The Humanities Department consists of 3 discrete subjects:

Geography, History and Religious Education

Each of these subjects are important to the development of students.

Geography

Geography is studied by all pupils up to KS3. Students follow a broad syllabus in Year 7, 8 and 9. This provides them with the knowledge, skills and understanding to continue studying the subject at GCSE level and at A level.

Students study issues and places at local, national and global scales. Examples of places studied at KS3 include Kenya and Japan. Physical hazards include earthquakes and volcanoes. Issues include deforestation and the use of National Parks.

Students are encouraged to ask questions, think about and discuss topical issues. They are also encouraged to conduct their own research in preparation for the enquiry skills needed both in life and at GCSE level.
In both KS3 and KS4 students are encouraged to appreciate other people's viewpoints. They consider how people exist in other areas of the world, the consequences of their own and other people's actions and sustainable options.

Benefits of studying  Geography:

• It is a dynamic, relevant and useful subject.

• Geography encourages a variety of skills including literacy, numeracy, enquiry, analysis, empathy and problem solving all under one subject area

• It focuses on issues that are directly related to the lives of students. The issues are topical and important to people today.

• It encourages the development of a different type of thinking - spatial awareness. Students are taught to interpret maps and photographs, to see patterns and understand the need for planning in an ever changing world.

• Students are encouraged to develop the skills they need to cope with the demands of the outside world i.e. questioning, evaluating and assessing possibilities to form substantiated conclusions.

• Students can begin to understand the consequences of their actions on the environment and other people.

• They are given the opportunity to think about relevant and topical issues by incorporating fieldwork experiences where they can observe the world for themselves.

• Geography demands thinking skills and pupils are encouraged to interact with each other to appreciate other people's viewpoints.

• Geography encourages pupils to consider what we are doing to our planet and to think of ways in which we can do so in a sustainable way.

• Geography encourages pupils to think beyond the classroom by using relevant examples and values student input.

Exam Boards

At GCSE syudents follow the WJEC exam syllabus which looks at the challenges of living in the built environment, people and the natural world
people,  and work and development

In the Sixth Form students study the WJEC Syllabus

History

The importance of history is in its capacity to help pupils draw conclusions from the past events. History is to the human race, what memory is to each person. It sheds the light of the past upon the present, therefore helping pupils to understand their lives. Also, as one studies the rise and fall of empires and civilizations, the lessons of the past help one to avoid the pitfalls of the present.
History makes pupil's lives richer by giving meaning to the books they read, the cities they visit or the music they hear. It also broadens their outlook by presenting to them a mixture of races, a variety of cultures and how in the past people interpreted different events.
Another importance of history is that it enables students to grasp the relationship with the past. For example if they ask, why Great Britain follows monarchy, they can turn to history for an answer. This has a significant impact on the area of citizenship.

Specific, discrete subject skills

• Interpretation of historical sources

• Detection of bias and propaganda

• Understanding issues of provenance

• Allowing pupils to value other ideals and opinions within a multicultural world.

Exam Boards

 At GCSE students follow the OCR Schools History Project which involves

An  in Depth Study of Germany 1919-1945:

• The Treaty of Versailles and the period of hyperinflation 1919-1923
• The Stressemann years 1923-1929
• Hitler takes control 1929-1934

• The Nazi State 1934-1945

A Development Study - History of Crime and Punishment

• The Roman and Anglosaxon period
• The Middle ages
• Early Modern Britain
• Industrialisation and the Victorian period
• 20th century

In the Sixth Form students study the OCR History A Level

Religious Education

Religious Education is taught in every Key Stage and is a statutory part of the curriculum.

Key Stage 3

Year 7 encourages questioning about spirituality and human nature. It explores the ‘Beginning' of religion and two major religions. - Judaism and Christianity.

Year 8 asks questions about beliefs and practices. Investigations include Judaism, Christianity and Sikhism. The emphasis is on the effect on lifestyle and values.

Year 9 Allows for exploration for the impact of religion on world events.

Religions investigated are Judaism, Christianity, Hinduism, Islam and Buddhism.

The curriculum of year 9 develops into a more philosophical approach exploring ultimate questions and giving a grounding for GCSE

The syllabus extends to wider areas of morality, including the difference between right and wrong, and the effect that religious beliefs and practices have on people's daily lives.

Enquiry elements of RE are a good grounding for many other aspects of the curriculum and not just within Moral, Personal and Social Education and Citizenship.

Key Stage 4

In Key Stage 4 Critical Thinking, Discussion and Philosophy underlie the approach to the teaching of RE. The Short Course allows for a development of thinking and ideas based on prior knowledge. Pupils are encouraged to thinks about how beliefs may affect lifestyles, actions and a way of life. Full course allows includes a study of
Attitudes to the environment, attitudes to poor and disadvantaged and Islam

Aims of Religious Education

•  To encourage the spiritual moral and cultural development of the pupil developing an awareness of a spiritual dimension to life whilst acknowledging and discussing atheist and humanist viewpoints,
• To develop consideration, tolerance and understanding for other people and for the world in which we live contributing to community cohesion.
• To learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues.
• To explore Christianity, other religious beliefs and faiths, as well as secular stances.
• To present belief-systems in a manner that would not offend or patronise
• To help develop a positive attitude to those who hold different beliefs to their own
• To nurture context of respect, encouraging understanding before comment
• To enable pupils to think positively about their own beliefs
• To offer time for reflection on feelings, experiences, questions, beliefs and practices
• To help understand the influence and role religion and belief has in past, present and future citizens (as individuals, families or members of a larger community

Exam Boards

At GCSE the department students can study:

1. GCSE Full Course
   OCR World Religions
   Christian Perspectives: Human relationships, War and Peace, Medical Ethics, Disadvantaged, Environment, Prejudice and equality
   Islam: Traditions, influence on family, Qu'ran, 5 Pillars, worship, Jihad

2. GCSE Short Course
   OCR Philosophy & Ethics
   Human Relationships / Equality and prejudice / War & peace /Medical ethics

In the Sixth Form students fllow OCR A Level in Philosophy & Ethics