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Humanities Department

Handbook

2017-2018

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Contents Page

1. Department:

a. Department philosophy

b. Meet the department.

c. Department roles and responsibilities

d. Coaching mapping

2. Department Timetable

3. Safehouse rota

4. Class organisation at KS3 & KS4

5. Marking policy

6. Homework Policy

7. Key Dates in Humanities

8. Promotion of Fundamental British Values and Community Cohesion

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1. Department policy

1 a. Department Philosophy

The Humanities Department prides itself on being an inclusive department that work collaboratively together as a team in order to achieve consistently good or better lessons across the subject areas of Geography, History and Religious Education. A central focus for the Department is bringing humanities to life outside of the classroom and every year there is an extensive enrichment programme on offer for all students across Key Stage 3 and Key Stage 4. 1 b. Meet the Department Name: Sian Ayling Role: Teacher of Geography and Second in the Humanities Department Background: I have wanted to be a geography teacher since I studied the subject at secondary school, perhaps mainly due to my inspirational Geography teacher who really encouraged us to strive for the best grade that we could achieve. My degree included a combination of physical and human geography. Annual family holidays also led to me ask geographical questions at a young age. Favourite part of Geography/History: Natural hazards, especially earthquakes and volcanoes and considering the causes and effects of these events. News stories can always be linked to the study of geography in some way so case studies are constantly changing and updating. Like most people I thoroughly enjoy traveling to new places and experiencing different cultures abroad. Teaching Background: I completed my BA degree in Human Geography at The University of Sheffield after completing units in Physical Geography and Psychology also. I then completed my PGCE (Teaching Qualification) at The University of Nottingham. I taught Humanities at New College Leicester for 6 years and then moved to Shirebrook Academy in 2014. I really enjoy teaching here at Shirebrook as it really does feel like a community school where the students work hard to reach their goals with the support from parents and guardians. Name: Matthew Churm Role: Teacher of Geography Background As a young child, I had always been fascinated by “basic geography” – knowing countries, continents and flags etc. When I reached secondary school, I always looked forward to and enjoyed the wide range of topics we learnt about in geography, going on several field trips always gave me a chance to see first-hand our learning in class, which is really important. During my A-Levels, I had a geography teacher who really inspired me to go into teaching, she supported me through parts of the course I found tough and really, created my passion for geography that I have had since. Teaching geography as a subject means that I, as well as my students are always learning. Geography is ever changing in the world as new people and processes come to influence it. This is what I believe makes geography so interesting and what allows me to be so enthusiastic when teaching it!

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Favourite Part of History/Geography I enjoy a lot of topics that we teach in geography but my favourite two are coastal landscapes and resource management. Coastal landscapes are inhabited by millions of people around the world and are now constantly under threat from erosion and sea-level rise, understanding the processes at work and the solutions to these problems is really important for future generations. Resource management is also a very timely subject in geography. As a world with a rapidly growing population, resources of food, water and energy are under threat. As students grow older, this will become more prominent, so knowledge is essential and may definitely help them in later careers! Teaching Background I completed my degree in Geography at Sheffield Hallam University in 2016. Prior to this, I had been travelling for some months in both the USA and Italy. I stayed at Sheffield Hallam to complete my PGCE last year, teaching mainly at Springwell Community College in Chesterfield. This will be my first year at Shirebrook Academy! Hobbies and Interests When I’m not teaching (or planning fun things for you to do!) you’ll generally find me on the football pitch, either as a player or refereeing. I have been a football referee with Derbyshire FA for around 1 and a half years now and really enjoy refereeing both youth and adults football (at different professional levels). A couple of our students have already met me in this capacity! I also enjoy travelling, with Sicily (and the Mt. Etna Volcano) being one of the best places I’ve visited. Name: Mark Cottingham Role: Principal and Teacher of History Background: I first became interested in history as a child from listening to relatives telling stories and looking at pictures of my family, many of whom emigrated from Ireland in the Nineteenth Century during the potato famine. My Great Grand Father was a founder member of the Labour Party in Sheffield and my Great Uncle went to prison for giving bread to striking workers during the General Strike in 1926 so I’ve always been more interested in the history of ordinary people, rebels and revolutionaries, rather than the rich and powerful. This led me to study Economic and Social History at University and I still love reading about history and politics and visiting places of significance.

