A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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 pupils 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 frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.


The national curriculum for geography aims to ensure that all pupils:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • Are competent in the geographical skills needed to:
    • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


The national curriculum for history aims to ensure that all pupils:

  • Know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • Know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

Religious Education

Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society.

Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.

RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. RE can also make important contributions to other parts of the school curriculum such as citizenship, personal, social, health and economic education (PSHE education), the humanities, education for sustainable development and others. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.


Key Stage 3 Geography

Hours taught per week – 2

Curriculum Journey

Key Stage 3 History

Hours taught per week – 2

Curriculum Journey  

Key Stage 3 Religious Studies and RSE

Religious Studies

Hours taught per week – 1

Religous Studies Curriculum Journey

RSE Curriculum Journey

Key Stage 4 Geography

Course Content

The GCSE specification is taught through a “topic” approach, with a mix of human and physical topics:

Unit 1: Living with the physical environment
Section A: The challenge of natural hazards Section B: Physical landscapes in the UK Section C: The living world

Unit 2: Challenges in the human environment
Section A: Urban issues and challenges Section B: The changing economic world Section C: The challenge of resource management

Hours taught per week – 3

Curriculum Journey

Exam Board – AQA



Exam (1.5 hours) Living with the physical environment 35% of qualification
Exam (1.5 hours) Challenges in the human environment 35% of qualification
Exam (1.25 hours) Geographical applications 30% of qualification

Key Stage 4 History

Course content

Thematic Study: Medicine in Britain, c1250-Present day: Non-Historic and Historic environment. British Depth Study: The Reign of King Richard I and King John
Period Study: Superpower relations and the Cold War 1941-91
Modern Depth Study: Weimar and Nazi Germany 1918-39.

Hours taught per week – 3

Curriculum Journey  

Exam Board – Pearson



Exam (1.25 hours) Thematic study and historic environment 30% of qualification
Exam (1.75 hours) Period study and British depth study 40% of qualification
Exam (1.2 hours) Modern depth study 30% of qualification

Key Stage 4 Religious Studies

Course content

This course will be a major step forward for those who demand answers to life’s questions. It will enable students to grow in academic competence, to develop powers of both written and spoken expression and be a major stimulus to thought and reflection.

The modules covered are as follows:

Section 1

  • Christian Beliefs
  • Marriage & Family Life
  • Living the Christian Life
  • Matters of Life and Death

Section 2

  • Muslims Beliefs
  • Crime and Punishment
  • Living the Muslim Life
  • Peace and Conflict

You will be able to…

  • Enquire into the important issues in life and learn skills which will help you to answer the big questions. For example, Is there a God? Why are we born, why do we suffer, why will we die?
  • Reflect upon religious and non-religious responses to moral issues e.g. war, child abuse, human sexuality, medical ethics, crime, drug-culture plus many more.

You will have the benefit of studying issues that relate to social harmony. You will consider basic moral concepts like: Why should we “love one another”, not steal and not murder? Are these issues helpful to our peace of mind or necessary for our relationships with other humans? Is there an after-life or is there just us, here and now? How do we find answers, and once found, are they acceptable in our time? Ethics, War and Peace, Pacifism, WMD. Religion and the Media (fake news) and Crime and Punishment.


No one will be expected to believe in, or accept the teachings of any religion, creed or ideology. Indeed, this is a study of our overall human condition and you will need to have a general interest in basic psychology and be prepared to investigate and consider real solutions to problems that affect our future and our happiness. We consider Religious as much as Humanist and Atheist views to accommodate every walk of life. All are welcome.

Hours taught per week – 2

Exam Board – Pearson



Exam (1.75 hours) Religion and Ethics 50% of qualification
Exam (1.75 hours) Religion, peace and conflict 50% of qualification

Key Stage 5 Geography A Level

Course content

Unit 1: Physical geography

Section A: Water and carbon cycles
Section B: Coastal systems and landscapes
Section C: Hazards

Unit 2: Human Geography

Section A: Global systems and global governance
Section B: Changing places
Section C: Population and the environment

Unit 3: Geography Fieldwork investigation

Students must complete a minimum of four days of field-work. Fieldwork must be carried out in relation to physical and human geography. Students complete an individual in-vestigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.

Exam board – AQA



Exam (2.5 hours) Physical geography 40% of qualification
Exam (2.5 hours) Human geography 40% of qualification
Non exam assessment Fieldwork investigation 20% of qualification

Key Stage 5 History A Level

Course content

Unit 1: In search of the American dream: The USA 1917-96.

Students will learn about the dramatic political, economic and social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in International conflict

Unit 2: South Africa, 1948-94: from apartheid state to ‘rainbow nation.’

Students will learn about the transition from White minority rule to free elections in 1994. We will look at the creation of the apartheid regime and the methods used to overthrow apartheid.

Unit 3: Lancastrians, Yorkists and Henry VII, 1399-1509

We will look at the dramatic developments in late medieval England that centred around the personalities and skills of a series of Kings, Queens and powerful subjects during the fight for the throne of England

Unit 4: Historical Enquiry: 20th Century International Rela-tions, 1879-1980.

You will complete an assignment in which you are to analyse and evaluate different interpretations.

Exam board – Edexcel



Exam (2.25 hours) Breadth study with interpretations 30% of qualification
Exam (1.5 hours) Depth study 20% of qualification
Exam (2.25 hours) Themes in breadth with aspects in depth 30% of qualification
Non exam assessment Essay 20% of qualification

Key Stage 5 Philosophy and Ethics A Level

Course content

Section A: Christianity

Year 1

  • Source of Wisdom and Authority
  • God
  • Self, Death and Afterlife
  • Good Conduct and Key moral principles
  • Expressions of Religious identity

Year 2

  • Christianity, gender and sexuality
  • Christianity and Science
  • Christianity and the Challenge of Secularism
  • Christianity, Migration and religious pluralism

Section B: Dialogue

Between Christianity and Philosophy
Between Christianity and Ethics

  • Ethical theories
  • Issues of human life and death
  • Issues of animal life and death

Exam board – AQA


Component 1

Written exam: 3 hours, 100 marks, 50% of A Level

Section A: Christianity – two compulsory two-part questions worth 15 marks and 15 marks on philosophy of religion (60 marks).

Section B: Ethics – two compulsory two-part questions worth 15 marks and 15 marks on ethics and religion (60 marks).

Component 2

Written exam: 1 hour , 60 marks, 33% of A Level

Study of religion – two compulsory two-part questions worth 15 marks and 15 marks relating to the religion chosen (60 marks).