Curriculum Intent for Social Studies
Social Studies is a blend of Religious Studies, Citizenship and PSHE. We study the social sciences in order to nurture the natural human need to enquire and ask questions about our existence and the meaning of life. Within the subject we aim to enable students to apply historical, philosophical and theistic ideology to an ever-evolving world. Therefore, enabling students to be global citizens who embrace debate on all belief systems, including British Values, without prejudice.
We aim to better understand human behaviour. It helps us to develop a critical awareness of the self and others. Through developing an understanding of one’s own behaviour it empowers the individual to take control of their own actions.
We want our students to better understand the social world which shapes our lives and constrains our decisions. We will develop a vivid awareness of the relationship between our own experience and the wider society and gives us the ability to pull away from the situation and see the social world from an alternative point of view.
Our social sciences include: social studies, religious studies, citizenship, and health & social care.
Year 7 social studies will cover the following topics:
Autumn Term: What is good and what is challenging about being a teenager in Britain today?
During this topic students will be exploring the different challenges being a teenager in the UK might bring. This will range from religious duties to peer-pressure and online safety.
Spring Term: What are the positive effects of community in the UK?
During this topic students will be investigating the effects of a range of different communities. This includes religious communities, types of families, support communities (mental health).
Summer Term: How do great leaders bring great change?
During this topic students will be exploring a range of different leaders and making on judgement on their methods and success on bringing change. A key focus will be on equality and the treatment of different social groups. Examples of leaders included in the unit are the Suffragettes, Ghandi, Jesus.
Year 8 social studies will cover the following topics:
Autumn Term: Does injustice take place around the world and how should we respond as global citizens?
During this topic students will be exploring the different injustices that take place around the world and how people respond. We will be investigating a range of topics such a treatment of woman, period poverty, racism and religious intolerance.
Spring Term: Is death the end? Does it matter?
During this topic students will be exploring the different religious and non-religious views on death and the afterlife. Humanist views will be introduced in this unit. Bereavement will be highlighted.
Summer Term: How can we make healthy and informed choices?
During this topic students will be exploring different organisations which promote healthy and informed choices. In this unit students will explore topics such as mental health groups, substance abuse, religious support networks, religious teachings to make informed choices, personal well-being including exercise and diet.
Year 9 social studies will cover the following topics:
Autumn Term: How do religions and governments respond to conflict?
During this topic students will be exploring different approaches to conflict, violent protest and terrorism. Students will examine concepts such as just war, international justice and weapons of mass destruction.
Spring Term: How can citizens be happy?
During this topic students will consider whether accepting the existence of God and following a religion is the key to happiness. There will explore arguments for and against the existence of God and concepts such as salvation.
Summer Term: What do teenagers need to understand to keep themselves safe and happy?
During this topic students will be exploring the role of the law and community cohesion. Identity and relationships will be explored in a range of different topics.
Curriculum Intent for Citizenship
Citizenship Studies is about how people take an active part in democratic politics and work together for a better society, locally, nationally and globally.
Students will learn about power, democracy, the operation of government and the legal system, and the role of the UK in the wider world. They will explore and learn about different controversial and topical issues with political, social, ethical, economic and environmental dimensions in local to global contexts. They will experience taking citizenship action and learn from trying to make a difference themselves.
The aims and objectives of this qualification are to enable students to understand:
- what democracy is, how parliamentary democracy operates within the constituent parts of the UK, how government works and how democratic and non- democratic systems of government are different beyond the UK
- the relationship between the state and citizens, the rights, responsibilities and duties of citizens living and working in the UK and how people participate in democracy
- the role of the law in society, how laws are shaped and enforced and how the justice system works in England and Wales
- how taxes are raised and spent by governments, and how national, economic and financial policies and decisions relate to individuals
- key citizenship ideas and concepts, including democracy, government, justice, equality, rights, responsibilities, participation, community, identity and diversity
- how to think deeply and critically about a wide range of political, social, economic and ethical issues and questions facing society in local to global contexts
- how to formulate citizenship enquiries, explore and research citizenship issues and actions, analyse and evaluate information and interpret sources of evidence
- how to contribute to debates, show understanding of different viewpoints, make persuasive and reasoned arguments, and justify and substantiate their conclusions
- how to participate in responsible actions to address citizenship issues aimed at improving society and positively contributing to democracy and public life, as individuals and in collaboration with others
Assessment
Exam Paper 1 – 1 hour 45 minutes
Exam Paper 2 – 1 hour 45 minutes
Course link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/citizenship-studies-2016.html
Curriculum Intent for RS
The Religious Studies curriculum is designed to produce free-thinking individuals who will apply critical thinking and reason in either a professional or a personal capacity. The GCSE covers Christian and Muslim beliefs, four contemporary ethical themes, ensuring students have a diverse choice of intriguing subjects to explore. Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. We believe it is important for students to gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these skills will help prepare them for further study.
