The Humanities Faculty

Teaching and Learning Director
Mrs R Tarran

The Humanities Faculty comprises three subjects – Geography, History and Religious Studies. In Key Stage 3 (Years 7 and 8), students have one hour per week of each subject and homework is set on a fortnightly basis. Assessments are set termly to track and monitor the progress of students in each subject. Students are taught in mixed ability classes.

History and Geography form part of the English Baccalaureate (EBacc) and can be chosen as a GCSE option in Year 8.

Year 9 is a Foundation Year for students who have opted to study one or more of the Humanities subjects at GCSE. Skills work is taught for the first term to enable the students to prepare for their GCSE studies. In Geography, History and Religious Studies, GCSE content is taught from the start of the Spring term in Year 9. Students in year 9 have two lessons per week and homework is set once a week. Assessments cover the GCSE skills as part of the students’ preparation and are carried out every half term. Students are usually taught in mixed ability classes although this can alter depending on the number of students who have opted for the subject.

In Years 10 and 11 students have five lessons per fortnight. Homework is set on a weekly basis and assessments occur regularly throughout each half term. Students are usually taught in mixed ability classes although this can alter depending on the number of students who have opted for the subject.

Geography

In Geography GCSE, students are following the Eduqas B specification. This is made up of 3 themes. Theme 1: Changing Places – Changing Economies, Theme 2: Changing Environments, Theme 3: Environmental Challenges. There are 3 examinations at the end of the course. Component 1 – Investigation Geographical Issues, 1hour 45 minutes, 40% of qualification, Component 2 – Problem Solving Geography, 1 hour 30 minutes, 30% of the qualification. Component 3 – Applied Fieldwork Geography, 30% of qualification.

Year	Autumn 1	Spring 1	Summer 1
7	Geographical Skills Locational and Place Knowledge	Locational and Place Knowledge Physical Geography – Weather and Climate	Physical Geography – Flooding and its impact
8	Physical Geography and Human Geography- The Restless Earth	Place Knowledge & Human Geography – Brazil and South America	Place Knowledge and Human Geography- Europe
9	Human Geography – What is Development? Can the Earth Cope- Ecosystems, Population, Development and Resources	Locational knowledge – Images of A Country: China, India and the Middle East	Equqas Spec B – Theme 2 – Changing Environments
10	Eduqas Spec B – Theme 2 – Changing Environments	Eduqas Spec B – Theme 3 – Environmental Challenges	Fieldwork Study
11	Field Work Study Eduqas Spec B – Theme 1 – Changing Places, Changing Economies	Problem Solving Paper practice and Exam Technique.

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History

In History, students are following the edexcel specification – code 1HI0. They study four exam units. The exam units are Crime and Punishment in Britain c. 1000A.D. – present day (1HI0/10), Superpower relations and the Cold War 1941-91 (1HI0/27), Early Elizabethan England 1558-1588 (1HI0/B4) and Weimar and Nazi Germany 1918-39 (1HI0/31).

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
7	Medieval Realms – Battle of Hastings and keeping control	Medieval Realms – life in Medieval England	Tudors and Stuarts – Tudors	Tudors and Stuarts – Stuarts	Local History – Rochdale	Bridging Unit – Britain in the Industrial era
8	Empire and Slavery	The power of protest 1700-1900	World War One	World War Two	The Holocaust	The world since 1945
9	Jack the Ripper	Whitechapel	GCSE – Crime and Punishment	GCSE – Crime and Punishment	GCSE – Crime and Punishment	GCSE – Early Elizabethan England
10	GCSE – Early Elizabethan England	GCSE – Early Elizabethan England	GCSE – Germany 1918-1939	GCSE – Germany 1918-1939	GCSE – Germany 1918-1939	GCSE – Cold War
11	GCSE – Cold War	GCSE – Cold War	GCSE – Revision and consolidation of skills / exam technique	GCSE – Revision and consolidation of skills / exam technique	GCSE – Revision and consolidation of skills / exam technique	GCSE Exams

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Religious Studies

In Religious Studies, students are following the AQA specification A Beliefs and Teachings and four Themes. Students study Christian and Muslim views looking at beliefs, teachings and practices within these religions. The themes covered are Theme B Religion and life, Theme D Religion, peace & conflict, Theme E Religion, crime & punishment and Theme F Religion, human rights and social justice. . Each unit is worth 50% of the final mark and are exam based. There is no Controlled Assessment in Religious Studies.

