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Humanities
The world in which we live is likely to change more in the next 50 years than it has ever done before. Geography, History and Ethics and Philosophy explain how and why and helps to prepare you for those changes.
Religious Studies
Intent
It is our intent for the Religious Studies element of our school curriculum to engage, inspire, challenge, and encourage pupils, equipping them with the knowledge and skills to answer challenging questions. Religious Studies contributes significantly to the values of the school and enables pupils to ask deep and often searching questions about their own faiths and beliefs, and the beliefs, faiths, and opinions of others regarding pertinent contemporary moral issues. The teaching of RE makes links between the beliefs, practices, and value systems of a range of faiths and worldviews studied. The RE curriculum will help to develop responsibility and respect for all aspects of diversity, whether it be social, cultural, and religious, and prepare pupils well for life in modern Britain.
- Implementation
- Ensuring a rigorous academic curriculum that is challenging, enriching and accessible.
- Learning is embedded through the development of knowledge and skills over time. In KS3, the curriculum breadth supports learners’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.
- Half-termly assessments are given at the end of each topic. Regular exam questions are given from year 7-10. Throughout each key stage, the learning deepens their understanding of religions and students are given opportunities to identify with teachings and see the impact these may have on their own lives. Planning is mapped coherently.
- The planning allows for effective differentiation, marking and feedback, and stretch for all. Pupils have access to key terminology and sources of wisdom. Regular extended writing allows pupils to develop their language and vocabulary.
- In Key Stage 4 the learning is built on from KS3 to deepen their understanding of the relationship between people and about common and divergent views within traditions in the way beliefs and teachings are understood and expressed. Students follow the AQA Religious Studies short course for GCSE. Students are given opportunities to explore the fact that religious traditions of Great Britain are, in the main are Christian but that they are also diverse and include other faiths, such as Buddhism, Hinduism, Islam, Judaism and Sikhism, as well as non-religious beliefs, such as atheism and humanism.
- Students are also exposed to Philosophical and Ethical Studies in the Modern World, looking at current real-world issues. There is scope to develop their ability to construct well-argued, well-informed, balanced, and structured written arguments, demonstrating their depth and breadth of understanding of the subject. Students are given opportunities to actively reflect, investigate and make meaning of relationships, the world and God.
Impact
The RE curriculum will have a positive impact on the outcomes of every student. The impact of our curriculum can be measured through confident and well-rounded students who have access to a range of opportunities, attainment and achievement data and quality assurance activities.
These include:
- Observing lessons
- Lesson planning work trawls
- Standards of learning in books/work trawls
- Student engagement with lesson activities.
- Student feedback questionnaires on understanding and engagement.
- Analysis of data including attendance/behaviour/destination.
Year 7 RE Overview
Year 8 RE Overview
Year 9 RE Overview
Year 10 RE Overview
Year 11 RE Overview
RE Learning Journey
Geography
The geography department at Meadow Park School are committed to engaging, challenging, and supporting students to help them thrive. We want to promote human and physical characteristics of places across the world that makes our planet unique. Our curriculum encourages students to become global citizens by giving them opportunities to develop the key geographical skills both inside and outside of the classroom. We want our learners to be inspired to continue their study of Geography beyond Post-16 and become ‘life-long geographers’.
Implementation
- Staff apply their expert subject knowledge to plan a wide variety of interesting, fun, and compelling learning activities for all students.
- Each scheme of learning is designed to draw upon prior learning to progress further.
- Teachers plan effective schemes of learning that build students’ knowledge, understanding and skills explicitly and progressively.
- A robust and regular assessment structure to help students reflect on their previous learning and knowledge.
- Systematic quality assurance approach to ensure the maximum impact of student knowledge and progress.
Impact
The geography curriculum will have a positive impact on the outcomes of every student. The impact of our curriculum can be measured through confident and well-rounded students who have access to a range of opportunities, attainment and achievement data and quality assurance activities.
These include:
- Observing lessons
- Lesson planning work trawls
- Standards of learning in books/work trawls
- Student engagement with lesson activities.
- Student feedback questionnaires on understanding and engagement.
- Analysis of data including attendance, behaviour and destination.
Year 7 Geography Overview
Year 8 Geography Overview
Year 9 Geography Overview
Year 10 Geography Overview
Year 11 Geography Overview
Geography Learning Journey
History
The History department at Meadow Park School are committed to engaging, challenging, and supporting students to help them thrive. Our goal is to enable all students to truly learn and understand some of the astonishing events, remarkable people and changes that have taken place in Britain and across the world.
The curriculum is structured to nurture a love of History through the development of key historical concepts using evidence, interpretations, significance, change and continuity and cause and consequence.
Implementation
- Staff apply their expert subject knowledge to plan a wide variety of interesting, fun, and compelling learning activities for all students.
- Each scheme of learning is designed to draw upon prior learning to progress further.
- Teachers plan effective schemes of learning that build students’ knowledge, understanding and skills explicitly and progressively.
- A robust and regular assessment structure to help students reflect on their previous learning and knowledge.
- Systematic quality assurance approach to ensure the maximum impact of student knowledge and progress.
Impact
The History curriculum will have a positive impact on the outcomes of every student. The impact of our curriculum can be measured through confident and well-rounded students who have access to a range of opportunities, attainment and achievement data and quality assurance activities.
These include:
- Observing lessons
- Lesson planning work trawls
- Standards of learning in books/work trawls
- Student engagement with lesson activities.
- Student feedback questionnaires on understanding and engagement
- Analysis of data including attendance, behaviour and destination.