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Sonia Ral

Director of Learning


Helen Timmins

Deputy Headteacher and History teacher


Susan Pitman

Second in Department and Head of Geography


Gemma Gardner

Assistant Headteacher and RE Teacher


Ryan Bourne

Geography teacher/Head of Year


Nishi Shah

History Teacher


1 specialist classroom for R.E.

1 specialist classroom for Sociology

2 specialist classrooms for History

2 specialist classrooms for Geography



Years 7 and 8 (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.

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, the influence of global warming and the level of development in different locations. Year 8 learn about the causes and effects of Natural Hazards, comparing how rich and poor countries are able to deal with them. Weather is taught to support this area as hurricanes are classed as a Natural Hazard.

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 50 minute 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. This was allow students to explore a variety of topics to support them in becoming well rounded citizens who both espouse and adhere to key British values.


Year 9, 10 and 11 (Key Stage 4)


Geography: AQA: Geography (3035)

Geography turns students into conscientious citizens who have strong knowledge of the natural and physical world around them. The AQA course allows students to understand both the natural and physical world in Britain and the wider world, trends, continuities and challenges that will face us in the 21st century. This knowledge will allow students to join the global debate on key issues such as climate change, population growth and the way we consume.  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:  We follow Edexcel GCSE (1HI0) History gives a broad overview of life in Britain and the wider world since 1000 AD, looking at how societies’ attitudes and other factors affect change them. The topics we examine cover key British values such as tolerance, law, justice and democracy that will allow them to engage in healthy debate and enter many sectors of work with confidence. 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): Sociology is offered to give students a better understanding of the society we live in and to make positive contributions to the wider community in Britain. Students are introduced to the course in Year 9 studying Society, The Family and Education. These are all from Unit 1 which will be examined externally, at the end of Year 11. Students then begin Unit 2 in Year 10, studying: Research methods, 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).  Many of our students at the Harefield Academy have previously gone onto work in early years. Child development was introduced to give an outlet and experience in this field our students at Key Stage 4. As well as this, the assessment task element of the course suits some of our learners and allow them to really grapple with the subject. 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


Year 12 and 13 (Key Stage 5)

RE:  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) Geography at A-Level continues to develop students’ skills from Key Stage 3-4 and make them critically thinking, global citizens. It open up lots of career opportunities and ideas as it explores many sectors of business and industry in the world around us. A field trip in year 12 gives students a chance to put the theory into practice. 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. Youth was chosen as it develops content knowledge that can be further explored in paper three in the topic of crime and deviance. Youth culture is also culturally relevant to the students.

Component 2 - Researching and understanding Social inequalities.

Component 3 - Globalisation and the digital social world. Crime and deviance was chosen as students indicated that this was an area of study that really interested them.

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


History catch up and intervention offered after school. For students who may have joined us late or need support with exam technique.

Geography catch up and intervention offered after school. For students who may have joined us late or need support with exam technique.

GCSE Geography field trip for Year 10 students in the Summer Term. This is a requirement and to support the AQA GCSE.

A-Level field trip for year 12 students. This is a requirement and to support the Edexcel A-Level.

RE/Ethics students due to attend an Interfaith once a year - hosted by Swakelys School for Girls. This will enrich their understanding of other faiths in Britain and around the world.

Two year 12 History students to visit Auschwitz. On return they complete a project on behalf of the school to commemorate the holocaust.

Breakfast club – Support KS3 students with homework and KS4 students with revision in Humanities subjects. This will help support students who may not have access to I.T, parental support or have somewhere quite to work at home.

Humanities Club for KS3 – This will enrich students understanding of the world around us and allow them to step outside the curriculum, enquire, build a love of learning and develop character.

Humanities reward trip – Students are nominated by department heads and are treated to an educational day out in London. The locations are linked to the subject of Humanities and give students the chance to apply their learning to a real world setting. Places are rewarded to students who have shown excellent attitudes to learning over the course of a year.

Kidzania trip for Key Stage 3 pupils. This will give them an idea of the world of work and different possibilities that will open up for them after leaving education.