Year	Autumn 1 & 2	Spring 1 & 2	Summer 1 & 2
7	Identity and Belonging Creating a positive vision of an intercultural world. Students will develop critical thinking skills. Focus will be on Rochdale and Greater Manchester. Introduction into the major 6 world religions. Ensuring a safe place for discussions and ensuring myths dispelled. Suits demographics of our students that Islam and Christianity are the major two religions focused on as well as Humanist and atheist views. Immigration into Greater Manchester and Rochdale as great places to live and be proud of.	People and places of importance Helping young people to come to terms with differences like international divides, sexuality, disability, gender and faith. Build a wider acceptance of plurality. Creating a positive vision of an intercultural world. Look at where in the world people go on pilgrimage and why. Consider the benefits of completing a pilgrimage. Consider if there are any benefits as a tourist to visiting such sites as an atheist or agnostic. Looking at influential people who have changed history through their religious view or religious experiences.	Origins of life Helping young people to come to terms with differences within religious beliefs and cultures. Creating a positive vision of an intercultural world. Students will be looking at whether Science and Religious Views can co-exist and help to answer ultimate questions about life and our existence.
8	Does God exist? • Does God exist and should religion be forced upon a child? What about their views? Is Believing in God beneficial? • Explore different causes and types of suffering; emotional, physical, existential. Consider how suffering differs around the world, e.g. compare relative poverty to absolute poverty. (Consider the phrase ‘First world problems’. • Explore philosophical approaches how can a good God allow such suffering?	Crime and Punishment • Enquire into religious rules. Compare religious moral rules with non-religious principles. Consider humanity from a Christian perspective of being ‘fallen’. • Is it ever acceptable to take a life? • What about the rules and laws set in society? How can they work in harmony with such a diverse society as the UK when laws might clash with someone’s religious views?	Extremism and Terrorism • Express well informed insights into the nature of peace; active non-violence or passive absence of war? • Respond thoughtfully to religious and non-religious sources of moral guidance. • Weigh up the value of religion in benefiting individuals and society.
9 (Core)	Medical Ethics? • Explore philosophical approaches, religious and legalities on issues like abortion, euthanasia, animal rights, genetic engineering. • Allow students to think about their own views and their own moral compasses without being swayed by peer pressure or the media.	Religion and the Media • Looking at how a wide variety of media uses propaganda around the world to change views and opinions. • Allow students to think for themselves. • Give students a chance to look at the bigger picture of the world and do their own research before giving an opinion.	Relationships, family and gender politics • Allow students to think for themselves. • Give students a chance to look to do their own research before giving an opinion. • Look at history, family law and gender politics in the UK and views from around the world.

Year

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Identity and Belonging

Creating a positive vision of an intercultural world. Students will develop critical thinking skills. Focus will be on Rochdale and Greater Manchester.
Introduction into the major 6 world religions. Ensuring a safe place for discussions and ensuring myths dispelled.
Suits demographics of our students that Islam and Christianity are the major two religions focused on as well as Humanist and atheist views.

Immigration into Greater Manchester and Rochdale as great places to live and be proud of.

People and places of importance

Helping young people to come to terms with differences like international divides, sexuality, disability, gender and faith. Build a wider acceptance of plurality. Creating a positive vision of an intercultural world.
Look at where in the world people go on pilgrimage and why.
Consider the benefits of completing a pilgrimage. Consider if there are any benefits as a tourist to visiting such sites as an atheist or agnostic.

