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Humanities

Our Humanities Faculty encourages pupils to establish links between subjects, cultures and other areas of experience. Humanities subjects provide pupils with opportunities to develop their abilities in different forms of communication. Pupils will develop skills in literacy, numeracy and questioning. Based on these transferable skills pupils will be to formulate opinions and arguments; making judgements, applying concepts to a real-world context and carrying out investigations. The aim of History and Geography in both KS3 and KS4 and Enterprise & Marketing in KS4 is to develop core knowledge and promote an enquiring mind, a sense of time and place, a respect and understanding of other peoples’ values and attitudes, and an understanding of the causes and consequences of change through physical and human actions.

Find out more about:

Geography

Geography at Cirencester Deer Park School promotes a sense of wonder and fascination through studying a range of relevant, human and physical, geographical processes and issues. The Geography curriculum develops an awareness of how the world is changing and allows pupils to understand the implications of these changes for themselves and others. By studying Geography, pupils will build an understanding about their place in the world.

Through a rich and relevant curriculum, geographers at Deer Park are encouraged to shape their own geographical journey through asking questions about our dynamic planet. Pupils are supported by their teachers to develop a greater sense of intellectual curiosity. Core knowledge is developed by studying a range of places, on a local, national and global scale, allowing pupils to enhance their understanding and appreciation of the world. The study of Geography equips pupils with a variety of transferable skills, such as; greater spatial awareness, literacy, communication, numeracy, enquiry, problem solving and computing.

Find out about each Key Stage in Geography:

Key Stage 3 Geography

Year 7

The journey in Key Stage 3 begins in Year 7 where pupils study Geography three times a fortnight. The first leg of the journey focuses on ‘Becoming a Geographer’. Pupils develop a sense of place and build up a set of key map work skills. They gain knowledge of geography in the UK and beyond, providing a strong basis to build on throughout Key Stage 3.

The next topic explores our ‘Dynamic Planet’ and focuses in on Volcanoes, Earthquakes and Tsunamis across the world. Pupils explore the processes behind these tectonic events and also the impacts and responses to these disasters. Pupils look at volcanoes and earthquakes in a range of locations, including developing and developed countries such as Italy, Japan, Tonga and New Zealand.

Year 8

Our first topic in Year 8 Geography is ‘Population’. Pupils begin by exploring the history of world population growth, as well as the distribution of people across our planet. We then focus in on the UK, considering how our population has grown and the impacts of an ageing population. An investigation into how governments control population gives the pupils an opportunity to write an extended answer.

During the second module pupils will find out more about ‘Brilliant Brazil’, investigating urban and rural landscapes, migration and contrasts within cities. An investigation into informal settlements in Brazil provides pupils with the opportunity to practice their enquiry and research skills and create their own model Favela for homework.

Pupils then learn about our ‘Blue Planet’. This topic explores the journeys of the world’s major rivers and glaciers, before diving into the depths of the world’s major oceans. Pupils are given the opportunity to investigate a range of physical processes and ecosystems alongside the issues of increased human activity in river basins and on coastlines. The topic concludes by looking at sustainable management of our water supplies and how this can be achieved on local and global scales.

Year 9

In the final year of Key Stage 3 pupils ‘Go Global’ in Geography. In the first topic pupils begin by studying Development. This topic looks at a range of contemporary global issues, through the study of the diverse continent of Africa.

The ‘Go Global’ theme continues with ‘Weather and Climate’ and the implications of changing climates. The wild weather topic explores the climate of the UK including the impact of climate change in the future. It then continues with the causes and impacts of events such as tornadoes and hurricanes on diverse locations such as the USA and the Philippines.

Year 9 pupils also have the opportunity to study ‘Global Issues’ by looking at a range of geographical issues at various scales e.g. conflict and gangs in Honduras, child soldiers, globalisation and the role of Trans National Companies, migration and tourism. Pupils will be encouraged to consider the benefits and challenges of some of these issues and consider their long-term sustainability.

Key Stage 4 Geography

At GCSE pupils have the opportunity to build on the skills and knowledge developed in KS3 whilst at the same time exploring new places and studying more complex issues. At GCSE we follow the OCR Geography B: Geography for enquiring minds course and pupils study Geography for 5 hours a fortnight. Through this GCSE students look at the geographical processes linked to both the physical and human world. Pupils explore these processes in a variety of countries including Bangladesh, India, Brazil, Cambodia, Japan and also a number of case studies based in the UK.