Paper 1: Study of Religions:
Christian beliefs and teachings
During this topic students will be studying the beliefs, teachings and practices of Christianity using Christian sources of wisdom and authority. They will be able to refer to scripture and/or sacred texts where appropriate. Students will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Christian Practices
During this topic students will be studying the beliefs, teachings and practices of Christianity using Christian sources of wisdom and authority. They will be able to refer to scripture and/or sacred texts where appropriate. Students will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Muslim beliefs and teachings
During this topic students will be studying the beliefs, teachings and practices of Islam using Islamic sources of wisdom and authority. They will be able to refer to scripture and/or sacred texts where appropriate. Students will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Muslim practices
During this topic students will be studying the beliefs, teachings and practices of Islam using Islamic sources of wisdom and authority. They will be able to refer to scripture and/or sacred texts where appropriate. Students will explore the influence of the beliefs, teachings and practices studied on individuals, communities and societies.
Paper 2: Thematic Studies
Relationships and families
During this topic students will explore religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on issues such as sex, marriage and divorce and families and gender equality.
Religion and life
During this topic students will explore religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on issues such as the origins of the universe and the origins and value of human life.
Peace and conflict
During this topic students will explore religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on issues such as religion, violence, terrorism and war and religion and belief in 21st century conflict.
Crime and punishment
During this topic students will explore religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world. They should be aware of contrasting perspectives in contemporary British society on issues such as religion, crime and the causes of crime and religion and punishment.
Assessment
Exam Paper 1 – Study of religion (1 hour 45 minutes)
Exam Paper 2 – Thematic Studies (1 hour 45 minutes)
Course link: https://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062
Curriculum Intent for Child Development
In Child Development, we explore the key characteristics of early childhood growth and development from birth to five years across the developmental areas. Students will be able to develop knowledge, understanding and technical skills by planning, developing and adapting play opportunities suitable for young children across the five areas of development as part of their Key Stage 4 learning. Students will gain experience on a range of topics that are important to the early years, such as the importance of play and how child-friendly environments help to support this. By studying Child Development our students will be learning about societal influences, which enables students to gain a real insight into all of the challenges, excitement, considerations and responsibility surrounding children’s development.
Component 1 – Children’s Growth and Development
Young children develop skills and abilities at different rates, although they usually follow the same pattern of development. This unit will develop students’ knowledge and understanding of children’s growth and development across five areas of development – physical, intellectual, communication and language, social, and emotional
Component 2 – Learning Through Play
In this component, students will look at the different stages of play that children experience between birth and five years old and how play can be structured by adults to encourage and influence learning. Students will explore play opportunities that adults can provide for children in community settings, in the home and in early years settings. Students will learn how specific activities and resources can promote learning across the five areas of development.
Component 3 – Supporting Children to Play, Learn and Develop
In this component students will develop their knowledge and understanding of the individual circumstances that can have an impact on a child’s learning and development. Students will learn about the physical, cognitive and intellectual, communication and language, social, and emotional circumstances that children may experience. Students will also investigate the role of the adult in making sure that all children are safe when engaging in play activities. Students will investigate how activities can be adapted to ensure that all children can join in with play for their learning and development.
Assessment
Component 1 – Children’s Growth and Development (Internal assessment)
Component 2 – Learning Through Play (Internal assessment)
Component 3 – Supporting Children to Play, Learn and Develop (External assessment)
Course link: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/child-development.html
Curriculum Intent for Health and Social Care
Health and Social Care aims to give students an insight into some aspects of the health and social care environment, ranging from how the human develops from birth to death to different types of support that might be used, and to seeing how care values are expressed. About three million people in the UK work in the health and social care sector – the equivalent to one in every 10 people. Demand for both health and social care is liable to continue to rise due to the ageing population, and so will play a very important role within the UK society. With this, there will be a greater demand for people to work in these roles.
Component 1: Human Lifespan Development
In this component, students will study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and students will learn about how people adapt to these changes, as well as the types and sources of support that can help them. Students will develop transferable skills, such as written communication skills, which will support their progression to Level 2 or 3 vocational or academic qualifications.
Learning aim A: Understand human growth and development across life stages and the factors that affect it
- Human growth and development across life stages
- Factors affecting growth and development
Learning aim B: Investigate how individuals deal with life events
- Different types of life event
- Coping with change caused by life events
Component 2: Health and Social Care Services and Values
This component will give students an understanding of health and social care services and will help develop skills in applying care values that are common across the sector (some of which are transferable to other sectors that involve interactions with clients or customers). This component will help you to progress to Level 1 or 2 vocational or academic qualifications.
Learning aim A: Understand the different types of health and social care services and barriers to accessing them
- Health and social care services
- Barriers to accessing services
Learning aim B: Demonstrate care values and review own practice
- Care values
- Reviewing own application of care values
Component 3: Health and Wellbeing
In this component, students look at the factors that can have a positive or negative influence on a person’s health and wellbeing. Students will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. Students will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, students will explore the difficulties an individual may face when trying to make these changes.
Assessment objectives:
- AO1 Demonstrate knowledge and understanding of factors that affect health and wellbeing
- AO2 Interpret health indicators
- AO3 Design a person-centred health and wellbeing improvement plan
- AO4 Demonstrate knowledge and understanding of how to overcome obstacles relating to health and wellbeing improvement plans
Assessment
Component 1 – Human Lifespan Development (Internal assessment)
Component 2 – Health and Social Care Services and Values (Internal assessment)
Component 3 – (Health and wellbeing (External assessment)
Course link: https://qualifications.pearson.com/en/qualifications/btec-nationals/health-and-social-care-2016.html
