Humanities Handbook 2012-2013
Paul Bourke Curriculum Leader
Mission Statement We are a forward thinking faculty which recognises the challenges of developing our teaching and learning and raising achievement. We have made good progress this year. We have been involved in the Key Stage 3 strategy of project learning but recognise there is still work to do. This is reflected in our documentation which is in a state of revision. Inevitably, all documentation needs to be regularly reviewed but because of the scale and pace of change in the academy, this document is still ongoing. Aims The Humanities Faculty aims to give pupils the opportunity to study people and interactions with their past, other cultures and between nations. Specific subject and lesson aims are to be found in schemes of work which follow the four part lesson plan of academy policy.
GCSE Examination Performance Subject History Year 11 Year 10 Half Year 9 Half Religious Studies Year 11 Year 10 Year 9 Geography
A-C Predicted Sept 2011 54% A-C 45% A-C 70% A-C Sept 2011 75% A-C 70% A-C 75% A-C Sept 2011
A-C Actual Summer 2012 44% A-C 76% A-C 85% A-C Summer 2012 77% A-C 90% A-C 80% A-C Summer 2012
Year 10 (Half) Year 9 (Half) Sociology Year 11
21%A-C 78% A-C Sept 2011 70% A-C
11% A-C 28% A-C Summer 2012 62.5 % A-C
Staffing Staff Code BEP
Name Paul Bourke
Role Lead Teacher Geography History RE
AEE
Emma Ainslie
Geography Teacher Geology Teacher
REE
Emma Rowe
Geography Teacher Leisure and Tourism
FRA
Alexa Farr
inc History, RE, Geography
MYD
Dan Mcevilly
GES
Steven Groutage
Room
History – Cover because of FRA absence College Leader, inc Geography (KS4)
.Procedure for Managing Student Behaviour in the Curriculum Area The faculty works within the Academy’s behaviour policy. Where possible and desirable, issues are dealt with within faculty, including disruptive pupils being directed to work in designated area or in another class. Subject teachers are expected to enforce the school code of discipline within their class room and issue private detentions on the accumulation of three penalty points. If a student fails to co-operate after warnings have been given, they will be asked to work with the Lead Teacher. If private detentions are not attended, curriculum detentions are set on Thursday evenings with the Lead Teacher, chasing up with phone calls if necessary. A detention log is kept centrally by the Lead Teacher.
2
012 - Current Department Plan – Summary Launch. GCSE History and Geography for Year 9 students. Put in place a programme for all Year 9 students to access Geography and ensure that all students achieve a GCSE within two years Improve Controlled Coursework structure in History to allow students to achieve their potential by co-ordinating with the English faculty, holding parent meetings, and attending standardisation meetings set up by AQA Begin highlighting Humanities subjects as a viable 6th form option and have students choosing them to begin A-Level Courses in academic year 2013-2014. Begin a Year 8 GCSE programme for year 8 students in Religious Studies.
Skills Ladders Students are expected to achieve certain skills as they develop through the Academy. These skills are set out on the following pages and reflect national expectations in the fields of History, Geography and Religious Education. Assessments are driven by the need to demonstrate these skills through verbal and written tasks.
Year9
You have a very sound grasp of the passage of past societies and periods. You make links between what happened in these different societies and periods,
You are beginning to develop good factual knowledge and to understand the importance of these facts. You are examining the causes and results of events and beginning to discuss them critically.
You are now able to explain how and why different views (interpretations) of an historical event have been produced.
You can critically discuss the usefulness of a number of sources, with little guidance
Year 8
You can use more detail to describe past societies in History.
Periods studied can be interpreted in different ways and you can suggest possible reasons for this.
You are beginning to make decisions about usefulness of sources and select those which are most useful for certain tasks.
You can use some detail to describe past societies an periods in history.
You can begin to see the things different periods and events have in common. You can give the right causes for, and consequences of events and changes and can see that some of these are linked. You can describe what changes have taken place within a period or over a number of periods. You can give Causes and consequences of events.
You can choose information that is relevant to your argument, and organise it, making good use of terms and dates. Your descriptions and explanations are clear and, using evidence, you are beginning to reach conclusions You select and organise your knowledge to produce planned work, in which good use of dates and historical terms are used.
Year 7
Year10
Skills Ladder - History
You are able to show that the past is interpreted in different ways
You begin to choose between sources and put together information from sources.
Work is now showing some planning and dates and terms are used when needed.
Skill
- The passing of periods and events in Historical time
Skills Ladder – Religious Education
Historical Knowledge: links and differences between periods; Cause and consequence
- Different interpretations
- The use of sources to reach decisions – Reliability
Historical enquiry: - recall -historical terms -explanation
Year10 Year9 Year 8 Year 7 Skill
You are describing how religion influences the lives of individuals and you are writing how they act in accordance with them. You are beginning to describe differences and similarities in different religions and are giving reasons for them.
You can write about how communities and groups of people impact on their society.
You recognize the different ways religions show their religious expressions and can see similarities in their meanings. You recognize diversity in forms of religious, spiritual and moral expression, within and between religions.
You can describe in detail how people challenge religious faiths and how they respond.
You are beginning to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. You make links between them. You can recall religious stories You can make links between religious stories and sacred texts.
You are identifying the impact religion has on peoples lives.
You show a good understanding of religious practices and how they make people feel, and why they are important to them.
You can describe why people belong to certain groups and religions.
You can recognize and name features of a religion. You can identify some features of a religion and why they are important..
You can use religious words, phrases and recognize symbols. You are beginning to use religious words in your vocabulary.
You can talk about your own feelings and experiences. You can respond sensitively to other peoples view and problems.
You can recognize people’s values of right and wrong.
Beliefs, Teachings and Sources
Practices and Ways of Life
Expressions of meaning
Identity, diversity and belonging
Learning about values and commitment.
You can explain the impact of beliefs on individuals and communities. You can describe why people belong to religions.
You can describe why people may be inspired to follow different groups and faiths and link this to their own positions.
You are able to describe at length and in detail your views and give reasons for them whilst showing reference to other religious faiths. You are able to describe people’s values and why their views may be different to yours. You are able to refer to religious text when doing this. You are beginning to apply your own thoughts and feelings about moral questions and comparing them to others.
