Humanities

KS3 Humanities

At Key Stage 3 groups will be following an internal programme which follows the National Curriculum from History, Geography and Religious Studies.

Intent

Our aim in Humanities is to provide and encourage students with an understanding of our past, to ensure that they can access our world current affairs today. Students are encouraged to discuss different beliefs and practices within the world faiths and to develop a broad knowledge of history in the past, geographical places around the world and to evaluate beliefs and practices as a key skill. This is achieved in lessons via guided tasks, questions and activities, audio visual aids and most recently with online learning. Students are taught using a wide variety of texts and teaching methods and there is an emphasis on current events to help relate Humanities to the present day.

Throughout KS3, students are encouraged to be independent in their learning and to take pride in their work. We pride ourselves on engagement with students and will always offer a friendly and supportive environment in the classroom.

Below is a guide to show what your child will be studying during KS3. The topics role over a three-year period and is designed to link with cross curricular topics and current events from other subjects such as English, Science and PSHE. This will in turn engage students with an understanding of the world around them, to raise awareness of issues affecting our world and to lay a solid foundation for further study at KS4 through a GCSE pathway.

Larches High School: Curriculum Planning 2023 / 24

Subject:       Humanities                                                                                                                     Year Group: KS3

	Autumn Term 1	Autumn Term 2	Spring Term 1	Spring Term 2	Summer Term 1	Summer Term 2
Topics to be covered	Physical Landscapes in the United Kingdom:   The countries of the United Kingdom. The attractions of the British Isles.   The Land’s End to John O’Grots challenge. The diversity of the UK.   The UK in Europe   UK Landscapes. How do landscapes change? The importance of the Lake District.   Landscape processes. The geology of the UK. Weathering, erosion, transportation and deposition.   River landscape. The main feature of a River basin. Landforms of the River Aire. Human uses of the River Aire.   Coastal landscape. Processes of coastal erosion and the impact on cliffs and beaches.   Mountains and glacial landscapes. The location of mountains in the UK. Safety in the mountains and the process of freeze – thaw weathering.	Tourism:     What is tourism? What is the tourist industry? What problems does tourism cause? What are National Parks? What is conflict?   Where do tourists go?   Mallorca – a holiday paradise?   Disney Florida – a holiday dream?   The Alps – a winter wonderland?   The tourism enquiry. How can the development of tourism affect areas of great scenic attraction?   This unit prepares the pupils for the next unit as the numerous Sporting Stadiums in the UK are major tourist attractions	The Sport Industry:   Fashion and Sport: How does fashion and sport affect our lives? What is globalisation? How do transnationals affect poorer countries? With particular reference to Nike.     How worldwide is sport? With specific reference to which countries have hosted the Olympic Games and the varied nationalities that play in the Premier League due to improvements in transport and communications.     Building New Stadiums: Where is the best site for a stadium? Advantages and disadvantages of new stadiums?	The History of Sport:   Mob football pre industrial revolution.   The influence of nineteenth century boarding schools.   Social control of pupils at these schools. The introduction of the House System. The expansion of these Schools due to the emergence of the middle class.   The Cult of Athleticism. Physical Endeavour. Moral Integrity. Obsession with team sports and the characteristics associated with playing.   The Formation of National Governing Bodies.   How did the Industrial Revolution impact sport in the UK?   How did the British Empire spread the values of team sports globally?   How has Sport been used as a political tool? Berlin1936 Mexico 1968 Munich 1972 Moscow 1980 Los Angeles 1984	The Civil Rights Movement in the USA 1954 – 1975   The Development of the Civil Rights Movement.   America from 1600 to the late 1800s. Segregation and Discrimination in the 1950s. The Civil Rights Movement in the 1950s. The murder of Emmett Till (1955). Political Opposition to Civil Rights. The Brown Case (1954). Little Rock (1957). Montgomery Bus Boycott (1955).   Protest, Progress and Radicalism. Greensboro Sit – in 1960. The Freedom Riders (1961). The James Meredith Case (1962). Birmingham, Alabama (1963). March on Washington (1963).King’s speech. Key Civil Rights Laws. The role of Presidents Kennedy and Johnson. Malcolm X. Black Power. Black Panther. The Riots of 1964 – 67   King’s campaign in the North (1966). King’s Assassination (1968). Progress 1969 -1975.	The Windrush Generation:   Europe and Colonisation.   West Indies and WW2.   The British Nationality Act, 1948.   What was the Windrush?   Reaction to the Windrush Generation.   Passengers on the Empire Windrush.   The Windrush Generation (1948 -1971) and their contribution to British Society.   Notting Hill Riots leading to the Notting Hill Carnival.
Knowledge / Skills to be developed and enhanced	Use and interpret political maps. Label and annotate maps and photos. Understand numerical data. Complete bar charts.	Use and interpret political maps. Label and annotate maps and photos. Understand numerical data. Complete bar charts	High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints.	High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints.	High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints.	High order skills are developed including evidence, interpretation, causation, consequences and continuums. Students develop an inquisitive, high order thinking approach to exploring the past with a consideration of multiple perspectives and viewpoints.
