Humanities
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The Humanities curriculum at Wallingford School aims to:
- Enable students to find their place in the world and make informed decisions about the future by considering the past
- Develop students’ skills in literacy, numeracy, problem solving, verbal communication as well building tolerance and empathy
- Encourage students to reach the highest possible standards through in-depth studies and academic rigour
- Key Stage 3 Geography (Years 7, 8 and 9)
- Geography GCSE (Years 10 and 11)
- Geography A Level (Years 12 and 13)
Key Stage 3 - Years 7, 8 and 9
| Year 7, Terms 1-6 | |
|---|---|
| 7.1 | What is Geography UK maps, Europe maps and map skills |
| 7.2 | Tectonics Structure of the Earth, earthquakes, volcanoes, tsunami, comparing hazards |
| 7.3 | Japan Map work, life in Japan, urban/rural differences |
| 7.4 | Glaciation Glacial processes and landforms, use of glacial landscapes, map work |
| 7.5 | UK Maps Climate Population and Economy |
| 7.6 | Ecosystems Ecosystems, Rainforests, Savanna, Tundra |
| Year 8, Terms 1-6 | |
| 8.1 | Population, settlement, immigration, emigration, demographic, densely, sparsely, refugee, distribution, choropleth |
| 8.2 | Resources, value, renewable, non renewable, sustainable, deficit, surplus, water stress, food security, farming, imapcts |
| 8.3 | Continent, challenges, opportunities, HIV, Aids, Malaria, Distribution, tourism, economy, multiplier effect, exploitation |
| 8.4-8.5 | Rivers, landforms, physical, human, erosion, transportation, waterfall, v-shaped valley, meander, flooding, management, River structure, features, flooding, map work |
| 8.6 | Landscapes, human activity, limestone, coral, erosion, stalagmite, stalactite, tourism, sustainable, management |
| Year 9, Terms 1-6 | |
| 9.1 | Mitigation, adpatation, greenhouse, methane, orbital, bia misinformation, disinformation |
| 9.2 | Development Measuring development, views on development |
| 9.3 | Globalisation Evaluating globalisation, impact of fashion industry |
| 9.4-9.5 | Coasts Map work, coastal processes and landforms, impact of erosion, opinions on coastal defences |
| 9.6 | Think Like a Geographer Critical investigation of a range of isues around the world |
Geography GCSE - Years 10, 11
| Year 10, Terms 1-6 | |
|---|---|
| 10.1 | Unit 1B Living World: Ecosystems, Tropical Rainforests, Hot Deserts |
| 10.2 | Unit 2C Challenge of Resources: Global distribution of resources, UK Food, Water and Energy, Global Water Issues, Sustainable Water issues |
| 10.3-10.4 | Unit 1C Physical Lanscapes in the UK: Coasts and Rivers, landforms and management |
| 10.5 | Paper 3 Fieldwork Coastal management at Southbourne |
| 10.6 | Paper 3 Fieldwork: Rural growth of Wallingford AND Unit 2A Urban issues and challenges: Growth of cities, Importance of an NEE city, opportunities and challenges of the growth of an NEE city, opportunities and challenges of a changing UK city...(continued in 11.1) |
| Year 11, Terms 1-5 | |
| 11.1 | ...(continued from 10.6) Paper 3 Fieldwork: Rural growth of Wallingford AND Unit 2A Urban issues and challenges: Growth of cities, Importance of an NEE city, opportunities and challenges of the growth of an NEE city, opportunities and challenges of a changing UK city |
| 11.2 | Unit 1A Hazards: Global Hazards, Tectonic hazards, weather hazards, causes, impacts and management |
| 11.3 | Unit 2B Changing Economic World: Indicators of development, global inequalities of development, economy of an NEE, economy of the UK |
| 11.4 | Paper 3 pre-release and further fieldwork skills |
| 11.5 | Revision and External Exams |
Geography A Level - Years 12, 13
| Year 12, Terms 1-6 | |
|---|---|
| 12.1-12.6 | Hazards - types of hazard, management Changing Places - nature of places, change, depth study of Wallingford and Birmingham Population and Environment - food, production, health, population, ecology |
| Year 13, Terms 1-5 | |
| 13.1-13.6 | Fieldwork - preparation and visit to Wales Hazards - types of hazard, management Coasts - processes, landforms, management Global Governance - globalisation, trade, governance of the commons Carbon & Water Cycles - interactions, case studies |
< Back to Subject List
The Humanities curriculum at Wallingford School aims to:
- Enable students to find their place in the world and make informed decisions about the future by considering the past
- Develop students’ skills in literacy, numeracy, problem solving, verbal communication as well building tolerance and empathy
- Encourage students to reach the highest possible standards through in-depth studies and academic rigour
- Key Stage 3 History (Years 7, 8 and 9)
- History GCSE (Years 10 and 11)
- History A Level (Years 12 and 13)
Key Stage 3 - Years 7, 8 and 9
| Year 7, Terms 1-6 | |
|---|---|
| 7.1 | History Skills - Romans |
| 7.2 | 1066 and the Battle of Hastings |
| 7.3 | Castles |
| 7.4 | Middle Ages - Peasant Life - Black Death |
| 7.5 | Crusades |
| 7.6 | Plains Indians |
| Year 8, Terms 1-6 | |
| 8.1 | Morebath Church |
| 8.2 | Elizabeth Tudor |
| 8.3 | Aztecs |
| 8.4 | Civil War |
| 8.5 | Industrial Revolution |
| 8.6 | Empire and Slavery |
| Year 9, Terms 1-6 | |