Geography Skills Ladder
Level 7
Level 6
Level 5
• I know the countries of the European Union and their capital cities • I can demonstrate my knowledge and understanding of a wide range of places and environments, local to global, through a range of geographical skills
• I understand the many factors, including peoples’ values and attitudes, influence the decisions made about environments • I understand that an environment and peoples’ lives can be affected by actions and events in other places • I understand that actions, including my own, may have unintended consequences • I understand that environmental changes may lead to disagreements • I understand what is meant by sustainable development
• I can work independently to suggest suitable questions, and the order in which I am going to answer them, for my work. • I can effectively use a wide range of geographical skills to investigate a place or issue. • I can choose suitable sources of evidence to use. • I can evaluate the sources of evidence. • I can reach good conclusions, backing them up with evidence.
• I know about and understand important features of at least 6 countries in Europe and their capital cities • I am aware of where important places are in the world, and what gives them their characteristics, including the continents, oceans, at least 3 largest mountain ranges and 4 longest rivers of the world • I can locate at least 2 countries in each continent
• I understand how people may wish to use the same environment in different, often conflicting, ways • I understand that people have different values and attitudes towards places and environments based upon their lifestyle, requirements, beliefs and culture
• I use my knowledge and understanding to suggest relevant questions. • I follow an appropriate sequence of questions (take logical steps). • I present my findings in suitable ways. • I have reached sensible conclusions based on the evidence used.
• I know about several places, environments and important features including local places and at least two in different parts of the world and Europe • I am aware of where important places are in the world, including the continents and oceans, largest mountain ranges and longest rivers in the world • I am aware of how places are linked to and have connections with others, including my local area
• I can suggest explanations of how people cause changes to the environment • I can explain the different views people may have • I can recognise how environments can be managed sustainably for future generations
• I can suggest relevant geographical questions and issues to investigate a place or issue, based on my knowledge and understanding. • I can select which skills and types of evidence I am going to use. • I can present my work in suitable ways (writing, graphs, charts etc.). • I can reach a conclusion based upon my findings. • I can use 6 figure grid references, interpret relief maps, follow routes and describe features on O.S. maps and understand thematic maps
• I understand that places have changed over time and may change in the future • I am aware of where important places are in the world, including the continents and oceans, 3 largest mountain ranges and 3 longest rivers in the world • I am aware of the country of origin of the main ethnic groups of the UK
• I understand how people can improve and damage the environment • I can explain my own views about environmental issues • I understand that people may have different views and I can begin to explain why
• I can suggest some geographical questions to help investigate a place or issue. • I can use my skills (4 figure references, measure distance, identify features on aerial photographs and maps, measure and record simple weather data, use a simple atlas and draw a sketch map) to investigate places and environments. • I can use both primary (my own findings) and secondary sources (books, videos etc.). • I can present my work using geographical words.
Level 4
Assessment for Learning The Faculty incorporates assessment for learning strategies within our schemes of work. This is done through: • Sharing learning objectives and outcomes with pupils • Helping pupils to know and recognise the standard they are aiming for • Involving pupils in peer and self assessment • Providing clear feedback which allows pupils to recognise the steps they need to take to improve their learning • Promoting confidence that every pupil can improve Learning objectives are usually shared using projectors. We mark pupils work where possible on a two week basis, including detailed marking on formative assessment pieces.
Recording Attainment/target setting KS3 and KS4 The school has developed a system of electronically recording assessment data and achievement levels. The faculty uses data tracking sheets to record student progress to support this. These are available on the shared electronic area. Pupil target levels are decided centrally based on available data. We assess students twice each half term. One assessment is formative and designed to assist pupils in developing the skills necessary to successfully complete a summaritive assessment each half term. The skills assessed are discussed and agreed upon across all faculty areas to ensure consistency.
Academy Middle Years Provision Curriculum at Key Stage 3 From January 2010, Year 7 and 8ihas been taught through the delivery of geography, history and religious education. The timetable allocation is one period a week for each discipline of Geography, History and Religious Education. We have specialised staff for each subject area and the Lead Teacher is responsible for this allocation. Wherever possible, we avoid having non specialist teaching. Storage of documentation and resources.
Schemes of work are to be found electronically on the shared area which is available to all staff. This has now been updated onto TGI Space. All lesson resources for geography and religious studies are now online and students/parents can access these lessons from home. History at GCSE is also completely finished, and only requires a few units to be finished off for key Stage 3. This will be completed by December 2012. Resources are placed in relevant folders electronically as well to ensure easy access in case of connection faults with TGI. We use TGI as the primary lesson delivery. In December 2012 we will be moving to the new building block, so we will update location of text books, student’s books at that time.
2012 Assessment Calendar
To be updated (December 2012) Academy Middle Years Curriculum 2010 – 2012 Year 7 Subject:
Humanities
Year Group:
7
Course / Qualification:
Middle Years Programme Assessments: Half Term 1
Assessment Title:
Formative Assessment 1
Common Assessment
Knowledge and Understanding RS – Report into Robert Oppenheimer and concept of “power”
RS – Genesis written assessment
History – Interpretation of a fairy tale
History – Skills Based Assessment
Geography – Journey to the centre of the earth- design a machine challenge
Geography – Why did so many people die in the Japan earthquake? Identifying causes/effects/responses. Students write a piece of extended writing
RS - Written comment – Full diagnostic – 2 Targets.
RS - Part peer assessment/diagnostic comment by MOS.
History – ATL grade
History – Diagnostic Grade with areas for focus and improvement
Geography - Using success criteria linked to gse skills/level ladder.
Geography - Full diagnostic written comment
File Location:
Feedback to students:
Full diagnostic written comment Full diagnostic written comment – 2 Targets.
Attitude to learning grade. Attitude to learning grade. Half Term 2 Assessment Title:
Formative Assessment 1
Common Assessment
Independent Research Skills Geography – Why did so many people die in the Haiti earthquake?
Geography – Independent learning: Hollywood myth or reality?
Identifying causes/effects/responses. Students write a piece of extended writing
Students research the current debate on the impact of global warming in order to write an evidence report arguing whether climate change is ‘Hollywood myth or reality’?
