OUR VISION
To nurture and develop global citizens of the world, who are respectful of the past and prepared for the future. We will achieve this through a rich, engaging and well-rounded curriculum looking at the lessons that can be learnt from the past, the moral and religious questions of the present and global challenges that face us in the future. We endeavour to create highly motivated and active learners in a space in which opinions can be shared, developed and actively encouraged. Learners will leave Kingsbury not only with excellent academic achievement but with the tools to thrive in a modern society.
OUR TEAM
Miss Taylor- Head of Faculty
Mrs John – Deputy Head of Faculty
Mrs Newman – Assistant Headteacher (History)
Mrs Hurley – Assistant Headteacher (Geography)
Mr Llewellyn – Teacher of Humanities and Strategic Lead
Mrs Judd – Teacher of Humanities
Mr Bryan – Teacher of Humanities
Mr Young – Teacher of Geography and Science
GEOGRAPHY
Year 7
| Autumn | Spring | Summer |
| Introduction to Geography Pupils will start their geography journey looking at the fundamentals of the subject, its different areas and the start of a pupil’s geographical journey Weather and Climate Pupils will look at what ‘makes’ weather, the different types and how it impacts people and land. | Who are the prisoners of Geography? Land boarders, who placed them, when, why and the relationships between nations and their neighbours is a vital part of forming an individual’s perception and knowledge of the world. Pupil will look at all areas within this unit. The Middle East An area with a complicated history and Geography pupils will look into the reasons why it has been such an area of contention, what resides in the geography and geology of the area and the human impact of war and development. | Sustainability Sutanability is a key area of geographical interest at the moment. We will look at how we ‘power’ the world, the impacts this ‘power’ has on the world and how long our current methods will last Microclimates Pupils will be completing an investigation in Kingsbury conducting research, and assessing there findings on the climate, geology and land use of the area. |
Year 8
| Autumn | Spring | Summer |
| Rivers Pupils will look at the journey of a river from the source to the mouth. We will also look at flooding, its causes and possible ways we try to deal with them. Climate Change An area of geography that is high profile we will look at the science behind climate change and apply this knowledge two case studies- the Maldives and Yakutia. | Asia The fastest growing continent in terms of population, megacities and urbanisation we will look at what is happening in Asia and why this change has happened as well as a case study on the most famous geographical feature of Asia – Mount Everest. Coasts Deepening pupil knowledge gathered in the rivers unit pupils will look at the features and processes of coasts. | Africa Pupils will carry out a case study on Asia looking at human and physical geography of the continent. Factfulness Focusing on human geography pupils will look at ‘gap instinct’ and income, as well as the possible dangers that can be found in trends and patterns. |
Year 9
| Autumn | Spring | Summer |
| What is the Future of Planet Earth? Pupils will be looking at the issues of sustainability, damage from plastics, and the impacts of poverty and coming up with a plan on how they would deal with these real-world issues. Climate Disasters Pupils will have an introduction into the causes, features and impacts of major world disasters. | Tectonics Focusing on earthquakes we will look into what tectonics are, how they cause earthquakes and why people choose to live on plate boundaries. We will look at a variety of case studies on this area. Dark Tourism An interesting unit looking at the geography and moral question of whether areas of disaster should be used as tourist sites. | The Almighty Dollar Focusing on the book by Dharshini David we will follow the journey of ‘one dollar’ through the world- it explores the global economy by tracing a single US dollar’s journey across international borders, revealing how currency flows affect trade, manufacturing, and international relations. The book emphasizes the profound interconnectedness of nations in the modern, globalized world. Case Study: Russia Pupils will look at the physical and human aspects of Russia as well as its position in the geopolitical landscape of the world. |
GCSE GEOGRAPHY
| Year | Autumn | Spring | Summer |
|---|---|---|---|
| 10 | Geology The unit explains how Earth’s internal processes and rock systems shape landscapes and create hazards. Rivers This study focuses on how rivers work (processes), how they shape the land (landforms), and how humans interact with and manage river environments. | Changing Cities The unit explores how cities grow, change over time, face challenges, and are managed to become more sustainable. Coasts This unit looks at the dynamic nature of coastlines (constantly changing), the interaction between physical processes and human activity and the sustainability of coastal management strategies. | Global Development This unit looks at the uneven nature of global development, influenced by many factors, and countries use different strategies to reduce gaps and improve quality of life. Physical Fieldwork- Rivers Pupils take part in their physical fieldwork study, collecting and interpreting data and forming judgements on their findings |
