Skip to content ↓

         

DEPARTMENT CONTEXT

STAFF CODE

NAME

RESPONSIBILITES

RAL

Sonia Ral

Director of Learning - Sociology & PSHE

TIH

Helen Timmins

Deputy Headteacher and History Teacher

SPI

Susan Pitman

Second in Department and Head of Geography

GEG

Gemma Gardner

RE Teacher and Head of Year

BOR

Ryan Bourne

Geography Teacher and Head of Year

JOP

Peter Jonas Head of Art and Photography

BOO

Oliver Bolton

Trainee History Teacher

Facilities:

Art and Photography facilities are 2 bespoke computer-fitted rooms 215 & 216 complete with

Adobe Photo Shop image editing software. We provide access to a range of art media and equipment to provide excellent creative opportunities.

CURRICULUM PLANS

 

Years 7 - 9  (Key Stage 3)

 

 

RE: Students are taught in mixed ability groups.  We have a broad and balanced curriculum in which students have the opportunity to experience at least four of the six major world religions, as agreed by the Hillingdon SACRE. Students cover key beliefs, practices and worship within each topic in Year 7. Christianity is then studied in depth, including the application of beliefs to moral issues in the Year 8 course. We then explore moral and ethical questions in year 9, where students have the opportunity to reflect on controversial topics such as the existence of God and medical ethics. These allow students to understand the religions studied and also apply the teachings to contemporary issues.  

Geography: Students are taught in mixed ability groups. The intention is to create truly global citizens who have the knowledge and skills ready to face the challenges of our ever changing world and the study of Geography beyond KS3. They are offered a variety of both Physical and Human Geography topics paying close attention to the new National Curriculum. In Year 7 the students learn and apply Map Skills particularly applied to the local area. This is followed by a study of rivers and the management of floods, a detailed study of the newly emerging country India and the exciting area of earthquakes and volcanoes.

 Year 8 learn about the forever changing weather and climate of the UK and other parts of the world, questioning the causes for the recent changes in climate. They then go onto comparing how rich and poor countries develop and how the level of development impacts directly on the populations. The case studies chosen are Brazil and Nigeria, these grow Students general knowledge of countries along with how countries can differ. The later part of Year 8 the major study is of the physical Geography, particularly the coastline, and human Geography of the U.K, deepening the Students’ understanding of how the UK is linked to other parts of the World and how it is governed.

Year 9, in the first term they address global issues such as pollution, use of plastic, energy and waste management, increasing their awareness of the problems countries face.  Later in the Year Students plan a fieldwork investigation, this encourages them to use different resources to collect secondary data and learning to work together in a team, sharing the work.  They collect primary data using a variety of instruments. The data is presented and analysed within a formal report on the investigation. The chosen location being coastal and residential when possible.

History: Students are taught in mixed ability groups and the course is in line with National Curriculum guidelines. The intent is to give students a solid grounding in key moments in both British and modern world history, key concepts that any global citizen should be aware of and the key historical skills that will be required not only in the further study of history, but also in the world of work.  In Year 7 students begin by learning about the key historical skills through enquiry based learning. After this enquiries are taught chronologically from Saxon England to the era of the British Empire. Following this students then explore a thematic study on medicine through time. This has been included to support with skills required for the thematic study of Crime and Punishment at KS4. Students in Year 8 will study slavery, Jack the Ripper, causes and events of WW1, the inter-war years, the rise of the Nazi Party, Nazi Germany, WW2, the Holocaust and Civil Rights in the USA. This encompasses 1000 years of British History and the wider world. Assessments test each of the key historical skills/concepts. Learning is sequenced to help support and master the skills required to excel in both class and assessed work.

PSHE: PSHE is delivered discreetly through one lesson a week from Years 7-11. The PSHE programme is designed to equip students with the knowledge and skills to deal with a range of issues they face as they grow up. Key topics covered include: being healthy, enjoy and achieve, positive contribution, emotional health, SRE, staying safe (including drugs education) and careers.

The intention for delivery of these six areas are to promote development through each key stage. Allowing students to explore a variety of topics to support them in becoming well rounded citizens.

Art and Design the students at KS3 will be exploring a range of media experiences to enable success at GCSE. The topics studied at KS3 have been designed to address the four main components of skills assessed later in: Planning, Artist/Genre research, Media experimentation, Personal responses. General drawing, sculpting and painting skills as well as digital proficiency is encoded in the skills outline and this is put on Class Charts, including rudimentary art history, cultural awareness and translated into personalised responses. These are also developed and assessed in the new assessments.  Students are assessed after each topic and assessments include a mini assessment after each module towards the end of term. Students will create ‘one practical Final Piece’ related to the focus of the term whether drawing, painting sculpture, digital photography or print-making. This would include a brief description of the process and artists/genres covered in preparation for and familiarisation with the 4 GCSE assessment objectives.