History – Counterfactual history – Email Harold Godwinson and explain how he can win the Battle of Hastings.
History – Knowledge and Understanding of events in 1066. Using key terms and graph plotting.
Geography – Using success criteria linked to gcse skills/level ladder.
Geography – Using success criteria linked to gcse skills/level ladder.
Full diagnostic written comment – 2 Targets. Attitude to learning grade.
Full diagnostic written comment – 2 Targets. Attitude to learning grade.
File Location: Feedback to students:
PSHE rainbow History – Peer assessment to gain knowledge of GCSE mark scheme, GCSE mark and a personal target.
Half Term 3
History – Full diagnostic written comment. GCSE grade.
Assessment Title:
Formative Assessment 1
Common Assessment
Using Evidence History – Selecting evidence to back up hypothesis (picture)
History – Essay on religious turbulence during Tudor period.
RS – Written dialogue with description of key terms.
RS – Festivals Grid to be completed with opportunity for extension. Explaining importance of religious belief and symbolism.
Geography- How have animals adapted to living in the Antarctic?
Geography- Which activities should and shouldn’t be allowed in Antartica?
Students will design and explain 6 adaptations for own Antarctic specie
Students will take the problems Anatarica is currently facing to write an email to the United Nations, explaining how they think Antarctica should be used.
History – Written a paragraph choosing three key symbols illustrating religious change.
History - Marked on grid for levels and skills.
RS – Written comment with one target.
RS – Written comment with two targets.
File Location:
Feedback to students:
A2 Learning Mark. Geography- Using success criteria and varying perspectives. AFL and self assessment.
Geography - Using success criteria and varying perspectives. AFL and peer assessment.
Marked against GSCE criteria for task
Marked against GSCE criteria for task Full diagnostic written comment – 2 Targets. Attitude to learning grade. Half Term 4
Assessment Title:
Formative Assessment 1
Common Assessment
Creative Thinking Skills RS –Holocaust Memorial Activity. Geography- How can I use fieldwork skills to carry out an environmental investigation? Students participate in KBG campaign by carrying out a litter pick of the school site
RS – Written Assessment on Anne Frank and Persecution. Geography –How can I design a campaign to promote environmental sustainably? Students design own environmental campaign for independent learning project
History - None
File Location:
Feedback to students:
Geography- Using success criteria linked to skills ladder. Self- Assessment and written comment with 2 Targets. RS – Peer Assessment – Supplemented by teacher grading
RS – Formal written comment with two targets. Geography - GCSE Grade Attitude to learning 2 targets/ full written comment PSHE skills criteria
Half Term 5 Assessment Title:
Formative Assessment 1
Common Assessment
Decision Making Skills Geography- Migration to Brazil:
Geography- How can I compare and contrast population policies?
Students decide whether character should ‘stay or go’ by watching animated clip and then answering differentiated enquiry questions about push and pull factors.
Students decide upon the factors that determine a successful population policy by contrasting case study examples; students then design own population policy using frame work.
RS – Paragraph allocation exercise linking key words to text
RS – Written Assessment on Buddhism
History – Why did the Roylists lose the Battle of Marston Moor? History – None File Location:
Feedback to students: Geography- Using success criteria linked to skills ladder.
Geography- Using success criteria linked to KS3 skills/level ladder.
Self- Assessment and written comment with 2 Targets.
Full diagnostic written comment – 2 Targets. Attitude to learning grade.
RS – Immediate Feedback – Mark given/discussion about how to get higher grade. Students sent home with paragraphs to prepare for assessment.
RS – Full diagnostic written comment with comments. Attitude to learning grade
History – Peer Assessment – Shared with two targets given
Half Term 6 Assessment Title:
Formative Assessment 1
Common Assessment
Team Work and Communication Skills Geography- How do banana farmers use fair trade?
History – Why did the Royalists lose the English Civil War?
Students play trade game to investigate and discover the unfair distribution within the global trade network. File Location:
Feedback to students: Geography: Success criteria for banana game success is established as class. Students use peer assessment to mark each other against criteria before giving oral feedback -comment and 2 targets. Supported by teacher feedback against class criteria
History – Full formal assessment grade with two targets
Academy Middle Years Curriculum 2010 – 2012 Year 8
Subject:
Humanities
Year Group:
Year 8
Course / Qualification:
Middle Years Programme
Assessments: Half Term 1
Assessment Title: Knowledge and Understanding
Formative Assessment 1
Common Assessment
Geography – Students will complete a 5 part table demonstrating ability to apply 6 figure grid references to an OS map of Glastonbury.
Geography – Students will demonstrate map skills learnt during unit by writing a 7 part response to an email enquiry.
They will then describe different elements of each located site.
RS – Written Task. Explain religious attitudes towards making animals extinct. Mark out of 15.
RS – Written Task – Why are some people vegetarian?
File Location: Feedback to students:
History – Jack the Ripper Poster using witness evidence
History – Jack the Ripper – Q 1 and 2 Style GCSE examination – Describe and Agree
Geography- Mark out of 10
Geography- Using success criteria linked to KS3 skills/level ladder.
Full diagnostic written comment – 2 Targets.
Full diagnostic written comment – 2 Targets. Attitude to learning grade. RS – Full diagnostic written comment with feedback. Two targets to be given. Includes attitude to learning grade.
RS – Peer Assessment. Mark out of 4. Students to read gradings and assess (AFL) History – Jack the Ripper – Level assessment using sources – Grade given with targets History – Jack the Ripper
Half Term 2
Assessment Title:
Independent Research Skills
Formative Assessment 1
Common Assessment
RS – How can Christians be good stewards? (6 Marks)
RS – GCSE Question – Stewardship and Planet Earth
Geography - Why are billionaires on the rise in Asia and the Middle East?
Geography – Does money improve your quality of life and make you happy?
Students solve a mystery to explain how Zhang Yin has become so wealthy by completing card sort to answer geographical enquiry questions.
To write a 5 question interview with a billionaire (famous or made up) to find out if money brings happiness globally.
History – GCSE style source analysis – This source suggests that alliances were a primary cause of World War One. To what extent do you agree? Use the source and your own knowledge to explain
History - The Treaty of Versailles – Cartoon Source Study
Geography- Feedback to students: Full diagnostic written comment – 2 Targets.
