Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me geography is a great adventure with a purpose.”
– Michael Palin
Our history curriculum provides pupils with an introduction to the essential historical knowledge that they need to be educated citizens. It introduces students to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
Miss A Cavanagh
Head of Department for History
Our geography curriculum is carefully designed and delivered to:
- inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives” (OPENING HEARTS through inspiration)
- 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. (OPENING MINDS to new knowledge)
- deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments (OPENING MINDS to deeper understanding)
- further develop geographical skills including data analysis, source interpretation and the effective communication of geographical information (OPENING DOORS through the application of developing skills)
Year 7, 8 and 9 Curriculum Content
Our Key Stage 3 history curriculum honours the breadth and ambition of the history national curriculum for Key Stage 3. (Please see addition national curriculum audit).
It is delivered in chronological order to support the development of pupils’ web of historical knowledge and ability to make links with their building knowledge of the past.
We have also linked clearly to the development of skills, with analysis of features and inference having a focus in Year 7 and 8. In all years, students analyse the utility of a source.
History has two compulsory topics which we have placed into Year 8 and 9, we have also established clear links to local history throughout KS3. We feel it is essential for students to study the events that have changed the face of Liverpool over the course of history, deepening their understanding of their local community.
|Autumn HT1||Learning to draw expressively. Artist Connections: Vincent Van Gogh.|
|Autumn HT2||Learning to paint expressively. Artist Connections: Vincent Van Gogh.|
|Spring HT1||Learning to explore Fauvism colourful theories within drawing and print. Artist Connections: Andre Derain.|
|Spring HT2||Comparing drawing and painting applications within expressive and photo real imagery. Artist Connections: Kate Brinkworth and Nigel Humphries.|
|Summer HT1||Learning to construct pattern designs influenced by Native American Art. Artist Connections: Rainy Naha.|
|Summer HT2||Know about natural forms and how they influence design thinking. Artist Connections: Amiria Gale and Jorn Utzon.|
|Autumn HT1||Developing a sense of identity - Portrait studies. Artist Connections: Martina Shapiro and Iain MacArthur.|
|Autumn HT2||Learning how to effectively draw and paint the anatomical portrait image. Artist Connections: Michael Shapcott.|
|Spring HT1||Continuing the study of Michael Shapcott's portraiture. Artist Connections: Michael Shapcott.|
|Spring HT2||Exploring the more playful potential for ideas development within portraiture. Artist Connections: Leonardo Da Vinci and Giuseppe Arcimboldo.|
|Summer HT1||Exposing the modern day portrait, the selfie. Comparing, historically, the notion of the ‘selfie’. Artist Connections: all year 8 artists.|
|Summer HT2||Learning about ideas and concepts connected with “the mask”. Artist Connections: Alex Levin|
|Autumn HT1||“Moving Forms” – How the fast pace of movement and change within the modern world is captured by the artist. Artist Connections: Umberto Boccioni and Gino Severini.|
|Autumn HT2||Making connections with different artist genres - merging influences of cubism with futurism Artist Connections: Umberto Boccioni, Gino Severini, Salvador Dali and Marcel Duchamp|
|Spring Term HT1||Still life into structures, ideas development now places focus on curved forms, spheres, cylinders. Artist Connections: M C Escher, Jean Metzinger and Patrick Caulfield.|
|Spring Term HT2||Early local architectural forms - analysis of styles and ideas. Artist Connections: Alfred Waterhouse.|
|Summer HT1||Considering building design and function Artist Connections: M C Escher, Salvador Dali.|
|Summer HT2||Analyse the purpose of hoardings, the artists public canvas! Artist Connections: Own artist choice of those used throughout KS3.|
At GCSE, each unit selected allows students to develop their knowledge clearly and also have clear links to current events around the world.
|Autumn||Observational drawing focus using a range of media|
|Spring||2D and 3D media coursework project|
|Summer||2D and 3D media coursework project|
|Autumn 1||Coursework completion in response to project review|
|Summer||Final coursework completion|
Key Stage 4 History students follow the Edexcel GCSE History specification. For further details, please follow the link below.
Key Stage 5 History students follow the AQA A Level History specification. For further details, please follow the link below.’
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