Humanities

To enable our pupils to appreciate the world around them: its diversity; culture; geography and history. To provide them with the skills required to question and critically evaluate their place in the world.

Head of Faculty

Mr M Gibbard (m.gibbard@temac.co.uk)

Geography

Our geography curriculum allows pupils to build knowledge and awareness of the world they live in and the global issues that they will be impacted by or will need an awareness of in their lives beyond the school. Our curriculum will also ensure that pupils are exposed to both human and physical topics so that they have a sufficient breadth of knowledge but also equal development of the skills that they will need in KS4 should they opt for Geography. Pupils will develop their ability to use geographical skills, data, maps and construct arguments using evidence. These lessons will help them to develop skills that will be crucial in the world of work as well as being a well-equipped and environmentally aware global citizen. Consequently, our KS3 curriculum provides pupils with an overview of different physical and human concepts. The KS4 curriculum will ensure all pupils are suitably prepared for their year 11 examination, whilst also developing their geographical understanding of the world they live in.

History

Our history curriculum allows pupils to build a substantive and essential body of knowledge of both British and international history, that will play part in all pupils’ cultural understanding. Our curriculum will also ensure that pupils are building the disciplinary knowledge of an historian alongside developing skills that will be crucial in the world of work; for example, studying conflicting interpretations or learning to draw conclusions from a diverse evidence base. Further to this, through our extensive and carefully considered schemes of work at Key Stage 3, students consider topics both individually and thematically – considering the significance of individual events and people alongside concepts like change, continuity, conflict, religion and protest.

Our History GCSE engages students with a broad and diverse study of the history of Britain and the wider world proving them with skills that will support progression to further study of history and a wide range of other subjects. The GCSE has been chosen with interesting topics in mind that have modern relevance to the lives of our students and allowing them to consider the validity of a variety of different interpretations of the past.

Key concepts underpin both the Key Stage 3 and Key Stage 4 curriculum in history – focused around the important historical ideas of continuity and change, cause and consequence, similarity, difference and significance. Assessments at Key Stage 3 are written with these in mind and at Key Stage 4 model the assessments they would complete at the end of the course.

Religious Education

Pupils will be encouraged to investigate the historical, sociological and spiritual context of different beliefs and worldviews, building understanding of key beliefs and thinking, people, places and practices, and the impact this has on people today. They will develop deeper understanding of a range of religious traditions and philosophical approaches and question their own beliefs in a safe and respectful environment. We will help pupils to express themselves and evaluate other views to effectively come to conclusions about issues connected to spiritual and ethical topics.

Consequently, our KS3 curriculum utilises enquiry questions to allow pupils to explore religious traditions and philosophical approaches in greater depth. This KS3 curriculum aims to build a foundation of knowledge and skills essential for greater specialisation within our AQA Religious Studies GCSE. The KS4 curriculum provides an in-depth study of the beliefs, teachings and practices in Christianity and Islam, as well as application of religious beliefs to key ethical issues.

Sociology

The aim of the Sociology curriculum is to equip students with the appropriate knowledge and skills needed to be able to understand and explain the causes of human behaviour and the impact of this behaviour on wider society. We do this using quality first teaching which ensures students understand underlying Sociological principles and can apply them in a variety of familiar and unfamiliar contexts.

Our curriculum in Sociology supports the REACH values of the school. Students are constantly challenged to work collaboratively and think independently when engaging in all lessons and class debates. Through teacher modelling, we encourage our students to demonstrate manners, respect in Sociology lessons. This allows students to express themselves in a confident manner. Lesson materials are engaging to promote topical discussion and encourage students to develop an enquiring mind. As a knowledge-based curriculum we believe that knowledge underpins and enables the application of skills; both are entwined. Content is delivered to students and then built upon through a variety of practice questions, with regular quality feedback being given to support student progress. The knowledge acquired then allows students to develop their analytical and critical thinking skills.

Cultural Capital is embedded throughout the sociology curriculum. Our students are introduced to a wide variety of viewpoints from some of the most influential Sociologists throughout history. We study the impact that their work has had on the world we live in and students are encouraged to make links between their studies and real-life examples. They are expected to analyse the relative contributions of competing theories in order to discuss their impact on our understanding of human behaviour and society as a whole.

In addition to our aims, our curriculum design includes revisiting and building on existing knowledge. We ensure the level of challenge is high enough for the most able, with scaffold and support available for students who need it.

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