Rationale	This scheme is the opportunity to look at our own country in more detail. This is more Physical Geography than previous units in Schemes A and B       This unit is delivered as our location gives us the opportunities to visit landscapes to witness firsthand the variety we have in the UK.	This unit introduces pupils to the tourist industry, the problems tourism can cause, management and conflict in our National Parks, different types of holidays and how tourism can change the environment.   This unit links with previous work in other units including Countries Around The World and Comparing Three Countries From Three Different Continents.	This scheme develops pupils’ knowledge and understanding of globalisation and transformational corporations, fashion and sport as worldwide industries, links between countries at different stages of development, the best location for a stadium and the effects of a new stadium on the local economy.   This unit links with previous units Comparing Three Countries From Three Different Continents, The Industrial Revolution and the next unit, the History of Sport and how it has evolved in the last 150 years We are also fortunate here in the North West. to have so many professional football teams with various stadiums from traditional to more modern, where we can compare and visit as part of our Humanities curriculum.	This scheme develops pupils’ understanding of where and when these sports originated, which class in society invented them and who played these different sports. Strong social links to the Industrial Revolution and how travel and communication helped the development and expansion of team sports in the UK and beyond.   Sport and politics is discussed with references to Nazi Ideology and also Civil Rights Issues, both highlighted at the Olympic Games.     This unit is delivered as an opportunity to combine Physical Education, History and Geography.	This scheme develops pupils’ understanding of how racial inequality was evident in the USA in recent History. Segregation and inequality were accepted as the norm and students will learn the background to this and the role the British Empire played.   This unit links with previous units including both World Wars, the expansion of the British Empire, the Industrial Revolution and the Cold War. This unit also deals with contemporary issues relating to Black Lives Matter and Show Racism The Red Card to name only two.	This unit further develops pupils’ knowledge, understanding and stance on racial inequality. This unit shows how it was (and still is in many walks of life) evident in the UK and how this generation were treated when they were invited as part of the British Empire following the end of WW2. The unit is taught now as it celebrate Windrush Day celebrated every year on the 22nd of June.   This unit concludes our three year programme of study and will encourage pupils to discuss all other units studied over the three year cycle.
Tier 2 vocabulary to be taught	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link	Compare Evaluate Discuss Explain Name Develop Summarise Describe Define Estimate Link
Tier 3 vocabulary to be taught	Island Inhabited Nation Region County National Park Landscape Erosion Transportation	Primary occupations Secondary industries Tertiary industries. National Parks. Tourists. Conflict. Conservationists. Population. Transport.	Globalisation Brand names Transnational Corporations. Exploiting. Regenerate. Relocate. Congestion. Amenities. Legacy	Boarding school. House system. Integrity. Endeavour. Leadership. Elitism. Amateur. Professional. Influence. Regulated.	Segregation Discrimination Inferior Activists Dixiecrats Desegregation Protest Progress Radicalism Equality	Migration Windrush Generation Troopship Voyage Exotic Vibrant Immigrants Diversity Cohesion
CEIAG links / Gatsby benchmarks	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science	Historians Geologists Museum Work Travel Industry Languages Interpreter Weather – Science

 

How Learning will take place / pedagogy -Regular knowledge quizzes/tests linked to the PLC -Each topic identified in the knowledge section will be assessed with an exam question

 

How Learning will be assessed Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate.

 

Literacy and Numeracy Statement of Intent

 

SMSC Statement

Humanities focuses on the study of historical events, individuals and societies throughout the Geographical world and provides opportunities to promote SMSC values through its curriculum and teaching methods.

Spiritual Development: W encourage spiritual development by exploring the beliefs, values and motivations of historical figures and societies. Students may analyse how religion and spirituality influenced people’s lives, actions and decisions throughout history and today, including the religious impact of many societies from each continent. Studying significant events, such as religious conflicts or movements, can prompt students to reflect on their own beliefs.

Moral Development: Our lessons offer numerous opportunities to discuss moral issues and dilemmas from the past and in today’s society. Teachers can facilitate discussions on ethical decision-making, justice, and morality in historical contexts. By examining the consequences of actions taken by individuals, governments and societies, students can develop their understanding of right and wrong, empathy, and moral responsibility.

