Crawshaw Academy

CRAWSHAW ACADEMY

Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy Life at Crawshaw Academy

Humanities

Updated September 2021

 

HISTORY

 History is all about stories. Every possible topic, idea and interest is represented in History. It is about understanding the world we live in today by reflecting on events and ideas of the past and inspiring curiosity in our students. History encourages students to consider the wider world and the cultures and lives of those who have lived before. Students will examine how other cultures have had an impact on the development of ‘British’ culture. It enables students to comprehend the complexity of life and engage with different perspectives and experiences. Students are encouraged to show compassion for people, to empathise with decisions made in the past and understand the notions of right and wrong. History teaches students to ask perceptive questions, think critically and analytically, weigh evidence, consider arguments and reach judgements. It prepares students to be inquisitive, critical and play a proactive role, in an increasingly complex world. 

History at Crawshaw is a subject that aims to develop a curiosity about the past.  The curriculum we study allows students to get an insight into British and world history from the medieval times to the 20th Century. Events over time are studied to ensure a good preparation for GCSE, where we look at Health over time, interwar Europe, Weimar and Nazi Germany and Norman England. At A level, History continues to be a popular subject, and we aim to ensure that students enter University or the employment market with excellent communication skills, analytical confidence and a clear understanding of how the past might shape our future.

Programme Leader for History

Miss Meg Turner

Subject Teachers 

Miss Ella Hartley

Mrs Jane Wearing

Miss Jordan Moore

Mr Tim Toepritz

At Key Stage 3 History is taught for three hours a fortnight, at GCSE it is taught for five hours a fortnight and at Post-16, students receive nine hours a fortnight teaching as well as some guided independent study time.

KS3 HISTORY

YEAR 7

POWER & THE PEOPLE: The development of kingship and parliament

The Year 7 curriculum begins with a transition module that introduces students to studying the discipline of History with a focus on key skills such as chronology, evidence and categorisation. We then studying Medieval and Early Modern England with a focus on how power has shifted from Anglo-Saxon and Norman England through the Medieval period to the Wars of the Roses and the Tudors.

YEAR 8

POWER & PERSECUTION: The treatment of people

The Year 8 curriculum allows students to study wider world History. We consider wider world events through the lens of persecution and the treatment of different peoples. We begin by studying the Transatlantic Slave Trade, followed by the abolition movement and then transition into the civil rights movements of the 19th, 20th and 21st centuries including African-American civil rights, women’s rights and the Suffragette movement and LGBT+ rights. In Term 3 we begin to look at life in the early 20th century and the First World War.

YEAR 9

POWER & WAR: Conflict & Tension

The Year 9 curriculum allows students to study modern history and recent world events. This begins with the Interwar period following their study of the First World War at the end of Year 8, which includes peace-making, political ideologies and systems (including the Russian Revolution, Fascism in Italy and Nazism in Germany) and the causes of the Second World War. This is then followed with a study of the Second World War and in-depth study of the Holocaust, which allows for comparison with the treatment of people module in Year 8. After Easter in Year 9 we begin to study the History GCSE to allow students a trial period to help guide their decision making when they choose their GCSE options and to support the transition from KS3 to KS4.

GCSE HISTORY

We study AQA History for GCSE. There are four modules we study in the two years at GCSE.

Module 1A: Period Study

Germany, 1890-1945: Democracy and Dictatorship

This study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism.

Module 1B: Wider World Depth Study

Conflict and Tension: The Inter-War Years, 1918-1939

This study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It focuses on the peace-making after the First World War and the causes of the Second World War and seeks to show how and why conflict occurred.

Module 2A: Thematic Study

Britain: Health and the People, c.1000 to the Present Day

This study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the period in which they took place.

Module 2B: British Depth Study

Norman England, c.1066 to c.1100

This study allows students to study in depth the arrival of the Normans and the establishment of their rule. The focus is on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

The GCSE specification can be found here: https://www.aqa.org.uk/subjects/history/gcse/history-8145/specification-at-a-glance

A LEVEL HISTORY

We study AQA History for A Level. There are three modules we study across the two years at Post-16.

Module 1: Breadth Study

The Tudors: England, 1485-1603

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

  • How effectively did the Tudors restore and develop the powers of the monarchy?
  • In what ways and how effectively was England governed during this period?
  • How did relations with foreign powers change and how was the succession secured?
  • How did English society and economy change and with what effects?
  • How far did intellectual and religious ideas change and develop and with what effects?
  • How important was the role of key individuals and groups and how were they affected by developments?

Module 2: Depth Study

Democracy and Nazism: Germany, 1918-1945

This option provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as ‘right’ and ‘left’, nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship.

Module 3: Historical Investigation

African-American Civil Rights, 1860-1970

The purpose of the Historical Investigation is to enable students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification. Through undertaking the Historical Investigation students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work. The Historical Investigation is an extended essay (4500 words) based on independent research and investigation.

The A Level specification can be found here: https://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042/specification-at-a-glance

 

GEOGRAPHY

The Geography curriculum at Crawshaw aims to inspire our students with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Geography will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As students' progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. It allows students to be inquisitive and critical in an increasingly complex world where our choices and actions may have repercussions for people and communities locally, nationally or internationally. Geographical themes help learners become more aware of the wider world and to have a sense of their own role as a responsible global citizen.