Looking at influential people who have changed history through their religious view or religious experiences.

Origins of life

Helping young people to come to terms with differences within religious beliefs and cultures. Creating a positive vision of an intercultural world.
Students will be looking at whether Science and Religious Views can co-exist and help to answer ultimate questions about life and our existence.

Does God exist?

• Does God exist and should religion be forced upon a child? What about their views? Is Believing in God beneficial?
• Explore different causes and types of suffering; emotional, physical, existential. Consider how suffering differs around the world, e.g. compare relative poverty to absolute poverty. (Consider the phrase ‘First world problems’.
• Explore philosophical approaches how can a good God allow such suffering?

Crime and Punishment

• Enquire into religious rules. Compare religious moral rules with non-religious principles. Consider humanity from a Christian perspective of being ‘fallen’.
• Is it ever acceptable to take a life?
• What about the rules and laws set in society? How can they work in harmony with such a diverse society as the UK when laws might clash with someone’s religious views?

Extremism and Terrorism

• Express well informed insights into the nature of peace; active non-violence or passive absence of war?
• Respond thoughtfully to religious and non-religious sources of moral guidance.
• Weigh up the value of religion in benefiting individuals and society.

9 (Core)

Medical Ethics?
• Explore philosophical approaches, religious and legalities on issues like abortion, euthanasia, animal rights, genetic engineering.
• Allow students to think about their own views and their own moral compasses without being swayed by peer pressure or the media.

Religion and the Media

• Looking at how a wide variety of media uses propaganda around the world to change views and opinions.
• Allow students to think for themselves.
• Give students a chance to look at the bigger picture of the world and do their own research before giving an opinion.

Relationships, family and gender politics

• Allow students to think for themselves.
• Give students a chance to look to do their own research before giving an opinion.
• Look at history, family law and gender politics in the UK and views from around the world.

Year 10 and 11 core Religious Studies is taught and delivered through PHSE by form tutors.

Topics covered in year 10 include global issues, community cohesion and rights and responsibilities.

GCSE Religious Studies

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
9	Alternative Religions (Bridging unit)	Religious Expression (Bridging unit)	Christianity (Beliefs and Teachings)	Christianity (Practices)	Religion, Peace and Conflict	Religion, Peace and Conflict
10	Human Rights and Social Justice	Human Rights and Social Justice	Islam (Beliefs and Teachings)	Islam (Practices)	Religion, Crime and Punishment	Religion, Crime and Punishment
11	Religion and Life	Religion and Life	Revision	Revision

Core Religious Studies is taught on a fortnightly basis throughout Key Stage 4. Students are not currently externally assessed in this.

