 (35%) 

  • Living with the Human Environment(1 Hour 30 Minutes) 

Exam 3 (30%) 

  • This exam includes two compulsory fieldwork visits to rural and urban areas. Geographical Applications and Skills (Fieldwork) (1 hour 15 Minutes) 

Curriculum Impact

Students achieve well in Geography. Last year 68% of students achieved at least a Level 5 which is above the national average, and the Subject Progress Index was 0.27. Students in Geography have historically gone on in large numbers to study the subject at A Level, and a number of former Alcester Academy Geography students are now Geography teachers themselves. Students enjoy a rich and exciting curriculum which not only prepares them for a possible future studying Geography, but also for life beyond school. Students develop a wide range of life skills such as the ability to evaluate and decision make effectively and with real- life consequences, and the ability to work collaboratively and make decisions as a team.

The curriculum at Alcester not only helps to shape great Geographers, and the Geographers of the future, but also empowers all students to have a self of identity, self, British values, and to have a voice to ensure the protection of the planet’s environment going forward.

Geography LTP Year 7 
Geography LTP Year 8 
Geography LTP Year 9
Geography LTP Year 10
Geography LTP Year 11 

Geography Assessment Plan

 


Philosophy, Theology & Ethics

Curriculum Intent

Study in Years 7 and 8 is based on the philosophy of religion and on the Warwickshire Local Education Authority Syllabus. Of the three world religions that are studied, Christianity is the primary focus. The study of philosophy and theology encourages those of any faith and none to reflect on the human quest for meaning and purpose whilst showing respect and interest in the views of others. These are essential skills in preparing students to live and work in the “global village.”

Year 7 focuses on philosophy, philosophers and philosophical debate. It encourages students to consider ultimate questions, use logic and reasoning to formulate personal views, and to show curiosity, fascination and appreciation for the incredible world we are all part of. Once students have gained confidence in applying logic and reasoning to their arguments, we start looking at humankind’s search for meaning and the belief in the Divine. The key intention for year 7 is that students are able to use logic and reasoning skills to support their viewpoints; that they have awe and wonder for the universe they are part of, and that they recognise that even the greatest minds in the world cannot reach a consensus, so we should respect views that differ from our own.

During Year 8, students are introduced more formally into theology. This leads on to an exploration of Christianity and Islam. They learn about the similarities and differences across these religions, the ethical stance of each, and the significance of their teachings. In addition, students are taught to consider atheist and humanist responses, and examine religions that do not subscribe to a creator: namely, Buddhism. One of key intentions throughout year 8 is for students start to understand why society has continually had a desire to have a relationship with a creator and how that desire has manifested into formal religion.

In addition to the above areas of study, students also have taster days/ weeks of different religions and belief systems. These days/ weeks are scheduled around key celebrations from many of the major religions. Students typically experience Diwali, Hanukkah, Vaisakhi, Eid, Wesak and Litha. During this time, students are introduced to the associated religion, taught about the significance of the celebration, and have the opportunity to take part in activities that are associated with the celebration. The intention is to enable our students to have a broad experience of the cultures, beliefs and practices of others.

Key Stage 4

All students are taught elements of Philosophy, Theology and Ethics in Years 9, 10 and 11 and follow the Religious Studies full GCSE course provided by Edexcel specification B. The two religions covered are Christianity and Buddhism. The course also examines the views of atheists and Humanists. We feel that the study of these areas allows a diverse exploration of religion, philosophy and ethical frameworks. It also encourages students to recognise that qualities such as kindness, fairness and compassion are characteristics valued by all sections of society, across all religions. Through the study of Buddhism, which isn’t a traditional curriculum choice, students are given the opportunity to see that there are religious and spiritual practices that do not require the belief in a God.

Throughout their study of Philosophy, Theology and Ethics, students will also explore the following:

  • Human rights
  • Equality
  • Religious freedom
  • Prejudice and discrimination
  • Racial harmony
  • Racial discrimination
  • Social justice
  • Wealth and poverty
  • Marriage and the family
  • Euthanasia and abortion
  • Contraception
  • The environment
  • Animal welfare

These topics are discussed in a sensitive and responsible manner, enabling students to feel confident expressing their views honestly and openly.

All students will complete their study at Alcester Academy by sitting a GCSE in religious studies in Year 11.

As well as the academic attainment of a GCSE, some of the primary objectives of the study of Philosophy, Theology and Ethics are for students to:

  • Appreciate the beauty and wonder of our incredible universe.
  • Appreciate and understand the value of diversity in society.
  • To encourage students to care and take responsibility for the world they live in, taking an active part in creating a better world for the future.

Curriculum Implementation

Students have 1 lesson a week at KS3 (years 7 and 8) where the contact detailed in the LTP is covered.

Students have 1 lesson a week in year 10 where the contact detailed in the LTP is covered.

Students have 1 lesson a week in year 11 where the curriculum coverage is adapted depending on the cohort requirements.

Year 9 (2019-20 onwards) have now become an option group and are allocated 2 lessons a week. Students not studying RE as an option will have RE themed super learning days throughout the year and tutor activities to ensure full coverage of the National Curriculum requirements


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