 

Programme Leader for Geography

Mr Calvin Hand

Subject Teachers

Miss Amy Brierley

Mrs Hannah Cook

Mr Robin Ghosal

Mrs Kelly Lewis

Curriculum overview 

KS3 Geography

Year 7

The Year 7 topics are as follows:

  • What is my place in the world? This topic builds on the key geographical skills taught at primary school and applying those skills to the local area of Pudsey. This topic also includes a school site fieldwork project investigating environmental quality.
  • Physical Landscapes of the UK. This topic aims to build on knowledge of how the unique UK landscape has formed with particular emphasis on geology, river and coastal environments.
  • Urban Environments in the UK: This topic helps students to develop their understanding of settlement processes, with a particular emphasis on Leeds as a case-study. Student explore the major parts of a city whilst investigating the concepts of urbanisation and regeneration.
  • Rural issues in the UK: The final topic of the year develops student knowledge on rural issues including the impact of farming and tourism upon the UK landscape. Students will also investigate a local woodland ecosystem as part of this year.

Year 8

The Year 8 topics are as follows:

  • Weather and climate: Students develop their understanding of key atmospheric processes which help determine the weather experienced in the UK. There is an opportunity to conduct a mini fieldwork enquiry where students investigate microclimate across the school site. Later lessons within the topic allow students to learn about global climate patterns and extreme weather.
  • Population and development: In this topic, students learn about global populations, how it has changed over time and the strategies used to slow down (or speed up) population growth. This topic progresses to investigate global development as a means of understanding how wealth is spread unequally across the globe.
  • Ice Ages and Climate Change: Students are provided with the opportunity to learn about glacial processes, with a focus on Russia and Antarctica. The topic progresses to explore the causes, impacts and responses to global warming.
  • Africa: The final topic explores Africa as a continent with reference made to a number of key geographical issues which are impacting Africa today both positively and negatively. This includes development, aid, warfare, climate change and water shortages.

Year 9:

  • Tectonics and volcanoes: The first topic in Year 9 allows students to develop their knowledge of plate margins and tectonics. The topic focuses on the impacts of volcanic eruptions but reference is made to other hazards such as tsunamis and earthquakes.
  • Global cities and shanty towns: The focus of this topic is to understand urban processes in NEEs and LICs. Particular emphasis is given to the development of shanty towns and the strategies used to reduce inequalities.
  • Asia and the Middle East: The final topic of the year is an opportunity to apply their geographical knowledge and understanding to the continent of Asia and the Middle East.

GCSE Geography

The GCSE Geography course enables students to deepen and broaden their understanding of the physical and human processes that affect our planet. The AQA GCSE course we deliver is entirely exam based with no controlled assessment. There are three exams that students will take in the summer term of Year 11, one Physical Geography and one Human Geography paper worth 35% respectively alongside a Geographical Skills paper worth 30%. Students will have to partake in two days of fieldwork to prepare for the Geographical Skills paper with recent destinations including the Holderness Coastline and York. In addition, there is also an optional four day visit to Sorrento, Italy, which runs every two years, and is open to GCSE Geography students.

AS and A Level Geography

The AQA AS and A-level Geography course allows students to investigate in even greater depth the full complexity of Geography in a way that challenges perceptions and develops students’ investigative and analytical skills. Students that take the AS in Geography will complete two exams at the end of Y12 each worth 50%. In February, students will attend a two-night residential at the Cranedale Centre in North Yorkshire to complete the fieldwork that is required for the second exam.

Those students who continue with A-level Geography into Y13 will take two exams worth 40% each. Students must also undertake an individual investigation based on a question developed by the student in a topic area they are interested in. This is worth the remaining 20% and will take the form of a 3,000-4,000 word report which is completed independently outside of the classroom.

Ethics, Philosophy and Religion (EPR)

The EPR curriculum at Crawshaw Academy is designed to allow students to explore key values and develop their understanding of the wider world. EPR is a subject in which students can express who they are without judgement, and learn why others hold different beliefs to their own. EPR provides students with the opportunity to learn what it means to live in a multifaith society, why people have different beliefs, practices and customs, how to celebrate multiculturalism and diversity and promote British Values. We also examine current hot topics such as radicalisation, extremism and discrimination and how best to respond to these issues, with the aim of promoting peaceful coexistence. In our subject we learn how to effectively debate our opinions, build on our empathy skills, and demonstrate our mutual respect and tolerance of others regardless of religion, race, gender or culture. We develop our speaking and literacy skills, encourage students to work in groups to approach various topics as well as conducting independent enquiries. The overarching theme is to promote an appreciation for others and to allow students to become well-rounded, moral individuals. 

Programme Leader for EPR

Mr Calvin Hand

 

Subject Teachers

Miss Hannah Cook

Miss Tania Lewis

Mr Aaron Thorpe

Mr Tim Toepritz

 

KS3 EPR

Year 7

The Year 7 topics are as follows:

  • An introduction to EPR. This explores the history and development of the major religions whilst also aiming to explore key misconceptions.
  • Hinduism
  • Christianity

Year 8

  • Islam
  • Buddhism
  • Animal rights

Year 9

  • Philosophy and Ethics
  • Humanism

 

GCSE Religious Studies A

The GCSE Religious Studies course challenges students with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Students will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these skills will help prepare them for further study. During Year 10, Buddhism and Christianity are covered as the major global religions. In Year 11, four ethical themes are studied including crime and punishment, peace and conflict, religion and life, and relationships and families.

Link to specification: https://filestore.aqa.org.uk/resources/rs/specifications/AQA-8062-SP-2016.PDF