Geography- Using success criteria linked to KS3 skills/level ladder.
File Location: Feedback to students: Full diagnostic written comment – 2 Targets. Attitude to learning grade. RS – Attitude to Learning Grade with suggestions/advice for assessment. Opportunity for peer assessment
RS – Full diagnostic. Written comment with two targets. Mark out of 18 History – GCSE Level response grade
History – GCSE Level response grade
Half Term 3
Assessment Title: Using Evidence
Formative Assessment 1
Common Assessment
Geography- What is a drainage basin and how does it function?
Geography- Comparing Flooding in MEDCs to LEDCs
Students use origami to create a model of drainage basin with accurate annotated features.
Students write their own documentary script to compare the effects of flooding in MEDCs to LEDCs guided by task specific success criteria linked to GCSE levels.
RS – Christian attitudes to abortion (6 marks)
RS – GCSE Examination Mark out of 18 – Full diagnostic with two targets History – World War One Memorial Project online – 11 Units to have been completed over Christmas
File Location: Feedback to students:
Geography- Written Comment – Mark out of 15 for correct placement and extra marks for explanation of processes
Geography- Using success criteria linked to GCSE skills/level ladder. Full diagnostic written comment – 2 Targets. Attitude to learning grade.
RS – Mark out of 6 – Two targets
RS – Full diagnostic comment with two targets. A2L grade given in relation to teamwork.
History – World War One
History – World War One Presentation – Overall mark given for project
Half Term 4 Formative Assessment 1
Assessment Title: Creative Thinking Skills
Common Assessment
Geography- What has Sierra Leone done to combat poverty?
Geography- Will the development goals be achieved by 2015?
Students will read a news report outlining the development plan for Sierra Leone. They will complete a comprehension exercise to evaluate the success of the plan by comparing Sierra Leone before and after the implantation of the MDG’s.
Students will complete an 8 part assessment which demonstrates the 5 key skills they have learnt during unit: they will use a case study of the 8 MDG in Nigeria to evaluate whether they will be achieved by 2015.
RS - Lesson 2 – How did World War meet the conditions of a Justified War?
RS - War and Conflict – Examination style question marked out of 22.
Geography: Written Comment on case study research and evaluation skills.
Geography- Using success criteria linked to GCSE skills/level ladder.
-2 targets.
Full diagnostic written comment – 2 Targets.
File Location: Feedback to students:
Attitude to learning grade. RS - Mark our of 8 – Formally assessed with feedback
RS - Marked out of 22. Formally assessed with targets – areas that need focus.
Half Term 5 Formative Assessment 1
Assessment Title: Decision Making Skills
Geography- Decision making task; What conflicts are facing National Parks in the USA? Students categorise environmental, social and economic conflicts into Venn diagram before justifying their decision.
Common Assessment Geography- Design a new state of America To decide upon the factors that make up a successful settlement; students design a NEW STATE of America guided by task specific success criteria linked to GCSE levels.
RS – None – Preparation for GCSE Exam History – Pearl Harbour Investigation. Why was the United States so unprepared for the attack on Pearl Harbour? History - None
File Location: Feedback to students:
Geography- Success criteria for weather presentation is established as class. Students use peer assessment to mark each other against criteria before giving oral feedback -comment and 2 targets.
Geography- Using success criteria linked to GCSE skills/level ladder.
Supported by teacher feedback against class criteria.
Attitude to learning grade.
Full diagnostic written comment – 2 Targets.
Half Term 6
Assessment Title: Team Work and Communication Skills
Formative Assessment 1
Common Assessment
Geography- Weather Instrument Design Challenge
Geography- Microclimate Field Work Investigation
Students design and create their own weather instrument using evidence they have developed about meteorology. They then present finished instrument to class
Students collect and interpret data about microclimate to write a report guided by a framework.
RS – Medical Ethics – Lesson 4 – Questions of fertility treatment
RS – GCSE Examination paper on medical ethics – May need to be done in next academic year
Geography- Peer Assessment and written comment with 2 Targets.
Geography- Using success criteria linked to GCSE skills/level ladder.
RS – Mark out of 12 – Formally assessed with 2 targets
Full diagnostic written comment – 2 Targets.
File Location: Feedback to students:
Attitude to learning grade. RS – Formally assessed with 2 targets
Curriculum at Key Stage 4 In Year 9, students will have chosen disciplines to continue through to GCSE. We have an outline of curriculum pathways to suit and tailor individual learning. GCSE Provision The faculty currently delivers History, Geography, Religious Education, and Sociology as GCSE’s. These courses are staggered from Year 9 to ensure that students are able to achieve their potential. This summer we will be changing both the Geography and History GCSE’s to fit in better with our Key Stage 3 syllabus and make learning more relevant. We have already changed the RE GCSE course to better adapt to the different abilties of students. The current plan for Year 9 is below, as it the plan for Year 8 (from September 2010). Curriculum Plan for Current Students
KS2 Baseline
KS3
Year 9 Geography or History
KS2 Level 5
o KS2 Level 4
Cross Curricular Geography/History/RS More able students to sit ½ course GCSE RS
KS2 Level 3 KS2 Level 2
Subject: Year Group: Course / Qualification:
Religious Studies
Year 9-11 Religious Studies Unit 3
Year 10 Geography or History
Year 11 Complete RS Full course. Some will already have ½ GCSE
Year 12 & 13
Choice A-Level History A-Level Geography A-Level G/Politics A-Level Philosophy Geography or History Geography or History Complete RS Full course. Choice Some will already have ½ A-Level History GCSE A-Level Geography A-Level G/Politics A-Level Philosophy Planning Going On – Hums and English to work on Literacy Plan to support GCSE English. BEP and DOG to meet Week beginning 26th November to finalise plan.
