Social Science Y7

Overall Curriculum Goals

By the end of this year, students from this year group should understood:

1.     How great leaders have brought about great change

2.     The different communities which will have an impact on their lives

3.     Forms of injustice in the world and approaches to tackling them

4.    Aspects of relationships, sex and health education

Term 1

Half Term 1 & 2

Term 2

Half Term 3 & 4

Half Term 5

Half Term 6

Topic Title: 

How do great leaders bring great change?

Topic Title: 

What positive effects do different communities have on society in the UK?​

Topic Title: 

Does injustice take place around the world and how should we respond as global citizens?

Topic Title: 

What do teenagers need to understand to be safe and healthy?

Topic Intent:

In this topic, students will be exploring different types of leaders and their leadership styles. They will consider the impact of both religious and political leaders. They will
study about: Jesus, Ibrahim, Emily Pankhurst, Winston Churchill and Gandhi. This is an important topic for our students to learn about because they will see the extent to
which previous leaders have been able to change our current social dynamic. Furthermore, they will also investigate how the religious impact of Jesus and
Ibrahim/Abraham have affected major world faiths.

Topic Intent: 

During this topic students will be exploring the different types of communities we have in the UK and how they can impact our society both on a local and national. These include but are not limited to; social
communities, religious communities and our school community. This is an important topic for our students to study because students will become aware of how belonging to a community can impact them on
a personal and emotional level; in terms of making new friends and broadening their horizons. Secondly, we will begin to investigate how religious communities are able to make social changes in the UK.
Simultaneously, students will also begin to reflect on our current social situation (particularly regarding vulnerable groups and how communities support them). Finally, this is an important topic for students
to learn about because towards the end of the scheme of learning students will investigate the role our school plays in bringing the local community together and how they themselves are part of a community
 that is accepting and diverse – and all the benefits this offers.

Topic Intent:

This topic matters because students need to understand how living in the UK usually enables people to live without unfair treatment or restrictions. It explores injustice around the world and how people respond. This learning will help students in life because it will help them to: think about the laws in place for the safety of society; understand the value of democracy in protecting rights; understand why laws are in place and how they differ around the world; decide what they think is the right way to treat people.   

Topic Intent:

This topic matters as it helps teenagers to understand various personal risks they face as they are growing up.  Students will gain an awareness of how to look after their mental health.  Students will become more familiar with the risks and dangers of substances such as alcohol, tobacco and various illegal drugs.  A range of issues associated with relationships (healthy and unhealthy) will be considered and students will gain a better understanding of changes in puberty.

Key Content / Skills:  

  • Jesus
  • Ibrahim
  • Muhammad
  • The Suffragettes

Key Content / Skills:  

  • Winston Churchill
  • Greta Thunberg
  • Nelson Mandela

Key Content / Skills:  

  • Muslim, Christian and Sikh communities
  • Friendship

Key Content / Skills:  

  • The school community
  • Community cohesion
  • Support available in the community

Key Content / Skills:  

  • Modern slavery
  • Stereotypes
  • Poverty

Key Content / Skills:  

  • The role of the family
  • Mental health
  • Alcohol and tobacco
  • Drugs
  • Respectful relationships
  • Staying safe
  • Reproductive health
  • Physical and emotional changes

Assessment:

written, 20 marks, completed in October

Assessment:

written, 20 marks, completed in December

Assessment:

written, 20 marks, completed in February

Assessment:

written, 20 marks, completed in April

Assessment:

written, 20 marks, completed in May

Assessment: 

written, 20 marks, completed in July

Home Learning:

as required

Home Learning:

as required

Home Learning:

as required

Home Learning:

as required

Home Learning:

as required

Home Learning:

as required

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Employability, Professionalism and Enterprise  (EPE) Links

Developing the skills of a social scientist – analysing evidence, making comparisons, constructing reasoned arguments and reaching justified conclusions

Useful Links

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