Welcome to the Humanities department at LSHS, comprising the subjects of Geography, History and Beliefs and Values.
All three subjects make a vital contribution to students’ knowledge and understanding of the world we live in. We provide relevant, worthwhile and enjoyable learning opportunities.
In Geography we try to stimulate an interest in and a sense of wonder of places. We help students make sense of a complex and dynamically changing world. We use a variety of approaches to make geography come alive in the classroom. This involves pupils making ICT presentations, taking part in groupwork , creating displays, radio programmes and more. We offer a range of fieldwork opportunities across the year groups.
Please view KS4: KS4 Geography AQA GCSE Specification
|Year||Autumn 1 |
|Autumn 2 |
|Spring 1 |
|Spring 2 |
|Summer 1 |
|Summer 2 |
|7||Geography is….||A Sense of place||Weather and Climate||Amazing Africa||Tools of the Trade||Local experts|
|Overview||Earth’s story Types of geography and vocabulary Think/Write like a Geographer||Globe work Latitude and Longitude World physical and human geography features||Weather and climate Measuring the weather Hydrological cycle Types of rainfall Climate graphs||Physical human and environmental contrasts across the continent East Anglia and East Africa contrasted||Map skills : Symbols direction scale relief grid references reading OS maps using GIS||School map work Local fieldwork : change in Long Stratton Improving the local environment|
|8||Taking a Break||Earning a Living||Shaping the Land 1||The Middle East||Changing Planet 1||Shaping the Land 2|
|Overview||Economic value of tourism UK holiday destinations National Parks and conflicts of interest||Change in UK employment structure Stages of the production process Globalisation Food miles||Geological timescale Rock cycle Rock types and relief Types of Weathering soil formation||Key physical and human geography of the M.E, Conflict in the region, Israel and Palestine||Population explosion Population change at various scales Urban/rural contrasts Urban planet London and Mumbai||Glaciated landscapes features of erosion and deposition Rivers processes and features Why do rivers flood ?|
|9||Restless Earth||Climate and Ecosystems||Changing Planet 2||Awesome Asia||An Unequal World||Shaping the Land 3|
|Overview||Earth’s structure Plate tectonics Earthquake, volcano and tsunami case studies||Major climate controls, World zones and Biomes, life in extreme environments, deforestation desertification||Natural resources demand and supply (Water and Oil) Global warming causes and effects Renewable energy Sustainability||Regional geography of Asia, Physical human and environmental contrasts across the continent, focus on Russia, India and changing China||Measuring and mapping development Reasons for inequality Development enquiry Ending poverty , Fair trade||Erosion, transport and deposition processes and features at the coast, Hard and soft rock coastlines Defending the Norfolk coastline – hard and soft engineering|
In History we look at the past in order to understand the world we live in today. This involves becoming a “history detective”. Students explore evidence by looking at real events and people that have done brave, ordinary, terrible and amazing things. The skills learnt through studying history are highly desirable to employers. It is a subject that opens doors to a range of careers, including journalism, law, and media. Handling artefacts, independent research and fieldwork are all part of the course.
Please view KS4: KS4 History Edexcel GCSE
|Unit 1What is History ?|
Unit 2 British History pre1066
|7||How do historians investigate the past ? An introduction to the key concepts of Chronology, Interpretation, Significance, Causation and Empathy|
|Unit 4 Church, State and Society in modern Britain 1509-1745||8||The English Civil War—causes and effects. The Trial and execution of Charles 1 England under Cromwell : changing attitudes to the monarchy|
|Unit 6 Challenges for Britain, Europe and the wider world 1901-present.||9||The Titanic disaster, the class system Causes of WW1 : Life in the trenches, changes in warfare, the end of the War,|
|Unit 3 Church, State and Society in modern Britain 1066-1509||7||The lead up to Hastings, the Battle itself and its aftermath. How did the Normans control England ? Aspects of Medieval Life : law and order, diet and health—the Black Death.|
|Unit 5 Church, State and Society in Britain 1750-1900||8||The Age of Empires—the British Empire. |
The Slave Trade—operation and abolition.
|Unit 6 Challenges for Britain, Europe and the wider world 1901-present.||9||The rise of Dictatorships Adolf Hitler and the road to WW2 WW2 : theatres of War, the Home front,|
|Unit 3 Church, State and Society in modern Britain 1066-1509|
Unit 4 Church, State and Society in
|7||The Changing role of the medieval monarch : King John and Magna Carta Religious change : Luther and Reformation The Tudor Dynasty|
|Unit 5 Church, State and Society in Britain 1750-1900||8||The Industrial Revolution in Britain |
19th Century change : Living and Working conditions, Transport
|Unit 6 Challenges for Britain, Europe and the wider world 1901-present.||9||Superpower relationships : the Cold War the Vietnam War the War on Terror USA in the 20th Century : Martin Luther|
Beliefs and Values
In Beliefs and Values we tackle the “Big” questions, exploring what the ultimate meaning and purpose of life might be, as well as questioning what is right and wrong. We try to develop students’ knowledge and understanding of Christianity and other principal religions. We help pupils consider their own beliefs and identity, and be open minded and respectful of other beliefs. In class, an enquiry approach is used where students find the answers to key questions. We develop students’ imagination, curiosity and a sense of wonder at the world in which we live.
Our programmes of study follow the statutory guidance for the New National Curriculum for Geography and for History.
Please view KS3: KS3 Beliefs and Values Overview
Please view KS4: KS4 Beliefs and Values AQA GCSE Specification