Assessments: Half Term 1 Assessment Title: Religious Attitudes to Matters of Life
Formative Assessment 1
Common Assessment
Medical Ethics – Lesson 4 – Questions of fertility treatment
GCSE Examination paper on medical ethics
TGI Space
TGI Space
Mark out of 12 – Formally assessed with 2 targets
Formally assessed with 2 targets
File Location: Feedback to students:
Half Term 2 Assessment Title:
Formative Assessment 1
Common Assessment
Poverty in the UK Lesson 4 – Should religious people smoke cannabis? (6 marks)
Lesson 9 – Full GCSE Assessment on Religion and Drugs
TGI Space
TGI Space
File Location:
Feedback to students:
Mark out of 6 – Peer assessment. Mark out of 18 – Full diagnostic with targets
Half Term 3 Assessment Title:
Formative Assessment 1
Common Assessment
Religious Attitudes to drug abuse Lesson 2 “Why do young men under the age of 25 cause most crime.” (5 Marks)
Formal assessment on Crime and Punishment (30 Marks)
TGI Space
TGI Space
Formally assessed – Marked back and given advice
Formally assessed – Students will have answers fed back at end of session and mark themselves. They will then be given GCSE grade
File Location: Feedback to students:
Half Term 4 Assessment Title:
Formative Assessment 1
Common Assessment
Religious attitudes to the death and the elderly Lesson 4 – Overview What is assisted suicide? (2) Outline different attitudes among Christians towards abortion.(6) Explain why some people do not believe in life after death.(8)
Lesson 6 – Exam question 2
“Only God has the right to take someone’s life, so euthanasia is wrong.” Do you agree? Give reasons for your opinion, showing that you have considered another point of view. In your answer, you should refer to Christianity. (4) File Location: TGI Space
TGI Space
Formally assessed – GCSE grade and targets to be given back to students.
Formal GCSE grade given by teacher 18 Marks There are model responses on TGI Space – These are to be shared with students in Feed back
Feedback to students:
Half Term 5 Assessment Title:
Formative Assessment 1
Crime and Punishment PREPARATION FOR GCSE EXAMS File Location: Feedback to students:
Common Assessment
Half Term 6 Assessment Title:
Formative Assessment 1
Mock Examination None File Location:
Feedback to students:
Subject:
History
Year Group: Year 10 Course / Qualification: GCSE Assessments: Half Term 1
Common Assessment
Assessment Title:
Formative Assessment 1
Peace Making 1919-1935 1)
The main decisions at Versailles were taken by the leaders of the three greatest countires that attended: Clemenceau for France, Lloyd George for Britain and Wilson for the USA. Describe the aims of the Big three. (4 marks)
2)
Source A suggests one reason why Germany objected to the land it lost at Versailles.
Common Assessment “The Leagues failure to act decisively led to the outbreak of War.” How far would you agree with this statement? Do you think the League was to wholly blame?” (8)
Do you agree that this was the main reason for German opposition to the territorial terms of the treaty? Explain your answer by referring to the purpose of the source as well as using its content and your knowledge. (6 marks) 3)
Which was a more important reason for the weakness of the League of Nations: •
The membership of the League – 1933-1939
•
The organisation and powers of the League of Nations?
You must refer to both reasons when explaining your answer. (8 Marks)
File Location: Feedback to students:
http://tgispace.tgaw.org.uk/course/view.php?id=462&topic=4
http://tgispace.tgaw.org.uk/course/view.php?id=462&topic=8
Gcse Grade (18 marks) Peer Assessment review 2 Targets
Gcse Grade (18 marks) Peer Assessment review 2 Targets
Half Term 2 Assessment Title:
Formative Assessment 1
Common Assessment
Origins of World War Two
Lesson 9 “Overview” Essay on the main causes of World War Two (24 marks)
Lesson 3 – The Rhineland Source Activity W/Sheet
File Location:
http://tgispace.tgaw.org.uk/course/view.php?id=533&topic=4
http://tgispace.tgaw.org.uk/course/view.php?id=533&topic=9
Feedback to students: Mark out of 12 Teacher review – Target for area of weakness given.
Mark out of 24 Essay plan given – Any area of weakness to be re-written
Half Term 3 Assessment Title:
Formative Assessment 1
Common Assessment
Origins of the Cold War Lesson 4 and 5 – The Berlin Airlift
Lesson 2 1)
Roosevelt died in April 1945. He was replaced by Harry Truman.
(Explain how Truman was different from Roosevelt in his attitude to the Soviets) 2)
A Communist government was placed in charge of East Germany and Poland
(Explain how this broke the agreement made at Yalta. Mention why the Soviets did this) 3) Stalin was eventually told that the US had successfully tested an atom bomb. (Why would this worry Stalin? (2 reasons) Explain why this might explain Soviet actions in Poland and Germany) Conclusion Finally, the atom bomb dropped on Hiroshima and Nagasaki ended the war in the Pacific (Why were the Soviets unhappy about this? - 2 reasons)
Which of the following contributed most to the start of the Cold War? 1) Ideological Differences between USA and USSR 2) Yalta and Potsdam Conferences 3) The Atom Bomb 4) Soviet expansion in Eastern Europe 5) The Truman Doctrine and Marshall Plan 6) The Berlin Blockade and Airlift Which do you think was the main reason? Explain your answer. 15 marks – 2 marks for each, 3 marks for personal summary
Total (10 Marks)
File Location: http://tgispace.tgaw.org.uk/course/view.php?id=523&topic=2
Feedback to students: Marked by students using review sheet on lesson Mark out of ten – GCSE grade
http://tgispace.tgaw.org.uk/course/view.php?id=523&topic=4
GCSE grade given out of 15 Two targets given
Half Term 4 Assessment Title:
Formative Assessment 1
Common Assessment
Exam Prep
File Location:
Feedback to students:
Half Term 5 Assessment Title: Crime and Punishment
Formative Assessment 1
Common Assessment
File Location:
Feedback to students: Half Term 6 Assessment Title:
Formative Assessment 1
Exam Prep
File Location:
Feedback to students:
Subject:
History
Year Group: Year 11 Course / Qualification:
GCSE History
Common Assessment
Assessments: Half Term 1 Assessment Title:
Formative Assessment 1
Common Assessment
The Roaring Twenties Lesson 1
Lesson 7 –
“Why was Wilson unsuccessful in persuading American people to support his international policy?”
AQA Examination Paper on the Roaring Twenties
http://tgispace.tgaw.org.uk/course/view.php?id=75&topic=1
http://tgispace.tgaw.org.uk/course/view.php?id=75&topic=7
Mark out of 8 – Marked for reference to sources. Formal targets to be given to students.
