Geography– Curriculum Intent and Implementation

The intent of our geography curriculum at Swinton Academy is to develop learners who:

 · are passionate geographers who understand the complexity of our world;

· have a sound knowledge of place, location, human, physical and environmental geography, and develop a wide range of disciplinary knowledge- they can ‘think like a geographer’;

· have a clear understanding of both physical and human processes at local, national and global scales, and appreciate the interactions that humans have with the physical environment;

· are confident in making informed decisions about our world and its people, places and environments through explanatory relationships and expressing these both verbally and in their writing.

· have a sound spatial awareness of the world’s continents, countries and physical features.

· are confident in asking questions and using evidence to make decisions and inform opinions;

· use a wide range of geographical terminology appropriately.

· utilise maths skills confidently, including graphical, numerical and statistic calculations;

· are able write their ideas coherently, with accurate spelling, punctuation and grammar;

· are ready and able to progress readily to the next stage of their geographical learning;

· are proud of their achievements in geography, and are excited to progress to the next stage.

 

The intent of our curriculum is implemented through:

 · building upon prior learning from KS2 and at each subsequent Key Stage;

· engaging schemes of work which meet the needs of all learners, highlight substantive and disciplinary knowledge and facilitate engagement and progress for all;

· involving students in designing their own investigations into the world in which they live;

· a wide range of challenging learning materials and resources, which are made accessible to all students through carefully planned and effective scaffolding, allowing all students regardless of ability to access the curriculum, while stretching and challenging the most able;

· building on prior knowledge of the world in which we live and physical and human processes and interactions;

· the routine expectation that students will show resilience in each and every lesson (the Resilience Zone) and are supported in this through independent learning resources;

· the central focus of a range of engaging material, relevant and contemporary examples and case studies, at all scales from a local to global context;

· opportunities to participate in off-site learning experiences where students can participate in geographical fieldwork;

· assessment which includes an assessment of current knowledge but also knowledge from the recent and far past;

· a reflective approach to the continuing professional development of geography teachers (an ‘open classroom’ policy, collaborative planning, a teaching and learning focus to all faculty CPD).

History – Curriculum Intent and Implementation

 

The intent of our History curriculum at Swinton Academy is to develop learners who:

· are passionate historians and understand its importance and place within the wider curriculum;

· have a sound knowledge of historical events and people which is demonstrated through their ability to recall accurate substantive knowledge of the topics they have studied;

· are able to analyse and make links within, and across topics;

· are able to use abstract terms and historical concepts, precisely and accurately within different contexts;

· understand the range of second order concepts and respond to them in light of their learning both verbally and through written work;

· are able to evaluate a range of sources, commenting on utility for a given enquiry;

· understand that historians hold different interpretations of the past and analyse these using their historical knowledge;

· are able to produce a high standard of written work which demonstrates the ability to explain and evaluate as well as including varied vocabulary and correct punctuation;

· ask and respond to probing questions;

· can transfer their knowledge to other subject areas;

· are secure and proficient readers, who are able to utilise a range of reading strategies to develop comprehension and improve knowledge;

· are confident, resilient learners;

· want to learn more.

 

The intent of our curriculum is implemented through:

· the ‘Big Ideas’;

· a curriculum taught by specialists who are able to impart their own love of the subject through engaging and inspiring lessons which leave learners wanting more;

· schemes of work which are stimulating and engaging, which highlight substantive and disciplinary knowledge and make links to the wider curriculum;

· lessons which are scaffolded, allowing all regardless of ability to access the curriculum, while stretching and challenging the most able;

· an awareness of students’ past and future learning within history and across the curriculum;

· providing opportunities for students to make links to past learning through connection activities;

· clear learning objectives: what students will know, understanding and be able to do, which demonstrate progression both within lessons and across schemes of work;

· a focus on the acquisition and retention of first and second order key concepts;

· a commitment to improving reading through the use of high quality texts and utilising opportunities within lessons;

· an awareness of, and development of disciplinary literacy;

· the routine expectation that students will show resilience in each and every lesson (the Resilience Zone) and are supported in this through independent learning resources;

· regular homework tasks with a focus on knowledge retention and retrieval;

· ensuring that students have the opportunity to participate in an on off-site learning experience which enhances their learning experience;

· a reflective approach to the continuing professional development of history teachers (an ‘open classroom’ policy, collaborative planning, a teaching and learning focus to all faculty CPD).