| 9.1 | World War I |
| 9.2 | Treaty of Versailles |
| 9.3 | Dictators |
| 9.4 | The Holocaust |
| 9.5 | Women's History |
| 9.6 | The Race Issue / Cold War / Rwanda |
History GCSE - Years 10, 11
| Year 10, Terms 1-6 | |
|---|---|
| 10.1-10.2 | Nazi Germany 1918-1929 |
| 10.3 | Medicine Through Time - Medieval and Renaissance |
| 10.4 | Medicine Through Time - Industrial |
| 10.5 | Modern Medicine |
| 10.6 | Historic Environment, Medicine in WWI |
| Year 11, Terms 1-6 | |
| 11.1 | Cold War 1941-1956 / 1961-62 |
| 11.2 | Cold War 1961-68 / 1968-1991 |
| 11.3-11.4 | Early Elizabethan England 1558-1588 |
| 11.5 | Revision |
| 11.6 | Exams |
History A Level - Years 12, 13
| Year 12, Terms 1-6 | |
|---|---|
| 12.1 | Russia / Britain / Charles I, Civil War |
| 12.2 | Russia / Interregnum, Charles II |
| 12.3 | Russia / Charles II, Societal changes, Scientific Revolution, James II |
| 12.4 | Russia / Glorious Revolution |
| 12.5 | Impact of Glorious Revolution |
| 12.6 | American Development / Witchcraft Background |
| Year 13, Terms 1-6 | |
| 13.1 | USA / European and British Witch Craze |
| 13.2 | USA / Interpretations, research and note-making |
| 13.3 | USA / Coursework |
| 13.4 | USA |
| 13.5 | Revision |
| 13.6 | Exams |
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The aim of the curriculum is to offer students an understanding of some of the major world faiths and world views whilst allowing students to reflect on their own beliefs and views. Students should understand the lens in which they view the world and where this sits in relation to others. Students are also undertaking a curriculum, that not only helps them to understand key religious and non-religious beliefs, but also to tackle some challenging philosophical and ethical questions which helps to embed challenge within the curriculum. It is important that students understand the impact of the religious and philosophical ideas throughout history, helping to comprehend how society has been shaped by such beliefs. Students are also asked to develop subject specific skills. Assessments are formatted so that students can practice the skill of evaluation which requires them to engage with both sides of an argument and form their own judgement. Other subject skills they will practice include:
- Explaining
- Summarising
- Comparing and contrasting
- Justifying
- Analysis of religious/ non-religious texts
The curriculum focuses on just some of the major world faiths and views to ensure that a suitable amount of depth can be gone into, avoiding superficial understandings of a broader range of worldviews. Themes have also been revisited across the three-year curriculum plan to ensure that depth can be built on across the time of study. Opportunities have been taken to also create cross curricular links with subjects like history, English literature, art and geography. The aim here is that students can understand how the worldviews and philosophical ideas they are studying have impacted and influenced society; illustrating the relevance of the subject.
- Key Stage 3 PRE (Years 7, 8 and 9)
- Religious Studies GCSE (Years 10 and 11)
- Philosophy, Religion and Ethics A Level (Years 12 and 13)
Key Stage 3 - Years 7, 8 and 9
| Year 7, Terms 1-6 | |
|---|---|
| 7.1 | Exodus |
| 7.2 | The Gospels |
| 7.3 | What does it mean to be Sikh? |
| 7.4-7.5 | What does it mean to be Muslim? |
| 7.6 | Heroes and Leaders |
| Year 8, Terms 1-6 | |
| 8.1 | Humanism |
| 8.2 | Belonging |
| 8.3 | What does it mean to be an active member of society? |
| 8.4-8.5 | Pilgrimages |
| 8.6 | Does religion promote equality? |
| Year 9, Terms 1-6 | |
| 9.1 | War and Peace |
| 9.2 | Ethics |
| 9.3-9.4 | Who owns life? |
| 9.5-9.6 | Philosophy |
Religious Studies GCSE - Years 10, 11
| Year 10, Terms 1-6 | |
|---|---|
| 10.1 | Religion Crime and Punishment - Looks at religious views on crime and punishment including capital punishment, the causes of crime and the aims of punishment. |
| 10.2 | Christian Beliefs and Teachings |
| 10.3 | Christian Practices |
| 10.4 | Theme A: Religion and Life |
| 10.5 | Islam Beliefs and Teachings |
| 10.6 | Islam Practices |
| Year 11, Terms 1-6 | |
| 11.1 | Religion Peace and Conflict |
| 11.2 | Relationships and Families |
| 11.3-11.4 | Revision |
Philosophy, Religion and Ethics A Level - Years 12, 13
| Year 12, Terms 1-6 | |
|---|---|
| 12.1 | Philosophy of Religion- Ancient Influences/ Soul, Mind and Body/ Arguements for the existence of God/ Religious Experience/ Problem of Evil |
| 12.2 | Arguments for existence of God continued/ Religious experience/ Problem of Evil |
| 12.3 | Ethics- Normative ethical theories |
| 12.4 | Ethics - normative ethics continued Applied Ethics - Euthanasia and Buissness |
| 12.5 | Developments in Christian thought- Augustine on human nature/ Death and afterlife/ Knowledge of God's exitence/ Jesus Christ |
| 12.6 | Christian moral principles and action |
| Year 13, Terms 1-5 | |
| 13.1 | Philosophy of Religion Nature of God/ Religious Language |
| 13.2 | Religious language/ Meta- ethics/ Concsience |
| 13.3 | Pluralism/ Gender |
| 13.4 | The challenge of secularism/ Liberation theology |
| 13.5 | Revision |