Mark out of 20. Formally marked with targets for improvement
File Location:
Feedback to students:
Half Term 2 Assessment Title:
Formative Assessment 1
Common Assessment
The Civil Rights Movement "Using the picture below and your own knowledge, describe events at Little Rock High School in 1957" (8 Marks)
(a)
Using source A and your own knowledge describe events at Little Rock
Central High School in 1957. (8 Marks)
(b)
Source B was created during the aftermath of the Montgomery Bus Boycott. Describe what the cartoonist is suggesting by relating to events in Montgomery during 1955-1956. (8)
(c)
The Washington march and speech was the most important event of the Civil Rights Movement during the 1950’s and 1960’s. Do you agree? Explain your answer. (12 Marks)
File Location: http://tgispace.tgaw.org.uk/course/view.php?id=433&topic=4
http://tgispace.tgaw.org.uk/course/view.php?id=433&topic=10
GCSE Grade 2 targets given Peer assessment review
GCSE Grade 2 targets given Peer assessment review
Feedback to students:
Half Term 3 Assessment Title:
Formative Assessment 1
Common Assessment
The Vietnam War Lesson 2/3 Lesson 11 "How did guerilla warfare defeat the United States? You need to give at least five reasons." (8 Marks) (a) Using source A and your own knowledge, describe the search and destroy tactics used by the US forces in Vietnam. (8 Marks) (b) "TV and Media coverage of the war was the main reason why the US withdrew from Vietnam". Do you agree? Explain your answer. (12 Marks)
File Location: http://tgispace.tgaw.org.uk/course/view.php?id=535&topic=3
http://tgispace.tgaw.org.uk/course/view.php?id=535&topic=10
Peer assessment – self marked GCSE grade Personal targets given
Teacher marked GCSE grade given Targets given
Feedback to students:
Half Term 4 Assessment Title:
Formative Assessment 1
Common Assessment
Exam Prep File Location:
Feedback to students:
Half Term 5 Assessment Title: Exam Prep File Location:
Feedback to students:
Formative Assessment 1
Common Assessment
Half Term 6 Assessment Title:
Formative Assessment 1
Mock Examination File Location: Feedback to students:
Subject:
Geography AQA
Year Group:
Year 9
Course / Qualification:
GCSE Geography
Common Assessment
Assessments: Half Term 1 Assessment Title:
Formative Assessment 1 GCSE Exam Question: How have people adapted to living by fold mountains? Students complete extended piece of writing. Success criteria and writing frame given to support students.
Formative Assessment 2 News Report: Nyiragongo Volcano Students write a report about the causes, impacts and responses of the 2002 volcano in Africa. Success criteria given.
Common Assessment Iceland Case Study: how could you rebrand following a natural disaster? Students work in groups to create posters and leaflets to present. Focus on research, independent learning, teamwork and presenting.
(6 marks) File Location: Feedback to students:
Using success criteria linked to GCSE level ladder. Full diagnostic written comment – 2 Targets. Attitude to learning grade
Using success criteria linked to skills level ladder. Full diagnostic written comment – 2 Targets.
Success criteria given, related to skills level ladder. Full diagnostic written comment – 2 Targets. Attitude to learning grade.
Half Term 2 Assessment Title:
Formative Assessment 1
Formative Assessment 2
GCSE Exam Question: What is a Supervolcano?
How can earthquakes be measured?
Students analyse different information resources to decide the most/least extreme human and physical impacts of super volcanoes.
Students complete living graph exercise by deciding where different events go onto richter scale.
Peer Assessment and written comment with 2 Targets.
Written Comment – Mark out of 15 for correct placement and extra marks for rationalisation.
Common Assessment GCSE End of Unit 1: Restless Earth (past) paper
File Location: Feedback to students:
Attitude to learning grade.
Using success criteria linked to official GCSE mark scheme. Full diagnostic written comment – 2 Targets. Self-assessment and targets for next unit. Attitude to learning grade.
Half Term 3
Assessment Title:
Formative Assessment 1
Formative Assessment 2
Common Assessment
How is a wave cut platform formed?
GCSE Skills Practise Question: How do headlands form?
What might the impacts of coastal flooding be?
Students answer a past exam question.
Students draw and annotate series of field sketch of to demonstrate understanding of key stages and processes at work.
Using Canvey Island as a case study, students write a news report from the success criteria given.
(4 marks)
(10 marks) (10 marks) File Location: Feedback to students:
Using success criteria linked to official GCSE mark scheme.
Using success criteria linked to GCSE level ladder.
Using success criteria linked to GCSE level ladder.
AFL- Peer assessment. Comment and Target.
Self-assessment and full diagnostic written comment with 2 targets.
Full diagnostic written comment with 2 targets. Attitude to learning grade.
Half Term 4 Assessment Title:
Formative Assessment 1 GCSE exam question: Why is sea level rising and what might the impacts of this be?
Formative Assessment 2 GCSE exam question: Case Study of Mappleton’s Eroding Coastline
Common Assessment GCSE Unit 5: The coastal zone (past) paper
30 mark exam Decision making Extended writing 14 mark question
8 mark question File Location: Feedback to students:
Using success criteria linked to official AQA GCSE mark scheme. Full diagnostic written comment – 2 Targets.
Using success criteria linked to GCSE level ladder. Full diagnostic written comment – 2 Targets.
Using success criteria linked to official AQA GCSE mark scheme. Full diagnostic written comment – 2 Targets.
Attitude to learning grade. Attitude to learning grade. Half Term 5 Assessment Title:
Formative Assessment 1 GCSE Practise Question: Describe and explain the formation of ox bow lakes. Foundation- 4 marks Higher- 6 marks
Formative Assessment 2 GCSE figure analysis Questions: Students study a photograph of the 2004 Bocastle floods to answer 2 questions: 1. What are the impacts of this flood (4 marks)
Common Assessment Mock Exam for physical unit Students will prepare for summer exam by completing a past GCSE paper on physical units (30 marks)
Students will be awarded level marking for answer.