Units covered in Year 7 include: General Drawing and Perspective skills, Exploring Colour, Portraiture, Digital Art, Multi-Cultural Art and Sculpture including Textiles, Use of a variety of media types is encouraged. Several genres and associated artists will be introduced

Units covered in Year 8 include: Art genres Pop Art, Optical illusions, Surrealism and Street / Public Art.

Homework is particularly important if what has been initiated in class is to be developed over a longer period of time particularly fine motor skills in drawing and sculpture. A visual vocabulary learning homework is set every fortnight along with practical work. We will be entering national art competitions as

Units covered in year 9 include: Art genres: Abstract Expressionism, Naturalism, Contemporary Art and Realism. The learning of Painting/ Drawing, 3-Dimensional/Digital art to enhance and embed aesthetic vocabulary in Key Stage 3 will form a major part of the curriculum in Year 9. The 4 Assessment Objectives followed in years 10 and 11 will be embedded subtly towards the end of the course in preparation for GCSE. Students will experience a range of exciting practical choices from sculpture to photography within the focus of Fine Art. Some of the skills acquired will directly transferable and applicable to other subject areas. 

 

Year 10 and 11 (Key Stage 4)

 

Geography: AQA: Geography (3035)

The Geography GCSE is split into three components, these address both U.K. and global issues.

The main areas are:

  • Living with the physical environment - the main physical Geography areas of focus are volcanoes, earthquakes, weather and climate, hurricanes, flooding, coastal erosion and climate change.  Students are asked to consider why these hazards occur and how countries can prepare for them.
  • Challenges in the human environment and resource management - students will consider migration, employment, growth and sustainability.
  • The third area of study is concerning environment issues. Deforestation, biodiversity and impacts of energy creation being the major focus.
  • Field Work - students must undertake two pieces of fieldwork; one area of study will be a large town and the other a coastal settlement.  Fieldwork will take approximately 3 to 4 days dependent on location.

The three papers are: Paper One – Living with the physical environment (35%), Paper Two – living with the human environment (35%) and Paper Three - Geographical Investigations, People and the Environment (30%)

History: Edexcel GCSE (1HI0) – We cover four topics assessed via three exams in Year 11. Paper 1 is Crime and Punishment through the time period AD 1000-2016; this is a thematic study supported by a trip to Whitechapel in Year 10. Paper 2 focuses on a British depth study of Anglo-Saxon and Norman England and a period study of the Cold War. Unit 4 is a modern depth study of Weimar and Nazi Germany 1918-1939 (covered at A-level). Paper 1 - 30%, Paper 2 - 40% and Paper 3 - 30%, all externally examined.

Sociology: AQA Sociology GCSE (8192): students are introduced to the course in Year 9 studying Society as they sample their option choices, The Family, Education and Research Methods will be covered in year 10. These are all from Unit 1 which will be examined externally, at the end of Year 11. Students then begin Unit 2 in Year 11, studying: Crime and deviance and Social Stratification. Again, this is externally examined in Year 11, with both papers equally weighted towards the GCSE qualification.

Child development: NCFE CACHE Level 2 Technical Award in Child Development and Care (603/3293/1).  This qualification provides the opportunity to gain a vocational qualification that gives a basic introduction to the sector. It includes the knowledge and understanding of child development and well-being necessary for working with children in a variety of settings. It is aimed at a range of students who wish to be introduced to childcare and development for children aged 0-5 years.  Assessment is via two internally assessed graded Tasks and an externally assessed Synoptic t unit, which is assessed via a Multiple Choice Paper. The Award is graded from A* to D. Qualification consists of 3 units:

Unit 1

An introduction to working with children aged 0-5 years

Assessment task

Unit 2

Development and well-being 0-5 years

Assessment task

Unit 3

Child care and development 0-5 years

Multiple choice question paper

Art and Design

The new SOL follows Ofqual recommendations. All students in Years 10 and 11 will follow the AQA GCSE ART & DESIGN (8201) and AQA Photography (8206).