| 11 | Weather and Climate The unit links global air circulation, climate patterns, weather hazards, climate change, and focuses on causes, impacts, and management strategies, supported by case studies. Ecosystems and Biodiversity This unit focuses on how ecosystems are interconnected systems, energy flows and nutrients cycles, and the role we have in maintaining biodiversity. | Physical Fieldwork – Urban Pupils will engage in collecting data in Birmingham relating to the development of the city, they will collect and analyse and draw conclusions from the data they collect. Global Development Focuses on how resources (food, energy, water) are used, managed, and made sustainable at global and UK scales. UK Challenges Examines the human and physical challenges facing the UK, focusing on urbanisation, coastal change, and river processes. | Revision and Exam Practise |
HISTORY
YEAR 7
| Autumn | Spring | Summer |
| Aztecs A voyage of discovery into one of the forgotten empires of the Early Modern World. Pupils will gather knowledge of the role and importance of empires and how it’s invasion by the Spanish impacted on the modern world. Medieval Life Pupils delve into the world of medieval society, asking questions about why society was structures as it was and impact of major events such as the plague on the status quo of the medieval world. | The Tudor Dynasty One of the most famous royal dynasties in Britain is investigated, answering questions such as why did Henry VIII create a new religion? and was Elizabeth the ‘selfie queen’? | From Rebellion to Restoration Chronologically following the Tudors unit; pupils will carry out a period on the Stuart dynasty. Studying the causes, event and impact of social, political and religious policy in England at the turn of the 18th century .Including events such as the Gun Powder Plot, The English Civil War and the Restoration of Charles II. Protest – 1945-1960 Protest as a means of highlight issues/ problems have been used throughout History. Within this unit we will be looking at a series of protest through time, their aims, method and impact. |
YEAR 8
| Autumn | Spring | Summer |
| Transatlantic Slave Trade Pupils will delve into the history of the transatlantic slave trade, addressing not only the history of the trade and plantations but also their impacts on the modern world, including modern slavery. The British Empire Pupils consider the role played by Britain and explore the impact of the British Empire on both the UK and the British Colonies. Students consider ‘How should the British Empire be remembered? | The Industrial Revolution From 1750 to 1900 Britain went through an Industrial Revolution. In this unit we will study how industrialisation affected our society, focusing on local historiography of Birmingham as a case study. World War 1 Pupils will gain a comprehensive understanding of the causes, events and impacts of WW1 answering questions such as ‘why did people willingly go to fight?’ and ‘did the Christmas truce actually happen?’ | The Russian Revolution Pupils will investigate the impacts of the structure of Russian society, the role of Rasputin and Russia’s failures in WW1 in the demise of the Romanov family and the monarchy in Russia. Pupils will use historical interpretations to formulate their own, as well as predicting the impact of the revolution and the Anastasia question. The Battle for Civil Rights in America Focusing in the period after the abolition of slavery pupils will be looking at key individuals and events from America, Britain and South Africa on their search for civil rights, coming to a judgement on whether they believe that equality has been reached in 2019. |
YEAR 9
| Autumn | Spring | Summer |
| Hitler and the Rise of the Nazis Why did ordinary Germans vote for Hitler’?’ is one of modern history’s greatest question, this unit will address the reasons for the rise in Hitler until he became chancellor in 1933. Pupils will use sources and historical interpretations to help deepen their understanding. World War II Drawing on the knowledge from the WWII unit pupils will carry out a comparative study on WWII, focusing on the concept of change and continuity over time. Pupils will look at the causes, developments in warfare and the short and long term impacts of WWII on Germany and the wider world. | The Holocaust Brining in knowledge from term 5’s unit on Hitler and the rise of the Nazis pupils will carry out a depth study on the Holocaust, from the anti-Semitic policies introduced from 1933 through to the liberation of the camps at the end of 1945. Pupils will look at the ideological reasons for the Holocaust, the camp structure, life for inmates and medical experimentation as well as the impacts and challenge of those involved post 1945. The Assassination of a President In this unit pupils will explore one of modern History’s greatest unsolved crimes. Pupils will look at JFK’s presidency, his assassination, the suspects and motives and come to their own conclusions on who they think killed JFK and why. | Modern Conflict (1945-present day) In this study pupils will focus on modern conflict since WWII- learner will delve into three case studies on the war in Vietnam, the troubles in Ireland and the war on terror. Medicine Through Time Pupils will be looking at the changing role of medicine over time- students will look at how illness was dealt with, understanding of the causes and the key watershed events and individuals that led to medical advancements over 1000 years. |
GCSE HISTORY
At Kingsbury, we run the Edexcel GCSE History course
| Year | Autumn | Spring | Summer |
|---|---|---|---|
| 10 | Henry VIII and His Ministers Henry VIII (c.1509–1540) focuses on his quest for a male heir, the break with Rome, the dissolution of monasteries, and his reliance on key ministers (Wolsey and Cromwell) to manage Government and foreign policy. It examines the shift from Renaissance monarch to Supreme Head of the Church. | Medicine Through Time Medicine in Britain, c.1250–present is a thematic study with a case study on the British Sector of the Western Front. The course examines how understanding, treatment, and prevention of disease evolved from superstition to scientific methods, focusing on continuity and change. | Medicine Through Time A continuation of content studied in Spring. Superpower Relations and the Cold War Superpower Relations and the Cold War, 1941–91 is a period study (Paper 2) that explores the shifting relationship between the USA and the USSR over fifty years. |