SMSC Scheme of work overview

History			Key Stage 3			Key Stage 4
			Year 7	Year 8	Year 9	Year 10	Year 11
Social	Autumn	1	Medieval England e.g – democracy and law – Battle of Hastings, feudal system, role of Church	Empire & Slavery – rule of law, respect and tolerance – Empire, Indian Mutiny	Jack the Ripper – rule of law	Elizabeth – British values, respect, different faiths and beliefs	Cold War – mutual respect and tolerance, rule of law
	Autumn	2	Medieval England e.g – democracy and law – Magna Carta, Peasants’ Revolt	Empire & Slavery & Role of protest – rule of law, respect and tolerance – Empire, Slavery, Peterloo, Suffragettes	Whitechapel – rule of law – role of policing	Elizabeth – British values, respect, different faiths and beliefs	Cold War – mutual respect and tolerance, rule of law
	Spring	1	Tudors & Stuarts – mutual respect and tolerance – Reformation and beyond	World Wars – British Values – liberty – WWI battles, trench life, volunteering	Crime & Punishment –rule of law	Elizabeth – British values, respect, different faiths and beliefs	Cold War – mutual respect and tolerance, rule of law
	Spring	2	Tudors & Stuarts – mutual respect and tolerance – Reformation and beyond, civil war	World Wars – British Values – liberty, battles, resolving conflicts	Crime & Punishment –rule of law	Germany – social, religious, mutual respect and tolerance	Review of all 4 units – see previous
	Summer	1	Rochdale – communities & cooperation – factory life	World Wars and the Holocaust – British Values – liberty, respect and tolerance	Crime & Punishment –rule of law	Germany – social, religious, mutual respect and tolerance	Review of all 4 units – see previous
	Summer	2	Rochdale – communities & cooperation – Co-op	Holocaust and the world since 1945– British Values – liberty, respect and tolerance	Crime & Punishment –rule of law	Germany – social, religious, mutual respect and tolerance	x
Moral	Autumn	1	Medieval England – consequences of actions – Battle of Hastings, interpretations	Empire & Slavery – right and wrong, consequences – empire, the Indian Mutiny	Jack the Ripper – consequences of behaviour and actions, legal boundaries	Elizabeth – right & wrong, consequences – Plots, Armada, laws	Cold War – right & wrong, moral and ethical issues – nuclear war
	Autumn	2	Medieval England – consequences of actions – Thomas Becket, Plague, Crime and Punishment, Peasants’ Revolt interpretations	Empire & Slavery & protest – right and wrong, consequences – slavery, right to vote, Peterloo, Suffragettes, French Revolution	Whitechapel – criminal law, policing	Elizabeth – right & wrong, consequences – Plots, Armada, laws	Cold War – right & wrong, moral and ethical issues – nuclear war
	Spring	1	Tudors & Stuarts – consequences of behaviour – Henry VIII, Elizabeth I	World Wars – moral and ethical issues, difference between right and wrong –conscientious objections	Crime & Punishment – right & wrong and criminal law	Elizabeth – right & wrong, consequences – Plots, Armada, laws	Cold War – right & wrong, moral and ethical issues – nuclear war
	Spring	2	Tudors & Stuarts – consequences – Armada, Gunpowder Plot, civil war	World Wars – moral and ethical issues, difference between right and wrong, Allied bombing of Dresden	Crime & Punishment – right & wrong and criminal law	Germany – moral and ethical, consequences of behaviour – Hitler	Review of all 4 units – see previous
	Summer	1	Rochdale – ethical issues – factory and workhouse	World Wars and Holocaust – moral and ethical issues, difference between right and wrong	Crime & Punishment – right & wrong and criminal law	Germany – moral and ethical, consequences of behaviour – Hitler	Review of all 4 units – see previous
	Summer	2	Rochdale – ethical issues – factory and workhouse	Holocaust and the world since 1945- moral and ethical issues, difference between right and wrong	Crime & Punishment – right & wrong and criminal law	Germany – moral and ethical, consequences of behaviour – Hitler	x
Spiritual	Autumn	1	Medieval England – religious beliefs, role of the Church, social background	Empire & Slavery – respect for others’ faiths – Indian Mutiny	Jack the Ripper – beliefs and respects, fascination in learning	Elizabeth – religious beliefs, faiths and values	Cold War – different values – capitalism v communism
	Autumn	2	Medieval England – religious beliefs, social background – Plague, Peasants’ revolt, Magna Carta	Slavery & protest – respect for values and feelings – slavery abolition, all protests	Whitechapel – beliefs and respects, rise in anti-Semitism	Elizabeth – religious beliefs, faiths and values	Cold War – different values – capitalism v communism
