DARRICK WOOD SCHOOL
RESPECT | RESPONSIBILITY | HONESTY
RESPECT | RESPONSIBILITY | HONESTY
Students are taught in mixed ability tutor groups in Year 7 and are put into sets for Years 8 and 9.
Geographical skills are taught throughout the units. These include; map skills, interpreting graphs, tables, photographs, diagrams, extended writing and essay writing.
What do students learn in KS3?Students will study a range of topics including a balance of both human and physical geography. There is a UK and Global focus for many topics. Geographical skills are also developed throughout the units. These include: map skills, graphical skills, numeracy skills and fieldwork skills.
Physical GeographyStudents will study a range of geomorphic processes such as fluvial processes, erosion and weathering and glacial processes. Other topics include: geography of the UK, plate tectonics, ecosystems, coastal processes. These topics are interlinked and although they may study them separately the unit is designed to show them how physical geography combines to create a ‘life support system’ for the planet.
Human GeographyTopics include the causes and challenges of global economic development issues, rapid urban change, the UK’s evolving human landscape, resources and their management including energy security. Population and migration as well as other topical issues will also be studied. Students will also consider the consequences of living in a more globalised world.
AssessmentStudents are mainly taught in mixed ability groups although a few are set by ability. All students sit the same paper as there are no tiers. A significant amount of the examination marks are awarded for higher level skills such as interpretation, analysis and evaluation; extra marks are awarded for their use of Geographical vocabulary as well as spelling, punctuation and grammar. (SPaG)
Paper 1 and 2These examination papers are resource based and assess students’ knowledge. Students will be given maps, diagrams and photographs to help them answer questions. Questions range from short questions to longer extended writing questions.
Paper 3Some parts of the examination paper are based around making a geographical decision using a variety of resources relating to a geographical issue and justifying your answer. This teaches students how to make decisions, consider different points of view and to respond to a variety of sources from a Geographical perspective.
FieldworkStudents carry out two days of fieldwork in a human and physical environment and will be assessed in the examination. They will need to reflect on the whole enquiry process from the planning and organisation of their fieldwork and the methods they used, to the data they collected, the results analysed and the conclusions that were drawn as well as the limitations of their work. Mathematical skills and statistical tests will be used.
Extra-CurricularThe Geography department runs a residential trip to Iceland. Students in the past have visited the rift valley between the North American and Eurasian plates and have swum in the Blue Lagoon, naturally heated by the earth’s interior. They have trekked to a number of spectacular waterfalls, climbed up a glacier in crampons as well as hearing personal accounts from those affected by the Eyjafjallajokull ash cloud at the foot of the Volcano. They have also climbed up a volcano on Heimaey, an island just off the coast of Iceland.
This engaging and contemporary course offers an issues-based approach to studying Geography, students are able to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, response to hazards, water insecurity and climate change. Other topics include: Coastal landscapes and change, Energy security, Regenerating places, Superpowers, Health Issues and Migration.
The content gives students the opportunity to develop an in-depth understanding of Physical and Human Geography, the complexity of people and environment and become critical, reflective and independent learners. The course also encourages students to make links between different geographical themes, ideas and concepts through synoptic themes which include; players, attitudes and actions, futures and uncertainties. Geographical skills and fieldwork are also important components of the course.
Course StructureThere are 4 units that will be assessed:
Students in Year 7 study History in their mixed ability tutor groups. At the end of Year 7 the students are put into sets. The decision to put a student into a particular set is made as a result of both teacher judgement and their STEPs assessment level. Students are formally and informally assessed regularly throughout KS3. The progress of all students is reviewed every term and the sets are adjusted accordingly. Students study History twice a week in Years 7 and 9 and once a week in Year 8.
What do students learn in KS3?Students will develop an understanding of the key features in the development of medicine over time. They will look at causes of disease and illness and the different approaches to prevention and treatment in Britain between c1250 to present day. They will consider the nature and process of change during the period of study. Students will also consider the British sector on the Western Front and treatment in the trenches as part of a historic environment study.
Paper 2: Anglo-Saxon and Norman England, c1060-1080 and Superpower Relations and the Cold War, 1941-1990Paper 2 is split into two sections. Students are required to study one British Depth Study and one period study. In the British Depth Study students will develop an understanding of the Anglo-Saxon period as well as the Norman invasion of England. Students will consider how England was governed under the Anglo-Saxons and the changes made by William 1 following 1066. In the period study students will look at the origins of the Cold War between 1941 and 1958. They will also look at three Cold War crises: the Berlin Wall, the Cuban Missile Crisis and the Soviet Invasion of Czechoslovakia. Finally, students will look at the end of the Cold War between 1970 and 1991.
Paper 3: Weimar and Nazi GermanyPaper 3 will require students to analyse and evaluate contemporary sources and later interpretations on Weimar and Nazi Germany. Students will consider how Hitler was able to establish the Nazi dictatorship in Germany by 1933 and how effectively the Nazis controlled Germany in the years 1933-1939.