In terms of assessment the GCSE course is linear and divided into three distinct areas. 100% of the marks are gained through 3 exams – two are 75 minutes and one is 90 minutes. Fieldwork is still essential to this course and rather than being examined by a piece of Controlled Assessment the pupils answer fieldwork questions in the Paper 1 and Paper 2 exams. Pupils have the opportunity to carry out fieldwork in 2 contrasting locations; an urban environment – Bristol and a coastal environment – Dorset.

At Key Stage 4 pupils of Geography are also given the opportunity to take part in a week of residential fieldwork. We offer an annual residential trip to either Iceland, Naples or Sicily to investigate a range of Geographical features including tectonics.

Pupils should access the CDPS GCSE Geography site.

Year 10

In Year 10 we equip our Geographers with key data handling and analysis skills and cover 4 of the 8 topics on the GCSE specification. These topics are: Resource Reliance, Changing Climate, Urban Futures and Distinctive Landscapes. At the end of Year 10 all pupils complete a decision-making exercise which requires them to make links between topics and processes studied so far and prepares them to explain and justify their opinions in their Unit 3 exam.

Year 11

In Year 11 pupils continue to develop their key skills, and complete three full mock exams for Unit 1, Unit 2 and Unit 3 in Geography between November and December. We teach exam technique throughout the course and also provide targeted support with revision during this period. During Year 11 pupils cover the remaining 4 topics on the syllabus which are: UK in the 21st Century, Sustaining Ecosystems, Dynamic Development and Global Hazards. Time for revision of the content is also built in to the final stages of the course.

By studying Geography pupils are given the opportunity to consolidate prior knowledge and understanding through the study of diverse places, ranging from Bristol, London, India, Bangladesh, Tanzania, Costa Rica, Cambodia and Antarctica. Pupils will gain opportunities to experience ‘real geography’ by investigating current events in Geography in the News, via multimedia and through fieldwork. Pupils will also be able to experience fieldwork in at least two contrasting locations.

The rich curriculum has been carefully designed to provide all pupils with the opportunity to make progress, both within and across the Key Stages. Assessment within Geography is varied and provides pupils with the opportunity to develop key skills, reflect core knowledge and to be creative, innovative and independent learners.

History

History teaches us to learn not only about the past but valuable lessons for the present too. As the philosopher George Santayana said: “Those who do not learn from history are condemned to repeat it”. 

At Deer Park, History pupils are urged to question things they read and to investigate the impact of the provenance on the validity and utility of an interpretation. They are asked to judge the significance and impact of issues, events, and individuals before reaching a well explained and evaluative conclusion to their thoughts. 

The skills which are developed in History lessons are of immense value beyond the classroom and have lifelong significance. Pupils are encouraged to be inquisitive, questioning and to explore the notion of “what if…?” Building learning power is central to all History lessons at Deer Park. Pupils are encouraged to reflect on their own learning, to work independently and to think not only about what they learn but how they learn too. 

Find out about each Key Stage in History: 

 Key Stage 3 History 

We have planned to ensure the progression described above by teaching the British, local and world history outlined below. We will combine overview and depth studies to help pupils understand both the long arc of development and the complexity of specific aspects of the content. These will be in the form of enquiries and standalone studies and will be undertaken throughout the Key Stage; helping promote literacy and numeracy skills through problem solving, researching, and communicating about the past. 

Year 7 

In Year 7 pupils will build their core historical skills and develop their chronological understanding of up to the date 1707. 

Pupils will learn about the development of Britain through a detailed study of the past. Initially, pupils will build their skills with some hands-on History by investigating artefacts from Roman Britain as well as being challenged to make and explain inferences as well as solve a mystery. Once these key skills have been developed, pupils will begin their chronological study. 

Key modules in Year 7 include: 

  • Building a Nation 1066-1485 
  • Tudor Britain 1485-1603 
  • Pre-Colonial Africa, including studies of Benin and Mali. 
  • Stuart Britain and the Creation of the UK 1603-1707 

Throughout all of these modules there is focus on comparisons to the 21st century to allow pupils to effectively develop their understanding of key second order concepts such as, significance, cause and consequence, and continuity and change. 