	Spring	1	Tudors & Stuarts – religious beliefs – Reformation	World Wars – reflection on values, fighting for freedom	Crime & Punishment – respect for others’ faiths, feelings and values	Elizabeth – religious beliefs, faiths and values	Cold War – different values – capitalism v communism
	Spring	2	Tudors & Stuarts – religious beliefs – Gunpowder Plot	World Wars – reflection on values	Crime & Punishment – respect for others’ faiths, feelings and values	Germany – religious beliefs, faiths and values	Review of all 4 units – see previous
	Summer	1	Rochdale – learning about self – local history	World Wars – reflection on values	Crime & Punishment – respect for others’ faiths, feelings and values	Germany – religious beliefs, faiths and values	Review of all 4 units – see previous
	Summer	2	Rochdale – learning about self – local history	World Wars, Holocaust, Cold War – reflection on values	Crime & Punishment – respect for others’ faiths, feelings and values	Germany – religious beliefs, faiths and values	x
Cultural	Autumn	1	Medieval England – democratic systems, feudal system, shaping values	Empire & Slavery – respect and celebrate diversity and tolerance – Empire, Indian Mutiny – shaping values	Jack the Ripper – different cultures, respect and tolerance, different religions and socio-economic groups	Elizabeth – democratic system, social classes, theatre, arts, education	Cold War – respect, diversity, shaping our history and values
	Autumn	2	Medieval England – democratic systems, Magna Carta, shaping values	Slavery & protest – respect and celebrate diversity and tolerance – slavery and all protests	Whitechapel – different cultures, respect and tolerance, different religions and socio-economic groups	Elizabeth – democratic system, social classes, theatre, arts, education	Cold War – respect, diversity, shaping our history and values
	Spring	1	Tudors & Stuarts – democratic system, shaping heritage – Reformation,	World Wars – diversity and tolerance, shaping our history and values – local history WWI	Crime & Punishment – respect and tolerance, development of our society	Elizabeth – democratic system, social classes, theatre, arts, education	Cold War – respect, diversity, shaping our history and values
	Spring	2	Tudors & Stuarts – democratic system, shaping heritage – Reformation, Gunpowder Plot, civil war	World Wars – diversity and tolerance, shaping our history and values	Crime & Punishment – respect and tolerance, development of our society	Germany – respect, diversity and tolerance – culture of Weimar and Nazi Germany	Review of all 4 units – see previous
	Summer	1	Rochdale – cultural influences – local history	World Wars – diversity and tolerance, shaping our history and values	Crime & Punishment – respect and tolerance, development of our society	Germany – respect, diversity and tolerance – culture of Weimar and Nazi Germany	Review of all 4 units – see previous
	Summer	2	Rochdale – cultural influences – local history	Holocaust and the world since 1945– diversity and tolerance, shaping our history and values, different cultures	Crime & Punishment – respect and tolerance, development of our society	Germany – respect, diversity and tolerance – culture of Weimar and Nazi Germany	x

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Additional Information

After school revision and intervention sessions occur in Year 11 for each subject and details are shared with the students by their class teacher. Extra support is available for all students and there is a dedicated Humanities ICT suite in which students can do extra research, homework or ask for help with anything they are unsure of.

Geography field trips are scheduled throughout the year for all year groups which form a vital part of their Geography skills. Recent field trips or enrichment experiences in Geography include visits from Zoolab, a trip to the Irwell valley to study river processes, GCSE field work in Blackpool and Ingleton. Also scheduled on the calendar is a trip to Magna and a trip to Iceland in February 2019.

In History, we are keen to encourage enrichment activities which enable the students to see the reality of the world they have studied. Recent enrichment activities include: Year 8 visit to the International Slavery Museum in Liverpool, World War One workshop for Year 8 with Jason King, the Royal Armouries in Leeds, a trip to the Battlefields of World War One, which included laying a wreath at the Last Post ceremony at the Menin Gate in Ypres on behalf of the school and in October 2017, there is a GCSE trip to Whitechapel, London.

As part of the Religious Studies department, a variety of extra-curricular activities and clubs are offered to students enabling them to extended learning opportunities. These include the Spirited Arts competition, interfaith week, Mindfulness and the annual Rochdale Celebration of Faith event.