Hobbies and Interests When I’m not teaching I enjoy all kinds of sport, especially football and swimming, and love going to the theatre, art galleries and the cinema. I also like travel, the best place I’ve visited is Havana in Cuba. Favourite part of history: There is fascination in all periods of history and as a teacher I’ve learnt a lot about subjects I had never studied before. However, my favourite period are still 1790-1815 – a time when working people across Europe were asserting their rights and the mid-17th Century when the English Civil War turned the world upside down. Teaching Background: I started teaching in 1992 in Doncaster. I also taught in Rotherham and Eckington before spending 2 years as a Lecturer in Education at The University of Leeds. I then returned to work in a school in Barnsley as Assistant Headteacher, then Rotherham again as Deputy Headteacher before my first Headship in Derby. Although history is my main subject I have also taught geography, RE and English. Hobbies and Interests When I’m not teaching I enjoy all kinds of sport, especially football and swimming, and love going to the theatre, art galleries and the cinema. I also like travel, the best place I’ve visited is Havana in Cuba.

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Name: Helen Newton Role: Head of Humanities Department and Teacher of History and Religious Education. Background: I have always had a passion for history and still love visiting historical places and houses, my favourite being the local Hardwick Hall, I find the study of the past fascinating to look at and understand. The dynasties, drama, murder and intrigue that occurred! The things that you can uncover, for example it is still a law that if a pregnant lady is in need of the toilet in Chesterfield she can ask to use a policeman’s hat! Favourite part of Geography/History: My favourite period of time is the Tudors, it’s not about the dresses, it is the power battles that occurred behind closed doors, what lengths some royals would go to stay in favour with the King or Queen. Teaching Background: I completed my degree in History and Archaeology at Leicester University in 2000 and then my PGCE (Teaching Qualification) in 2001 from Nottingham University I worked at Newbold Community School in Chesterfield for 5 years and then moved to Shirebrook School in 2007. I have enjoyed my time at Shirebrook, and still do, now after teaching several brothers, sisters and cousins in this close knit community you can really see the students drive to learn and how the school does make a positive difference in the life of the students. Name: Nick Stafford Role: Vice Principal and Teacher of History Background: I have been part of Shirebrook School and now Academy for 11 years, in which time I have held various roles in the school, but my love has always been with teaching History. My particular specialism is Germany 1918-1945, which is taught at GCSE level. My passion for History emanated from my teachers that I had whilst I was at school. This passion is something that I have always tried to pass onto my students. Favourite part of Geography/History: My favourite period of time is the Nazi Germany. Learning about the horrors of the past and how a nation elected Hitler into power knowing he held so many extreme views is something that students and I find immensely interesting. Teaching Background: I read History at the University of Leicester between 1998 and 2001; after a year in employment I then completed my Teaching Qualification in 2002/03. My first role was a History teacher at an inner city school in Leicester called Beaumont Leys, where I quickly assumed a role as Deputy Head of Year. I then assumed the same role at Tupton Hall School in Chesterfield, before being appointed as Head of Year at Shirebrook School in 2007. Over my nine years at the school, I have gained a strong connection with our pupils and the community, seeing so many successes for the Academy and our students along the way (some have now come back to teach in the school). It has been the highlight of my career to see the difference a school can make on its community. In my time at the Academy I have progressed onto the Senior Leadership Team as Vice Principal and continue to look forward to inspiring and helping students to achieve their dreams in the years to come. Over my nine years at the school, I have gained a strong connection with our pupils and the community, seeing so many successes for the Academy and our students along the way (some have now come back to teach in the school). It has been the highlight of my career to see the difference a school can make on its community. In my time at the Academy I have progressed onto the Senior Leadership Team as Vice Principal and continue to look forward to inspiring and helping students to achieve their dreams in the years to come.

