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World Studies

 

An exciting innovation is World Studies which is developing a creative and investigative approach to a range of subjects which are largely people based and taught via a range of  six themes in each year group.

Traditionally the main content would have its foundations in history, geography and (for Key Stage 2) R.E. lessons.  There is a focus on enquiry, creativity and thoughtfulness to develop the individual’s thinking skills and an ability to grapple with questions.

Within World Studies, the students are encouraged to develop their knowledge and understanding of a range of places, past events and civilisations and (in Key Stage 2) various faith systems and beliefs.  Pupils are encouraged to explore their beliefs, to question meanings and consider different interpretations to realise that there is not always a correct answer which excludes all other possibilities.

Lessons provide opportunities for personal reflection and developing respect for and sensitivity towards others whilst exploring a range of themes.  World Studies enables the students to cultivate a sense of community and belonging and acknowledge their citizenship and social responsibilities.  In terms of content and delivery there is an emphasis on British history and studies of India and parts of Europe alongside cross-curricular themes like water, environmental concerns and how settlements have evolved.  Content is delivered through a variety of teaching and learning styles which can encompass artistic skills, I.C.T. and visual images.  The aims are to broaden the awareness of all pupils; foster an appreciation of our shared heritage, knowledge of how people live and the challenges they face and to present a rich and varied curriculum.

Year 5 (taught as part of the topic work lessons)

The history topics are a study of ancient Greece and the legacy passed on to us today; an examination of the reasons for the Norman conquest and it's success; a study of the feudal system in England; an investigation into why Thomas Becket was killed and who can be held responsible; a study of the Crusades and an exploration of medieval castles and Sandye Place as a house last century.

The geography topics are a study of Greece; an investigation into British land use patterns; an exploration of economic activities and a study of Mediterranean and desert climates.  There is also a range of atlas and mapwork skills taught which are then linked to physical features and contrasts within the United Kingdom.

The R.E. topics are a study of pilgrimages and churches; an investigation into the evidence for the existence of Jesus and an examination of issues surrounding justice and poverty.  The Islamic and Hindu religions are also taught.

Year 6

YEAR 6- AUTUMN 1

SPRING 1

SUMMER 1

The Black Death

Volcanoes and earthquakes

Life after death - coping with bad times

  • Funeral ceremonies – compare and contrast
  • Christian and Muslim  to show understanding of reasons for the ceremony (forms of religious expression)

The Break with Rome

Ireland - physical and human geography

Catholic and Protestants

  • The Protestant Reformation – Luther
  • Reasons for the break
  • Compare and contrast Catholics and Protestants

The English Civil War and Oliver Cromwell

The tourism industry

Values - Humanist and Christian

  • Humanist beliefs
  • Christian beliefs
  • Compare and make suggestions why they are similar and different

AUTUMN 2

SPRING 2

SUMMER 2

The Peasants Revolt

Mapwork/atlas work/fieldwork

Why do some people inspire?

  • Qualities of inspiring people
  • Who inspires you and why?
  • Nicky Cruz  / Mother Teresa
  • Make links between beliefs and behaviour
  • Describe (using specific vocabulary) aspects of their lives and how they influence others

The Aztecs

Environmental/vegetation belts in Mexico

The Aztec religion

  • Aztec beliefs
  • Gods/deities
  • Aztec rituals

 

Social History: leisure and entertainment

Human features - countries and cities in Europe

How can we make our city/town more respectful?

  • Diversity in the UK
  • Values and our own behaviour
  • Show understanding of the richness of diversity
  • Compare/contrast plural communities with non plural communities
  • Teachings from religions on dealing with differences

 

Year 7

UNIT  7.1

STARTING POINTS

The British Empire: the Jacobites; India

Atlases; O.S. maps: 6 figure grid references; scale; compass directions

UNIT 7.2

THE AGE OF REASON

Witchcraft; The Age of Enlightenment: Bacon; Locke; Wren; Newton; Smith

Plate tectonics

UNIT 7.3

WHO’S IN CONTROL?

The French Revolution

Weather and climate

UNIT 7.4

IS IT FAIR?

Slavery

International development

UNIT 7.5

STREET LIFE

The Industrial Revolution: iron; coal; steam power; railways; city growth; social conditions

Urbanisation; population growth

UNIT 7.6

STARTING POINTS TOO

The British Empire: the Indian Mutiny; the Boer Wars

An African and/or Indian region: environments; countries; cities

 Year 8

UNIT 8.1

“I HAVE A DREAM…”

Children in Victorian times; Victorian social reforms: Nightingale; Seacole; Barnado; Booth

Natural resources: water

UNIT 8.2

VALUES

The "Titanic"; the suffragettes

Atlases; globes; fieldwork; O.S. maps: 6 figure grid reference (revision); scale; contours; photographs

UNIT 8.3

“THEY SHALL NOT GROW OLD…”

World War I: trench warfare 

Rivers, including the Somme

UNIT 8.4

THIS IS THE MODERN WORLD

The 20th Century; the Great Depression

Economic activities: primary; secondary; tertiary; quaternary

UNIT 8.5

COASTAL WARFARE

World War II: Dunkirk, the blitz, rationing, D-Day; the Holocaust

Coasts, including Normandy

UNIT 8.6

CHANGES

The post-war world: changes in everyday life; leisure and entertainment

Glaciation