2. How could the flood be prevented? (2 marks) Students will be awarded level marking for answer
File Location: Feedback to students:
Comment 2 targets GCSE grade linked to grade descriptors Attitude to learning Mark out of 4
Comment 2 targets GCSE grade linked to grade descriptors Attitude to learning Mark out of 6
Comment 2 targets GCSE grade linked to grade descriptors Attitude to learning
Half Term 6 Assessment Title:
Formative Assessment 1
Formative Assessment 2
8 mark GCSE Practise question:
Independent thinking- evaluation task
Unit 5: Water on the Land: End of unit assessment
Has the U.K managed to successfully manage its water supply?
Students complete 11 part GCSE past exam paper to demonstrate learning over entire unit.
Describe the advantages and disadvantages of soft engineering as means of controlling flooding
Students use 6 thinking hats to evaluate how effect the Edan Valley Dams have been in supplying sustainable water supply to the UK
Common Assessment
File Location: Feedback to students: Using AQA success criteria linked to GCSE grade boundaries. Full diagnostic written comment – 2 Targets.
Subject:
Geography
Year Group:
Year 10
Course / Qualification:
GCSE Geography
Peer Assessment using 6 thinking hats RAG rating and mark out of 6 Comment and 2 Targets
Using success criteria linked to GCSE grade boundaries. Full diagnostic written comment – 2 Targets. Attitude to learning grade.
Assessments: Half Term 1 Assessment Title:
Formative Assessment 1 What factors influence population change? A. Categorisation task; Identifying and defining factors that effect population change. B. Using the formula for natural change to calculate changing population.
Formative Assessment 2 GCSE Practise Questions Past AQA GCSE questions on DTM, Population Pyramids. (18 marks)
Common Assessment GCSE Case study question: China one child policy Past AQA GCSE question on Unit 8: Population Change. (8 marks)
File Location:
Feedback to students:
Written Comment – Mark out of 25 for correct definition and extra marks for correct calculation of natural change.
Mark out of 18 using success criteria linked to GCSE level grade boundary,
Mark out of 8 using success criteria linked to GCSE level grade boundary,
Full diagnostic written comment – 2 Full diagnostic written comment – 2 Targets. Targets. Attitude to learning grade. Half Term 2 Assessment Title:
Formative Assessment 1 Problems of an Aging Population Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.
File Location:
Problems of an Aging Population Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.
Formative Assessment 2
Common Assessment
Mystery Task: Where is Enrique going?
GCSE End of Unit 6: Population Change (past) paper.
Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decisionshould Enrique say or go?
30 marks.
Mystery Task: Where is Enrique going?
GCSE End of Unit 6: Population Change (past) paper.
Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decisionshould Enrique say or go?
30 marks.
Feedback to students:
Problems of an Aging Population Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.
Mystery Task: Where is Enrique going?
GCSE End of Unit 6: Population Change (past) paper.
Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decisionshould Enrique say or go?
30 marks.
Half Term 3 Assessment Title:
Formative Assessment 1 What are the key indicators of world development? Students define and explain 7 key indicators of word development using geographical terminology
Formative Assessment 2
Common Assessment
Hurricane Ivan case study
Is there a way to end world debt?
Students complete a 7 mark GCSE question linked to the case study of hurricane Ivan
Students carry out independent investigation to evaluate the extent of third world debt before writing it up into a report Skills preparation for controlled assessment
File Location: Feedback to students:
Self Assessment
Peer Assessment
Using success criteria linked to
Numerical mark /14 which GCSE Grade- AQA criteria translates to a GCSE grade 2 targets and full written comment Students reflect by writing own Attitude to learning grade comment and reviewing learning by setting 2 personal targets.
GCSE grade boundaries. Full diagnostic written comment – 2 Targets. Attitude to learning grade.
Attitude to learning grade Half Term 4 Assessment Title:
File Location: Feedback to students:
Formative Assessment 1
Formative Assessment 2
GCSE CASE STUDY PAST QUESTION
GCSE SKILLS PAST QUESTION
Using case study examples explain why development is uneven across Europe.
What can be done to even out development across the EU?
8 marks
10 marks
Using success criteria and varying perspectives. AFL and peer assessment- supported by teacher assessment
Full written Comment – Mark out of 10 for accuracy of geographical skills -2 targets.
Common Assessment AQA GCSE PAST PAPER: Unit 11: The development gap (2010)
25 marks Using success criteria linked to GCSE grade boundaries. Full diagnostic written comment – 2 Targets.
Attitude to learning grade
Attitude to learning grade.
Half Term 5 Assessment Title:
Formative Assessment 1
Formative Assessment 2
Common Assessment
GCSE CASE STUDY QUESTION:
GCSE FIGURE ANALYSIS QUESTION:
GCSE CASE STUDY QUESTION:
“Using case study examples explain how ICT and communications have impacted upon the development of the poor world”
“What messages might figure 3 communicate about the effects of TNCs in the poor world?”
“Explain the positive and negative social impacts of China becoming the new economic giant”
(6 marks)
(8 marks)
(8 marks) File Location: Feedback to students:
Mark out of 8 using success criteria linked to GCSE level grade boundary,
Peer Assessment- Mark out of 6 Teacher and Self Assessment- Mark using success criteria linked to GCSE out of 6 using success criteria linked level grade boundary, to GCSE level grade boundary,
Full diagnostic written comment – 2 Full diagnostic written comment – 2 Full diagnostic written comment – 2 Targets. Targets. Targets. Attitude to learning grade.
Attitude to learning grade. Half Term 6
Assessment Title:
Formative Assessment 1
Formative Assessment 2
Common Assessment
Research task: Global demand for energy.
GCSE Exam Question: Using a case study example, explain why international cooperation is Students research the variations in needed to tackle water supply the global use of energy and write a issues. report about the impacts of future energy usage increases. (8 marks)
GCSE End of Unit 12: Globalisation (past) paper. 25marks.
File Location: Feedback to students:
Using success criteria linked to GCSE grade boundaries.
Peer Assessment- Mark out of 8 Using success criteria linked to using success criteria linked to GCSE GCSE grade boundaries. mark scheme. Full diagnostic written comment – 2 Full diagnostic written comment – 2 Targets. Full diagnostic written comment – 2 Targets. Targets. Attitude to learning grade. Attitude to learning grade.