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Name: Connor Tyrrell Role: Teacher of History Background: I always loved History at school due to the stories the teachers would tell about Cromwell’s head or witchcraft! I love historical films and programmes and spend far too much of my spare time watching them! Favourite part of History: Civil War – I studied this at A-Level and is the reason I love History, so many interesting characters and stories! Teaching Background: I qualified through Teach First/ University of Nottingham in 2015. I love teaching at Shirebrook and am looking forward to remaining at the school so that I can make a lasting impact on the lives of our students.

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1 c. Faculty Roles and Responsibilities

Member of Staff Commitment Subjects Other Commitments

Helen Newton 1.0 (24 lessons)

History – KS3/KS4 R.E. – KS3 / KS4 Geography – KS3

Head of Faculty Year 8 Form Tutor School Direct Subject Mentor

Sian Ayling 1.0 (24 lessons)

Geography – KS3/KS4 R.E. – KS3

Assistant Leader of Humanities School Direct Mentor Year Form Tutor

Mark Cottingham

1 Lesson History KS3

Principal of the Academy

Nick Stafford 4 Lessons History KS4 R.E. KS3

Vice Principal of the Academy

Connor Tyrrell 1.0 (18 lessons)

History – KS3/KS4

History Teacher Assistant Head of Year 8

Matthew Churm 1.0 (20 lessons)

Geography – KS3/KS4

Geography Teacher Year 8 Assistant Form Tutor N.Q.T.

Chris Hardcastle 1.0 (25 lessons)

History – KS3/KS4 Geography KS3 R.E. KS3

History Teacher Year 8 Form Tutor GRIT Lead Teacher School Direct Subject Mentor

Simon West

Department Governor Link

Simon.West@Derbyshire.gov.uk 7824 27

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1 d. Coaching Mapping

Coaching will take place in the department during period 4 every Monday. The caching conversations will last 15 minutes each and focus on an aspect of teaching, marking or development that the teacher would

like to focus on.

HN

SA

HN

SA

TY

MCH

CH

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2. Department Timetable

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3. Department Safehouse Rota

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

MON No teaching SA Humo

b/o HN H1 CD Time TY H4 HN H1

TUES NS H4 NS H4 TY H4 SA Humo

b/o CH H5 CH H5

WEDS CHU Humo

b/o TY H4 CHU H3 TY H4 HN H1 SA H2

THURS CH H5

HN H1

CH Humo b/o

HN Humo

b/o

NS H4

HN Humo

b/o

FRI HN H1 HN H1 HN H1 HN H1 HN H1 HN H1

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4. Class organisation at KS3 & KS4 Humanities groupings are all taught in mixed ability classes in Year 7, Year 8 and Year 9. In Year 7 students are taught the core Humanities subjects through a unique competency based curriculum called GRIT, which is a form of project based learning, designed to develop skills fundamental for learning and a ‘growth mindset’. The topics that students’ cover is ‘My Learning’, ‘My Community’ and ‘My World’ and these give students the opportunity to not only lead their own learning but also monitor the progress that they make. KS3 Organisation:

Year 7 (180 Students approx)

Year 8 (179 Students)

Year 9 (174 Students)

Geography GRIT – 4 lessons Assessment every half term

1 lesson Assessment every term.

1 lesson Assessment every term.

History GRIT – 4 lessons Assessment every half term

1 lesson Assessment every term.

1 lesson Assessment every term.

Religious Education

GRIT – 4 lessons Assessment every half term

1 lesson Assessment every term.

1 lesson Assessment every term.

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KS4 Organisation:

Class Organisation Number of

Students

Assessments Examination Board and

Code

Year 10 Geography

3 classes taught in 3 periods a week over 2

years Final Assessment at the

end of Year 11

85 Paper 1 Mock in December 1 hr 15 mins

Paper 2 Mock in June 1 hr 40 mins

Edexcel IGA10

Year 10 History

3 classes taught in 3 periods per week over 2

years Final Assessment at the

end of Year 11.