Year 8 

In Year 8 pupils will continue to develop their skill set and investigate Britain’s place in the wider world. 

Pupils will investigate the development of modern Britain and her place in a globalised world through a study of the period 1750-1918. 

Key modules in Year 8 include: 

  • The Industrial Revolution 1750-1900 
  • The Mughal Empire 
  • The British Empire? (Includes a detailed study of transatlantic slavery) 
  • The Enlightenment and the French Revolution 
  • Ottoman Empire 
  • First World War 

Pupils will consider the impact of these events on a short term, long term, local, national, and international scale. They will evaluate to what extent these events have been a force for positive change. 

Year 9 

In Year 9 pupils will investigate the 20th century and its impact on the modern world. 

Pupils investigate a range of events from the 20th century and continue to build their chronological understanding of the last millennia as well as their key skills. 

Key modules in Year 9 include: 

  • The campaign for female suffrage 
  • 1920s America  
  • The inter-war years – The rise of Communism and Fascism. 
  • The Second World War 
  • The Holocaust 
  • The Civil Rights Movement in the USA and Britain 

 Key Stage 4 History 

When pupils have opted to take History at GCSE, they can embark on a varied and dynamic new course. The emphasis now is on using the skills developed throughout Key Stage 3 to produce excellent quality work both in class and at home which demonstrates pupils’ knowledge, understanding and skills at utilising evidence. They are encouraged to make well substantiated judgements based on the topics they have studied as well as considering the impact of key people, events and time periods. 

Pupils should access the https://sites.google.com/view/cdps-history-revision-website/home  

The current AQA GCSE contains 4 modules: 

  • One period study 
  • One wider world depth study 
  • One thematic study 
  • One British depth study including the historic environment. 

  PERIOD STUDY – GERMANY 1890-1945: DEMOCRACY AND DICTATORSHIP 

  • Part 1:  The module begins with the life under Kaiser Wilhelm II in 1890. Pupils investigate the difficulties he faced in ruling Germany as well as the impact of WW1 and the Treaty of Versailles. Pupils then investigate life after his abdication in the Weimar Republic. They study the trials and tribulations of Germany’s first true democracy including the political and economic threats of the period 1919-1923. The focus then turns to the age of recovery and the ‘Golden Years’ of Weimar Germany. 
  • Part 2:  The module investigates the impact of the 1929 Great Depression and the rising support for the Nazis. Pupils will then study the failure of Weimar democracy and the establishment of Hitler’s dictatorship. Pupils will examine the elimination of opposition and the Nazification of the German state. 
  • Part 3:  Pupils will study the impact of the Nazis on ordinary people including young people and women. They will also study Nazi methods of control and propaganda as well as the persecution of minorities and opposition to the Nazi regime. Finally, pupils will look at the impact of the Second World War on the German populace. 

  WIDER WORLD DEPTH STUDY – CONFLICT AND TENSION BETWEEN EAST AND WEST 1945-1972 

  • Part 1:  This module begins with the end of the Second World War and key conferences of the Grand Alliance. Pupils will have to investigate the impact of a range of events on increasing tension such as the development of nuclear weapons, the Iron Curtain and the evolution of East-West rivalry, Soviet expansion in East Europe and the US response. 
  • Part 2:  The focus of the pupils will then turn to Asia and the communist revolution in China. Pupils will then consider the impact of the Korean and Vietnam Wars on relations as well as the development of the arms race. Attention will turn to NATO and the Warsaw Pact and the space race. Finally, our focus will turn to Hungry and the U2 crisis before reflecting on the impact of this decade on relations. 
  • Part 3:  Our attention returns to the Western hemisphere for our final section of this module as the Berlin Wall and the Cold War in Cuba become our focus. Finally, pupils look at the easing of relations under Brezhnev and Nixon as well as the SALT treaties. 