Gifted and Talented Provision Students recognised as gifted and talented are directed down particular curriculum pathways from Year 8 in order to suit their learning and achieve their full potential (e.g., a two year history or geography GCSE course followed by accelerated RE GCSE in year 11.) The most able year 8 students for example and complete ½ GCSE in Religious Studies in Year 8. Period 6 sessions are available to students to sit GCSE’s early, for example on a Tuesday night in Religious Studies. Similar intervention sessions are held for Year 10 and 11 History students (Friday evening) and geography students (Year 10 and 11) on Wednesday evenings. Our online curriculum also offers a full time learning programme which allows students to extend their learning at home. It has links to extracurricular home -work activities, for which students are rewarded.
Because curriculum routes have been altered in the last couple of years, we have a number of Year 10 students on accelerated courses. One class is taking an early A/S level because they completed a GCSE RS in a single year. This is the same for a current Year 11 group who have now doing an A-S level in critical thinking. We offer a curriculum that is based firmly on student needs. Differentiation We recognise the importance of differentiation in the teaching and learning process and ensure that schemes of work highlight the variety of resources and techniques that can be used. SEN The faculty recognises the three main principles of inclusion. • Setting suitable learning challenges • Responding to pupils diverse needs • Overcoming potential barriers to learning and assessment for individuals and groups of pupils This is addressed by: • • • • • •
Literacy
Modifying in terms of content and/or differentiation, the scheme of work to take account of pupil needs and previous experience. Setting learning targets for each lesson and sharing them with pupils Creating an effective learning environment, developing motivation and concentration by using a variety of teaching approaches and resources. Using assessment, both by the teacher and the pupil, to set targets for learning. Having an online curriculum which allows students to finish work at home and extend themselves. Support from Hums with English to students in Year 9, 10 and 11.
Humanities make a great contribution to developing pupil’s literacy skills, involving speaking and listening, reading and writing. Podcasts are used to assess student’s ability to communicate verbally. Specific opportunities are to be found in each subject’s scheme of work. Numeracy Specific opportunities for numeracy are to be found in schemes of work. ICT Each Humanities room has a projector and an interactive whiteboard. These are used to enhance the structure and delivery of lessons. Pupil use of ICT has been heavily hampered by lack of availability to P15 because the priority has shifted to ICT and business lessons being taught there. Specific opportunities for ICT are to be found in Schemes of work. Seating Plans Staff are required to produce seating plans on request of the Lead Teacher. All members of staff in humanities stick to a seating plan which accurately reflects the ability of the class. Copies of these seating plans are kept online, so in the case of staff absence they are available to cover staff. However, we are about to move block so seating plans are on the hold for the moment. Once we have established ourselves in the new block, seating plans will be initiated. Extra Curricular Activities This year we have completed visits to Belgium, France and Italy. Geography coursework has meant field work visits to Dorset and Snowdonia. Geology is also offered by Humanities as part of the student SAS option. Students have gone on visits to Whitman Hill Quarry. We are currently working with the Worcester Memorial Association in building a War Memorial on land owned by TGAW. This has involved a number of faculties and departments working together to build and create resources for the memorial. We have guest speaker in to Humanities to inspire Key Stage 3 students. The History Man this year will be doing a day’s work shop with students on World War One and the Tudors. He will also be coming in to do a day on the Vietnam War with our Year 10’s and 11’s, We have had a geology speaker, Eve Miles from the Earth Heritage Trust working through Worcester Univertsity speaking to our students about fossils, crystals and volcanic rock. Sponsorship through KIER construction and KIER homes has meant that we have been able to take three FSM students on the visit to Snowdonia, as well as four competition winners in the Eco Home Challenge competition.
Students are also building an Eco tree house at base camp with the help of Outdoor Education and the Eco-Committee. We are looking at establishing a wind turbine and are seeking sponsorship. Planning is also being started for Year 8’s to begin using coursework skills in a four day residential to a coastal region. This will prepare students for their GCSE studies. Cross Curricular Learning The faculty makes a significant contribution to cross curricular themes such as citizenship, ICT, literacy and numeracy. Specific opportunities are to be found in the schemes of work. The faculty works in line and in co operation with other faculties when discussing project based learning themes. We are currently working with English to develop a literacy programme for weaker 9-11 students. We have also worked with Public Services in the creation of a memorial for World War One soldiers, and this has involved us working with English to produce student poetry. Citizenship Humanities plays an important role in the delivery of citizenship. Reference points to citizenship can be found in the schemes of work. Off Site Visits and Risk Assessment We recognise the value of off site visits and field work in the teaching and learning process. All of these visits are planned thoroughly adhering to the Worcestershire LEA guidelines for OFF site visits. Risk assessments are made for each visits and reviewed after each visit has taken place.
Notifying Absence, LOA, and Cover Work Staff are expected to call in sick and notify the Lead Teacher of the current status of the class that require covering. Because all resources and schemes of work are available on the shared network, lessons can be quickly set by the Lead Teacher so as to not hinder progress. A member of staff requesting LOA would be expected to give notice and inform both the office and the Lead Teacher of his/her request to go on leave. Because our resources are all online, it makes sending in work very easy. All the absent MOS has to do is notify what lesson he/she is up to, and we can pull up the entire lesson online. The existence of TGI Space makes setting lesssons during absence easier.
Snow Line
In this instance, the college leader would inform the Lead teacher that the school is closed for the day. The lead teacher will then contact the teachers of humanities that this is the case. The Lead Teacher is expected to have contact details for all his faculty members. Our Expectations 1) Students should enter in an orderly manner after lining up. Planners are expected to be on desks to record information. 2) Four Part Lesson. There should be a connection activity, activation, demonstration and plenary. Students should be aware of the big picture by making connections to previous lessons learning. 3) There should be a variety of activities designed to engage student interest. 4) There should be good pace with time lined tasks. There should be smooth transitions from one activity to the next. 5) There should be a variety of teaching styles. 6) The teacher should display good subject knowledge and be aware of national curriculum levels. 7) There should be good class room management, including management of resources, displays, praise and rewards. 8) There should be differentiation and challenge. The teacher should have high expectations and knowledge of student’s needs and background. 9) There should be use of assessment, monitoring, evaluation and target setting. Homework should be appropriate. 10) There should be good planning with appropriate resources. Students are expected to be equipped and ready to learn.