69 Paper 2 Mock in December 1hr 15 mins

Paper 1 Mock in June 1 hr 40 mins

Edexcel IH10

Year 11 Geography

3 classes taught in 3 periods per week in 2

years

82 Paper 1 - Hazardous Earth, Development dynamics and

Challenges of an urbanising world 1hr 30 mins

Paper 2 – The UK’s evolving physical landscape, UK’s evolving human

landscape and Geographical investigations

1hr 30 mins Paper 3 – People in the biosphere,

Forests under threat and Consuming energy resources.

1hr 30mins

Edexcel IGA10

Year 11 History

3 classes taught in 3 periods per week in 2

years

64 Paper 1 – Crime and Punishments Through time with a Case study on

Whitechapel 1hr 40 mins

Paper 2 - Anglo-Saxon and Norman England

1hr 15 mins Paper 3 – American West and Nazi

Germany 1hr 15mins

Edexcel IH10

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5. Humanities Department Marking Policy

The Humanities Department have adopted the marking policy of the academy and aim to adhere to this every term and are this year aiming to continue to develop the use of RAISE through feedback from assessments and marking. So, that students are clear about what area they need to improve in order to make and show progress in their learning. Each member of staff will; - Mark each students’ exercise book in DETAIL every term, highlighting the literacy focus of the half term and also using the RAISE initiative in order to promote reflection from students in lesson time. - Aim to be informative as they can for their students. - Complete the marking focus for every student one every term with clear targets for improvement. The aims of the marking policy are to help students; - See where they can make improvements with literacy and subject knowledge - See how they are progressing towards their end of year target - See the progress they are making in their learning through regular teacher feedback.

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6. Humanities Department Independent Learning Policy

With regards to the Independent Learning, all students completing a Key stage 3 or Key Stage 4 humanities subject will be encouraged to learn independently outside of the classroom through a series of set tasks. Humanities teachers will aim to:

Issue homework regularly in accordance with the published timetable.

Record on the SIMS learning gateway when homework has or has not been completed.

Set reasonable deadlines which allow students the complete tasks to the best of their ability.

Mark the homework timeously to give students appropriate feedback on their progress.

Use the homework as an opportunity to assess pupil progress and understanding and adapt lesson

planning accordingly to ensure students are adequately challenged and supported.

When setting extended homework tasks break the activities down for students weekly to support

students in managing their workload.

Use praise on the SIMS learning gateway to reward homework that has been completed to a high

standard.

Independent learning tasks will be set on a bi-weekly basis from Humanities teachers for classes of Year 7,

8 and 9.

Year 10

Monday Tuesday Wednesday Thursday Friday

Option D Option A

English Maths Option B Option C

Science

In Year 10 homework will be set as a minimum at least once per week as the timetable. It is highly likely that homework will be set more regularly than this in order to support students through their GCSE courses. Year 11

Monday Tuesday Wednesday Thursday Friday

Option E

Option F English Science Maths

In Year 11 homework will be set as a minimum at least once per week as the timetable. It is highly likely that homework will be set more regularly than this in order to support students through their GCSE courses.

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7. Key Dates in Humanities Key Stage 4 Geography GCSE Fieldwork visit to Edale September 2017 Coursework visits to Sheffield October 2017 Humanities Residential to Poland 5th – 8th July 2018 Key Stage 3 Visit to The Deep, Hull Friday 11th November – 89 students Friday 18th November – 89 students To complete a carousel of activities including tour of the main exhibition, artefacts session and tours of the coal face with an ex-miner. Visit to Holy Trinity Church, Shirebrook Friday December 15th - 180 Students To visit their local place of worship as part of a study on British Traditions and meet the Rector and listen to the Nativity story. Visit to Derby Open Centre Thursday February 2018 - 89 students. Thursday March 2018 - 89 students Visit to the Open Centre where students visit a Mosque and Hindu Temple and then complete a marriage workshop and can have a henna tattoo. Extra-Curricular Year 5 & 6 Open Evening Thursday 24th September Humanities Faculty showcase STREET with a range of activities and an open question and answer with parents. Humanities Week 6th to 10th November 2017 A week of activities based around celebration of History and reflection on Remembrance Day. Winter Wonderland on Saturday 5th December Humanities faculty have a ‘Goody Bag’ stall to raise money for a charity nominated by Year 7 students in STREET. Family Fun Day on Saturday 2nd July 2016 Humanities faculty have a ‘Goody Bag’ stall to raise money for a charity nominated by Year 7 students in STREET.