Social Development: Humanities enables social development by examining the relationships, interactions and dynamics within and between different societies. Students may explore issues of power, inequality, and social justice throughout history. Analysing the experiences of diverse social groups, such as women, minorities, and workers, fosters empathy, understanding, and awareness of social issues past and present.

Cultural Development: Cultural development is inherent in the study of history as it involves exploring the customs, traditions, beliefs and practices of past societies. In other units with a Geographical element we look at cultures and traditions in various countries throughout the world. We exposes students to diverse cultures, civilizations and perspectives from around the world. By learning about different cultural identities students develop respect, appreciation, and tolerance for cultural diversity.

Incorporating SMSC values into Humanities helps students develop a broader understanding of historical events and their significance, while also fostering personal and social development. Teachers can integrate SMSC values through classroom discussions, debates, analysis of primary and secondary sources. Additionally, encouraging students to consider the relevance of historical lessons to contemporary society promotes critical thinking and civic engagement.

BRITISH VALUES

British values is often explored within the context of most units.

Democracy: The development of democratic institutions in Britain through study of Medieval Britain from 1066 to 1500, followed by with studies from the next 200 years. A comparison with the political system in Germany in the inter-war years and how that contrasted with Britain is followed by the Cold War in our second year of study.

Rule of Law: The rule of law is often discussed in relation to the development of legal systems and the concept of justice in British history. Topics may include the emergence of common law, the consolidation of monarchy and authority in the Elizabethan Era. The expansion of the British Empire and its impact across the world is also evident.

Individual Liberty: This theme can be explored through the study of social movements, political reforms and the struggle for rights and freedoms in British history, primarily through the Industrial Revolution. This is further developed in our third year with a unit specifically on the Civil Rights Movement in the USA from 1954 to 1975, followed by the Windrush generation. This also includes the treatment of the Jews in Europe with a unit dedicated in the second year.

Mutual Respect and Tolerance: Students may examine the challenges and conflicts arising from cultural, religious and ethnic diversity throughout history and the challenges faced today. Freedom of Speech and Expression: The evolution of free speech and press freedom in Britain and a comparison with events in Germany in the interwar years.

These themes are integrated into the study of specific units, such as the Tudor period, the Industrial Revolution, the Victorian Era and the World Wars, allowing students to explore how British Values have evolved over time and shaped the nation’s history

Personal Development awareness days are celebrated throughout the three year course including National Days of the countries we are studying, the various wars and the Monarchs and leaders who played such a pivotal role in creating the societies we live in today (eg Remembrance Day, Windrush Day Martin Luther King’s Birthday).

 

Evaluation at end of academic year Ongoing throughout the academic year through written and verbally assessments. Peer assessments to take place where appropriate.

 

Outcomes

Humanities provides pupils with a good knowledge and an understanding of Humanity and that if we do not learn about the atrocities of the past, this will undoubtedly affect our future.

Humanities in Larches High School tries to ensure that pupils have an understanding to appreciate other people and show that they can be a good citizen within the community. Our curriculum clearly embeds pupils with good morals and equips them with the knowledge of a level of how our society has changed over time which links pupils’ knowledge to British Values and of cultural capital.

 

GCSE History

The GCSE History course is studied at KS4, it is aligned to the Pearson Edexcel examination board. We have created a scheme of work, that links in with both the National Curriculum for History and with the Pearson Edexcel specification. There is a particular emphasis upon British History, so our pupils know the British Values of democracy: the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. This is embedded within lessons, to ensure pupils grow to become good citizens of our world, who have learnt to look after humanity, by looking at past events and understanding the cause and consequences of particular parts of History.

 

GCSE History	Autumn Term 1	Autumn Term 2	Spring Term 1	Spring Term 2	Summer Term 1	Summer Term 2
Year 10	c1700–present: Medicine in eighteenth- and nineteenth-century Britain.	Early Elizabethan England, 1558-88.	Challenges to Elizabeth at home and abroad, 1569-88.	Elizabeth society in the Age of Exploration, 1558-88. and The American West c1835–c1895	The early settlement of the West, c1835–c1862 and Development of the plains, c1862–c1876	Development of the plains, c1862–c1876
Year 11	Conflicts and conquest, c1876–c1895 The Weimar Republic 1918-29	Hitler’s rise to power, 1919–33 and Nazi control and dictatorship, 1933–39	Nazi control and dictatorship, 1933–39 and Life in Nazi Germany, 1933–39	Life in Nazi Germany, 1933–39	Revision/Reflection Programme	GCSE Exams