Students will be assessed equally in 4 Assessment Objectives. The topics covered are prescribed and divided into 3 themes exploring the topics of ‘Personal identity and culture including social trends, current world affairs including Ecology’. Students work to develop their competence and skills within the 4 key Assessment Objectives: Research, Media experimentation, Design Development and Personal Responses; with an equal amount of time devoted to each of these skills in lessons. Students will develop transferable skills, relevant to further study and the world of work through Art and Design lessons. Art and Photography Careers that are linked in the curriculum learning within the subject are: Fine artist, Photographer, Digital designer, Filmmaker, Animator, Architect, Art therapist, Florist, Hair and Beauty technician, Model maker, Art Teacher, Landscape artist, Furniture designer, Set designer and Fashion designer. The range of themes and techniques within the curriculum on offer aims to inspire students who are interested in developing their Fine art business acumen as well as social responsibility through Public art events. The Department has also launched a greater focus on mastery of Design which has been very successful in ensuring that students are able to work more independently. Students are expected to complete one main homework (usually a drawing or painting task) per week, additionally to research of the works of artists of the same style or genre.

Year 12 and 13 (Key Stage 5)

RE:  We offer A-level Religious Studies: Philosophy and Ethics (0CR) (H573) where students complete three key areas of study over the two year course. Unit 1 is the Philosophy of Religion paper, where students learn about Ancient Greek Philosophy, arguments for the existence of God and ideas about the nature of God. Unit 2 is Religious Ethics - this is the study and application of a variety of ethical theories to modern ethical issues. The last unit is Unit 3, Developments in Religious Thought. Here, students examine key religious concepts and significant historical and social developments in theological thought. All units are examined at the end of the course.

Geography: Edexcel A Level Geography (9GEO) Unit 1: Physical. Unit 2: Human Paper. Unit 3: Synoptic Paper followed by Unit 4 which is a geographical investigation.

History: OCR A-Level (H505) – History at A-Level continues to develop both the historical skills from key stage 3 and 4 but also the cultural capital young adults need before leaving education. Paper 1 examines Germany 1918-1963, this topic allows students to build upon some of the knowledge acquired at Key Stage 4. They however build on this to become experts in the period whilst applying this knowledge to completely different historical skill. Paper 2 examines British History through a study of the Early Tudors. The Tudor topic gives students an opportunity to understand the formation of modern Britain. Paper three is a study of Britain and Ireland 1791–1921. This shows change and continuity over a 200 year period and crosses into modern political themes, such as Brexit. The final unit is a topic of student’s choice leading to a 3000-4000 word essay that is internally moderated. The coursework element of OCR gives students a taste of a university level research and writing.

Sociology: OCR A level Sociology (H580). The Sociology course covers three key elements:

Component 1 - Introducing Socialisation, Culture and Identity with Youth Culture.

Component 2 - Researching and understanding Social inequalities

Component 3 - Globalisation and the digital social world.

All units are equally weighted and assessed externally at the end of Year 13.

Art & Design AQA and Photography AQA

The new SOL follows Ofqual recommendations. All students in A- level will follow the AQA GCSE ART & DESIGN (7201 - 7206).

Students will be assessed equally in 4 Assessment Objectives. Students will be introduced to a variety of experiences that explore a range of two-dimensional and/or three-dimensional media, processes and techniques. They will be made aware of both traditional and new media. They would explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their work where appropriate.

They should explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, including European and non-European examples. This should be integral to the investigating and making processes. Students' responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Students should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product. They would be expected to complete an essay of 2000 words reflecting their focus of study and experimentation. These would be for course work and examination components on each of the 2 or 3 disciplines studied. These options are as follows.

  • Fine art: for example drawing, painting, mixed-media, sculpture, ceramics, installation, printmaking, moving image (video, film, animation) and photography.
  • Graphic communication: for example interactive media (including web, app and game design), advertising, packaging design, design for print, illustration, communication graphics, branding, multimedia, motion graphics, design for film and television.
  • Textile design: for example fashion design, fashion textiles, costume design, digital textiles, printed and/or dyed fabrics and materials, domestic textiles, wallpaper, interior design, constructed textiles, art textiles and installed textiles.
  • Three-dimensional design: for example ceramics, sculpture, exhibition design, design for theatre, television and film, interior design, product design, environmental design, architectural design, jewellery / body ornament and 3D digital design.
  • Photography: for example portraiture, landscape photography, still life photography, documentary photography, photojournalism, fashion photography, experimental imagery, multimedia, photographic installation and moving image (video, film, animation).

EXTRA-CURRICULAR PROVISION - In School

History catch up and intervention offered after school

Geography catch up and intervention offered after school

Sociology catch up and intervention offered after school

GCSE Geography field trip for Year 11 students in the Autumn term

Humanities Club for KS3 after school

Breakfast club – Support KS3 students with homework and KS4 students with revision in Humanities subjects

PSHE- careers talks for year 7 and 9

EXTRA-CURRICULAR PROVISION - External Trips

Two year 12 History students to visit Auschwitz

RE/Ethics students due to attend an Interfaith event each term - hosted by Swakelys School for Girls

PSHE- Careers trips for each year group