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8. Promotion of Fundamental British Values, SMSC and Community Cohesion

As a faculty within a maintained school it is clear from the Education Act (2002) that we have a duty to promote:

- Pupils’ moral, spiritual, social and cultural development.

- Fundamental British values of rule of law, mutual respect, democracy, liberty and tolerance of

different faiths and beliefs.

- Respect for other people

- Students’ self-knowledge, self-esteem and confidence.

What is not clear apart from the understanding of democracy, civil justice and promotion of freedom of speech is what it is to be British? Is it to watch Coronation Street, drink tea and complain about the weather? Or is it something more encompassing? To understand how this little island of people has grown, changed and developed positively with the influx of different cultures, races, religions and beliefs and this is what makes Britain great, our ability to adapt and include? The Humanities faculty at Shirebrook Academy take a wholly integrated approach and belief towards all religions, faiths and cultures and promote that students need to be able to be free to discuss issues in a respectful and open way and then develop the understanding that cultural diversity is a positive thing To this end we have developed lessons and schemes of work that promote the understanding of the society within Britain.

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How effectively do you serve the needs and promote the cohesiveness of the Academy’s community, for example by promoting good relationships between different learners from different backgrounds?

Y7 Prejudice and discrimination - students look at the ways in which people are prejudice, where they can come from and also how to overcome these through tolerance of others. Y7 Promoting your World – students spend a day identifying all the positives aspects about their local area and then present these to other students – this includes location, things to do in the local area – to promote an understanding and pride of where they come from.

Y8 What difference can you make? The module looks at how students perhaps use their ideas to help others in their community and global community, this has developed and now Y8 lead the Oxfam Unwrapped campaign every Christmas. How do you effectively contribute to the cohesiveness of the wider community, through developing learners understanding of other communities both in Europe and globally? Y7 Poland module –students spend a day understanding the reasons why people emigrate to the UK and the positive contribution polish immigrants make to the local and school community Y7 Exploring other cultures – all students are invited to visit Derby Open Centre to experience elements of the Hindu and Muslim religions, including a visit to a Mosque – promoting understanding and tolerance of others. How effective is your contribution to the cohesiveness of the UK community, for example by promoting common identity and values, and the appreciation and valuing of diversity, the awareness of human rights, and the skills for participating in society? Y7 What is it to be British module - students look at what makes us British, using poetry, art and typical sayings they then present elements of the British society and characteristics – to develop a basis of their culture and a pride of where they come from. Y7 British Christmas – all students spend a day in humanities looking at elements that make a traditional British Christmas, and includes a visit to the local church and opportunity for students to decorate a Christmas tree in their form. Y7 all students are invited to be part of the residential to London – to visit the sights of the capital city and then consider reflectively how London is a global city and community when back in school. GCSE humanities have a offered a residential to Poland every year - which encourages understanding of different cultures, visits to holocaust memorial sites and an appreciation of a beautiful and cultural city – as they learn of the local legends and stories. How effectively do you deliver the themes of community cohesion, through the quality of your provision; promotion of equality and excellence; and through the engagement of students with the Academy ethos and community?

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All humanities staff value each student in lessons and they promote students value of each other by listening to others in lessons and working together to develop a feeling of whole school. The ethos in the humanities department is strong and the students have a sense of collaboration and which is promoted by curricular trips and projects. Humanities have taken a positive approach to the growing number of EAL students within school – placing translations on power points/ in marking in books/ and using technology (ipads) for students in lessons to translate terms.