AssessmentThe Edexcel GCSE (9-1) in History consists of three externally examined papers. The total qualification mark is 168, of which 8 marks are for spelling, punctuation, grammar and use of specialist terminology (SPaG). Students will complete all three examinations at the end of Year 11. There is no tier of entry in History GCSE – all students will take the same examination papers and will be able to achieve grades 9 to 1.
Students opting for A level History will need to complete four units over two years. Units 1 and 2 focus on Communism in the Twentieth Century. Unit 1 is a breadth paper which explores Communist Russia between 1917 and 1991 and Unit 2 is a depth study looking at China between 1949 and 1976.
Unit 3 is a breadth paper with some aspects in depth which looks at Rebellion and Disorder under the Tudors (1485-1603). In Unit 4, students will complete an independently researched enquiry on historical interpretations. They will write a 3000-4000 word essay as part of this enquiry which is worth 20 per cent of the overall A level.
At the end of Year 13, students will complete three examinations.
Course StructureRoute E: Communist states in the twentieth century
Psychology is both an applied and academic field that scientifically studies the human mind and behaviour. Research in Psychology seeks to understand and explain thought, emotion, attitudes and a wide variety of behaviours.
Students will follow the Edexcel Specification which has been designed to develop breath of knowledge, critical thinking skills and an appreciation of the relationship between the different aspects of Psychology. You will be expected to design, carry out and critically analyse your own research using experimental and non-experimental methods. This two-year course will challenge you to understand human behaviour from several different perspective and will help you to develop the critical analytical skills you will need for university and the world of work. It is a most enjoyable but challenging subject.
Course StructureIssues and Debates shall be covered throughout all topics
Students are taught in mixed ability classes and follow the Bromley Agreed Syllabus. They have one hour a week and Christianity is the main religion taught. In years 7 and 8 students are taught from a thematic approach. In year 9 students look at Philosophy and Ethics before starting their GCSE course in January.
What do students learn in KS3?The course is divided into two papers. Students are required to study these from a Christian and Sikh perspective. Both religions are studied from their beliefs and practices in Paper 1 and in Paper 2 students are asked to evaluate ethical issues through two religious perspectives.
The sections studied are:
Paper 1 Christianity and SikhismStudents are assessed by written examinations at the end of Year 11. These will be 1 hour and 45 minutes in length and will examine students’ knowledge, understanding and evaluation of the four sections.
The Religious Studies Department provides an invaluable contribution to the study of Philosophy and Ethics. You will find a philosophical training extremely useful. It will help you become sharper, more articulate and more confident in your ability to reason. Students study three units over two years. This course is divided equally between Philosophy, Ethics and a new, exciting unit Developments in Religious Thought. This final unit compliments those students studying Sociology or Psychology.
Course StructureAt A level, the course is divided between the three units with a written assessment for each. In Ethics, students’ study: euthanasia, the right to life, the right to a child, embryo research, business ethics, sex and relationships and justice, from the perspective of the ethical theories. Various ethical theories are studied including: Utilitarianism and Kant. In Philosophy, students study the questions that are at the very heart of Philosophy, and we find out about the people who spent their lives trying to discover the answers. From the ancient Greek philosophers to modern philosophers of the 21st Century. Areas of study include religious experience, do I know that the world around me is real or is it some sort of elaborate illusion, as in the film The Matrix. The Development of Religious Thought studies the challenges that Psychology, Sociology and Psychoanalysis may bring to religion. Building on the origins of thought in the Philosophical and Ethical sections, this section looks at topics such as Secularism and Inclusivism within the themes of ‘Insight’, ‘Foundations’ and ‘Living’.
AssessmentThis course is examined by a written paper for each unit. Each examination will be 2 hours (worth 120 marks each).
Perhaps the first thing you will ask is what is Sociology? Very simply put it is the study of human behaviour. We all live in social groups and our behaviour responds to, and is influenced by, the people around us. Typical questions which Sociology would consider are: Why do some people commit crime? Is there a perfect family? Do men and women really act differently? What is relative deprivation? Is our society fair? The course will encourage you to discuss and possibly challenge many of the things we take for granted in our society.
AssessmentYou will take two externally assessed units, equally weighted at 50% of the total marks. You will be assessed through two, 1 hour 45 minutes, written examinations at the end of Year 11.
Paper 1: The sociology of families and educationSociology is the study of how and why people behave as they do and the social influences that mould their actions and views. Whilst studying the course you will have an opportunity to investigate key issues such as: cultures and identities, the family, globalisation, and crime and deviance. The subject is taught using a variety of methods that will encourage you to assess and challenge opinions and events. In all A level units, students are encouraged to show their understanding of the links between the nature of sociological thought, the methods of sociological enquiry and the core themes of power, social inequality, socialisation, culture and identity. Candidates are encouraged to think holistically, developing their thinking, academic and personal skills in a new and proactive way. Students are expected to develop skills of independent learning. Crucially, to be successful students need to have a good standard of written English and be prepared to write essays and longer answer responses fluently. They will also need a real determination to succeed and be prepared to put in a considerable amount of effort!
Course StructureStudents will sit three written papers: Unit 01, 1 hour 30 minutes in length, worth 30% of the A level qualification; Units 02 and 03, both 2 hours 15 minutes, each worth 35% of the A level qualification.
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