The Humanties facultie at Longfield contains History, Geography, MFL and Religious Education subjects.
Key Stage 3 Specification and Assessments
Why do we study History?
- History at Longfield is not just about studying past events, it is about showing students that they are capable of shaping the present.
- History helps students know where they come from, how the past has shaped us, and how we can shape the future.
- History at Longfield allows students to become well-round individuals who accumulate a balanced understanding of both the past and present. Thus, this equips students with the skills they will need in the wider world.
History is taught as a project based subject. Some of the areas covered include the History of Darlington, Medieval Monarchy and Medieval Life
- The Civil War
- Industrial Changes: action and reaction
- The Slave Trade
- The British Empire
- Suffragettes and the role of women
- The French Revolution
- The collapse of European Empires & the global repercussions
- How was a new peace created?
- Why did the European peace fail?
- Why was the Nazi party a success.
- How did the European countries handle Aggressive Nationalism?
- How & why did the Holocaust happen
- From Friends to Enemies – The Cold war
- Thematic study ‘The role of the individual’
- The British Empire
- The Welfare State
- Thematic study The Home Front
- Local study – WW1 memorials
What is Geography?
Geography is a pretty unique subject because it looks at both the physical structure of the planet and the social structure (i.e. how we affect our environment and how it affects us) in the past, present and future.
So is Geography a Natural Science? Is it a Social Science? Is it Ancient History?
The answer is, a bit of everything, to begin with at least.
Geography can be divided into two main branches:
- Physical Geography: is a branch of earth science, which looks at the natural elements of the world, including the atmosphere, land and oceans. Physical geographers study things like climate, soil, how the earth was formed and how it is changing over time.
- Human Geography: is a social science that studies how humans interact with the planet and covers things like population growth, migration, how urban and rural settlements develop, how we work with animals and even how our economies are effected by the environment we live in.
Because geographers deal with the natural world and how we behave in it, their jobs can take them everywhere, from taking soil samples on the edge of a volcano to mapping a new town, charting the changes to a glacier in the arctic, or even teaching you in a comfortable classroom.
Geographers have done some pretty important things for the human race, including charting new territory, developing maps (cartography) and measuring distances to help us get from A to B long before we could simply take a picture of an area from space. We wouldn’t have Google maps without them.
The course covers the following areas.
- Pupils will study Geography for 1 hour a week. Units will consist of:-
- Map skills
- Wonderful people and place
- Pupil will study Geography twice a week. The units that they will follow include:-
- Plate Tectonics and earthquakes
- Development and Brazil
- Power of water
- Changing industries
- Pupils will study Geography twice a week. The units that they will follow include:-
- Volcanoes: Past present and future
- Sustainable me
A variety of assessment styles are used in order to give all pupils the opportunity to succeed. These include imaginative writing, essays and individual research projects.
Step into a Religious Education classroom today and you’ll find a vibrant and diverse subject. Lessons explore the teachings of different religions and worldviews, including Christianity, and the key questions that fascinate children about God and worship, authority, beliefs and values, truth, meaning and purpose.
Religious Education offers pupils the opportunity to explore their own beliefs and reflect on the challenges of serious commitment. It allows them to investigate how different beliefs have shaped individuals, families, communities and cultures.
Religious Education must be taught in all schools. Each Local Education Authority is required to produce a locally determined syllabus which should reflect the religious beliefs of the people in their area.
It is possible find out what your Local Education Authority expects its schools to teach by asking to see its “Agreed Syllabus”.
Although there is an emphasis on teaching about Christianity, children are also taught about the other faiths that are present in the United Kingdom, such as Judaism, Sikhism, Hinduism, Islam, Buddhism and Humanism. Pupils should learn about the principle practices and beliefs of Christianity, and compare them to those of other faiths.
Children are encouraged to respect the beliefs of others, and to understand the values shared by all the major religions – honesty, caring, forgiveness and justice.
If you do not want your child to take part in the religious education provided by the school, you may request that they are withdrawn from the classes and provide the religious education that you would prefer they are taught.
Modern Foreign Languages
Why Speak a Foreign Language
Join the global community – Believe it or not, the majority of the world does not speak English.
New thoughts and ideas are happening everywhere and they are not being immediately translated. We are so isolated that we hardly realise this.
The world is getting smaller and we are coming into contact with more non-English speakers all the time. Gain an advantage for yourself in work, the people you meet and on holiday by being able to communicate with people in their language. This will set you apart and gain you immediate respect and credibility.
Key Stage 4 Specification and Assessments
What should I expect to study at GCSE?
Pupils who opt to study History at GCSE will follow the Edexcel GCSE History 9-1 specification. Pupils should expect to sit three GCSE exams at the end of year 11 which are:
- Paper One – Medicine in Britain c.1250-Present Day & The British Sector on the Western Front 1914-1918
- Paper 2 – Anglo-Saxon and Norman England c.1060-1088 & The American West c.1835-c.1895
- Paper 3 – The USA 1954-1975: Conflict Home and Abroad
History Assessment at GCSE
The majority of assessments are focused around practice exam questions and papers that assess the following four skills that are considered essential:
- AO1 – Demonstrating knowledge and understanding of the key features and characteristics of the periods studied (35%)
- AO2 – Explaining and analysing historical events and periods studied using second- order historical concepts.e.g. cause and consequence, significant, change and continuity and similarity and difference (35%)
- AO3 – Analysing, evaluating and using sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied (15%)
- AO4 – Analysing, evaluating and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied (15%)
Currently education within this subject is in transition. The current Year 11’s will be studying AQA GCSE geography specification A and will receive a grade between A*-U. In August 2018 the new style of GCSE Geography will be examined and all students will be graded on the 1-9 system.
Pupils will study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of wisdom and authority. They will be able to refer to scripture and/or sacred texts where appropriate.Pupils will study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed should be included throughout.
Pupils will study the beliefs, teachings and practices of Islam specified below and their basis in Islamic sources of wisdom and authority. They will be able to refer to scripture and other writings where appropriate. Pupils will study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.Common and divergent views within Islam in the way beliefs and teachings are understood and expressed should be included throughout.
Meet the Humanities Staff
|Mrs S Johnson||Headteacher||Frenchfirstname.lastname@example.org|
|Mrs S Davidson||Deputy Headteacher||Historyemail@example.com|
|Mr S Rawle||Assistant Headteacher||REfirstname.lastname@example.org|
|Mr C Smart||Faculty Leader – Humanities||Geographyemail@example.com|
|Mrs H Crawford||Teacher – MFL||French/Spanishfirstname.lastname@example.org|
|Mr D Campbell||Teacher – MFL||French/Spanishemail@example.com|
|Mrs J Leverton||Teacher – MFL||French/Spanishfirstname.lastname@example.org|
|Ms R Hope||Curriculum Leader – History||Historyemail@example.com|
|Mrs D Devlin||Teacher||Geographyfirstname.lastname@example.org|
|Mrs R Jones||Teacher – RE||REemail@example.com|
|Miss S Waller||Teacher – RE||REfirstname.lastname@example.org|
|Miss J Hunton||Teacher||Historyemail@example.com|
|Mr L McCavanagh||Teacher||History||lmcCavanagh@longfield.uk.com|
|Mr I Rolph||Teacher||French/Spanishfirstname.lastname@example.org|
|Mrs C Gillgallon||Humanities Intervention Teacheremail@example.com|