 THEMATIC STUDY – BRITAIN, HEALTH AND THE PEOPLE: C1000AD-PRESENT DAY 

  • Part 1:  Pupils will investigate the impact of the ancient societies on medieval medicine as well as the roles of religion (both Christianity and Islam) in both helping and hindering medical developments. The Black Death will be used as a study of public health in towns and monasteries before pupils investigate barber surgeons and their ideas and techniques. 
  • Part 2:  The Renaissance becomes the key focus as pupils examine the beginnings of change. Key figures such as Vesalius, Paré and Harvey become well known to the pupils as do the revolutionary John Hunter and Edward Jenner. Impact is a big focus of the module and pupils will consider how these key figures have affected Britain today. 
  • Part 3:  The medical revolution of the 19th century becomes our focus as germ theory, anaesthetics and antiseptics are all developed. Public health and the improvements come under particular scrutiny as the pupils consider to what extent the health of the people improved. 
  • Part 4:  Our focus then turns to the 20th century as penicillin, both World Wars and public health are all investigated. The creation of the NHS and the issues of health care in the 21st century are also covered as pupils consider the impact of lifestyle and politics on Britain, Health and the People. 

 BRITISH DEPTH STUDY INCLUDING THE HISTORIC ENVIRONMENT – ELIZABETHAN ENGLAND C.1568-1603 

  • Part 1:  The module begins by investigating power and problems in Elizabethan England including the issues of religion and of being a female ruler. Pupils will also study the rebellions faced by Elizabeth I including the Northern Rebellion and Essex’s Rebellion and consider to what extent Elizabeth’s rule was threatened. 
  • Part 2:  Our study then takes a social turn as pupils investigate fashion, housing, theatre, exploration and poverty during the time period. Famous figures such as Drake and Raleigh feature, as well as the Globe Theatre and the magnificent Hardwick Hall. Pupils will consider to what extent these aspects of social History represent the time period and the so called ‘Golden Age’. 
  • Part 3:  The focus turns to trouble at home and abroad with the religious threats of the Catholics and the Puritans dominating. Pupils consider the impact of Elizabeth’s religious settlement and its’ success in appeasing the religious groups that were attempting to undermine her reign. Mary Queen of Scots and the threat she poses is a key moment in the study as is the Spanish Armada and the wider conflict with Spain. 
  • Part 4:  The Historic environment, worth 10% of the overall course, focuses on a specific site/event in depth. The site/event changes annually but previous sites include Hardwick Hall, the Globe Theatre, the Spanish Armada and Kenilworth Castle. Pupils will investigate to what extent a certain site reflects the period of study and its’ significance in Elizabethan England. 

Enterprise & Marketing (Key Stage 4 only)

Key Stage 4: Cambridge National in Enterprise and Marketing

The course has been designed to develop applied knowledge and practical skills in enterprise and marketing and contains both theoretical and practical elements. The course is an excellent addition to the Humanities Faculty and will effectively prepare pupils for further study of qualifications linked to enterprise, marketing and business, as well as the world of work.

The course is varied and dynamic, moving from theory to applied practical elements of the course throughout the two years. There is a focus on equipping pupils with specialist knowledge and skills for everyday use, whilst challenging all pupils. Assessed via terminal exam and two non-examined assessments (NEAs) the course provides a varied assessment picture and is a great stepping stone to A-Levels, Apprenticeships, Cambridge Technicals and T-Levels.

Pupils begin the course by developing their understanding of the theories and concepts linked to enterprise and marketing. Key topics inside the first module include characteristics of risk and reward for enterprise, market research, financial viability and effective marketing techniques. This module is assessed by an exam at the end of the two years and will be the foundation for the more practical elements of the course in modules two and three.

Once pupils have a detailed understanding of the key theories and concepts, pupils will look to apply these theories in practical elements that will contribute to the NEAs. Initially, pupils will design a business proposal and carry out detailed market research before developing a product. Following the development of a new product, pupils will have the opportunity to develop their skills and pitch their business proposal to an external audience.

We are also very excited to expand our links with local businesses and offer a range of extra-curricular opportunities including the ‘Tenner Challenge’ and Dragons’ Den style activities.

Studying Humanities gives a broad view of Modern Britain and its place in the wider world. This will develop the skills needed to communicate and learn from others in the global employment market. The faculty will provide all pupils with learning opportunities which encourage resilience, reciprocity, reflection and resourcefulness and prepare them in becoming confident, lifelong learners and proactive citizens for the 21st Century.