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Religious Education - Curriculum Intent and Implementation

The intent of our RE curriculum at Swinton Academy is to provide excellent standards of teaching and learning, which enable all students to reach their full potential, both personally and academically. We aim to develop students to be passionate learners of RE, who are equipped with the knowledge and understanding of a range of religions and world views, which will in turn enable them to develop their own ideas, values and identity.

In RE we believe that it is important to provide a broad and balanced curriculum.Our RE curriculum aims to provoke challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. We teach the Big Ideas of Religious Education: beliefs, practices, community, respect for life and philosophy and our curriculum sequencing deepens students’ knowledge and understanding of religion and world views. We take into account students’ prior learning as well as recognising the local, national and global context. In order to provide a rich and engaging curriculum, students will be provided with learning experiences and opportunities that enable them to encounter people from different religious groups and visit places of major worship.

As well as preparing students for their next phase of learning in RE, our curriculum aims to contribute towards their personal development so that they can participate positively in 21st Century Britain.

The intent of our curriculum is implemented through:

· the Big Ideas of Belief, Practices, Community, Respect for Life and Philosophy

· a curriculum taught by specialists who are able to impart their own love of the subject through engaging and inspiring lessons.

· schemes of work which are stimulating and engaging, and which make links to the wider curriculum;

· lessons which incorporate effective scaffolding, allowing all regardless of ability to access the curriculum, while stretching and challenging the most able;

· providing opportunities for students to make links to past learning through connection activities;· clear learning objectives: what students will know, understanding and be able to do, which demonstrate progression both within lessons and across schemes of work;

· learning key terminology and concepts that link to religion and belief.

· the development of skills: knowledge recall, explanation, evaluation, interpretation, analysis and critical thinking, of their own views as well as the beliefs and practices of religions and world views clearly, confidently and creatively

· a commitment to improving reading through the use of high quality texts and utilising opportunities within lessons through ERIC;

· the routine expectation that students will show resilience in each and every lesson (the Resilience Zone) and are supported in this through independent learning resources;

· regular homework tasks with a focus on knowledge retention and retrieval;

· ensuring that students have the opportunity to participate in visits to places of religious significance, which enhance their learning experience;

· a reflective approach to the continuing professional development of RE teachers (an ‘open classroom’ policy, collaborative planning, a teaching and learning focus to all faculty CPD)

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Sociology – Curriculum Intent and Implementation

The intent of our Sociology curriculum at Swinton Academy is to develop learners who:

· are passionate sociologists and understand its importance and place within the wider curriculum, and society;

· have a sound knowledge of sociological key concepts and are able to recall accurate and substantive knowledge of the topics they have studied;

· are able to support their points with sociological research;

· are able to analyse and make links within, and across topics;

· have an awareness of diversity within society and are able to explain similarities and differences between social groups;

· are able to identify key information from a range of sources of data;

· are able to explain sociological theories and evaluate strengths and weaknesses of key points;

· understand the impact that sociological research can have on society;

· are able to produce a high standard of written work which demonstrates the ability to explain and evaluate as well as including varied vocabulary and correct punctuation;

· ask and respond to probing questions;

· can transfer their knowledge to other subject areas;

· are secure and proficient readers, who are able to utilise a range of reading strategies to develop comprehension and improve knowledge;

· are confident, resilient learners;

· want to learn more.

 

The intent of our curriculum is implemented through:

· the ‘Big Ideas’;

· a curriculum taught by teachers who are able to impart their own love of the subject through engaging and inspiring lessons which leave learners wanting more;

· schemes of work which are stimulating and engaging, and make links to the wider curriculum;

· lessons which are scaffolded, allowing all regardless of ability to access the curriculum, while stretching and challenging the most able;

· providing opportunities for students to make links to past learning through connection activities;

· clear learning objectives: what students will know, understanding and be able to do, which demonstrate progression both within lessons and across schemes of work;

· a focus on the acquisition and retention of key concepts and sociological research;

· a commitment to improving reading through the use of high quality texts and utilising opportunities within lessons;

· an awareness of, and development of disciplinary literacy;

· the routine expectation that students will show resilience in each and every lesson (the Resilience Zone) and are supported in this through independent learning resources;

· regular homework tasks with a focus on knowledge retention and retrieval, and extended writing;

· ensuring that students have the opportunity to participate in an on off-site learning experience which enhances their learning experience;

· a reflective approach to the continuing professional development of sociology teachers (an ‘open classroom’ policy, collaborative planning, a teaching and learning focus to all faculty CPD).