| 11 | Superpowers Continued A continuation of content studied in the Summer of Year 10. Weimar and Nazi Germany The transition from a democratic republic to a totalitarian dictatorship. Key topics include the instability of the Weimar Republic, the impact of the Treaty of Versailles, the 1923 crisis, the 1924-29 recovery, Hitler’s rise to power, and life under Nazi control. | Weimar and Nazi Germany A continuation of content studied in Autumn. | Weimar and Nazi Germany A continuation of content studied in Autumn and Spring. |
MORAL AND ETHICS
Year 7
| Autumn | Spring | Summer |
| The Big 6 As an introductory unit pupils will be given an overview of the main beliefs, practices and celebrations of the major world religions. This will form the foundation understanding for the rest of their learning journey in Morals and Ethics. Prophets and Pilgrimages We will learn about different prophets connected to world religions and religious locations. We will be looking at who visits them, why they visit and process of pilgrimage. | Where do people worship? Where people worship is changing, we will look at traditional places of worship but also how worship is moving into the 21st century. Religion and the Family By this point in the year learners will have an in depth knowledge of the main beliefs and practices of world religion. In this unit we will look at how religion can shape an individual and family life. | Religion as a Force for Good We will look at key individuals, the changes that they bought about and the role religion played in their action (both the reasoning and the application) Religion in Action To finish the year, we will bring all of the units together to create a project based piece/ active religion piece in groups. This will be taught through a series of planning lessons based on existing religious projects, then group planning, before an assessed presentation at the end on the unit. |
Year 8
| Autumn | Spring | Summer |
| How was the Universe Created? Within this unit we will look at how religions address this big question. Religion and Death Religion and death are inextricably link. Within this unit we will look at how death is viewed in different religions and the ceremonies associated. We will also look at how death is celebrated through the ‘Day of the Dead’ ceremony. | Initiation Ceremonies In this unit, we will study different religious and non religious initiation ceremonies. Then we will debate whether initiation is best as infants or adults? Is religion always a force for good? In this unit we will be looking at whether religion has positive or negative effects on society, and the different religious ethics around conflict and peace. | Religion and the Environment The environment is a major area of interest. We will look at religious teachings in regards to attitudes towards animals and the environment. We will also look at religious attitudes towards dominion, stewardship and the environment. Religious Denominations Within the world religions there are separate groups, within this unit we will look at some of these groups, what make them separate and why. We will also look at the role and interpretation of text within faith. |
Year 9
| Autumn | Spring | Summer |
| Ethical questions and religion Looking at controversial issues such as genocide and abortion. We will explore the religious and non- religious ideas behind these matters. Religion, War and Peace Here we will explore the conflicts that have involved religion, how religion deals with conflict and how peaceful methods are used. | Religion – Crime and Punishment We will study different types of crimes and criminals, we will then use this knowledge to complete a case study on the moral question of the death penalty. Human Rights, Equality and Poverty The final section of the unit when we look at the role of religion, Human Rights (or the lack of them) and poverty. Within this we will address the question of ‘if religion exists why is suffering allowed in the world as a final assessment. | Is sport like a religion? We will look at the links between sport and religion, how behaviours may be similar and whether in a modern society is sport the modern ‘religion’ Is there a place for religion in the modern world? For our final KS3 unit pupils will be completing a project where they use all of the knowledge gathered in their KS3 learning journey and answer this question. They will present their ideas to the rest of the group. |
GCSE CITIZENSHIP
| Year | Autumn | Spring | Summer |
|---|---|---|---|
| 10 | Rights and Responsibilities The nature of laws and the principles upon which laws are based, how the citizen engages with legal processes, how the justice system operates in the UK, how laws have developed over time and how society deals with criminality. Students will consider also how rights are protected, the nature of universal human rights and how the UK participates in international treaties and agreements. This theme also considers how the citizen can both play a part and bring about change within the legal system. | Politics and Participation The nature of political power in the UK and the core concepts relating to democracy and government. This includes how government operates at its various levels within the UK, how decisions are made and how the UK parliament works and carries out its functions. It also looks at the role of political parties, the election system, how other countries govern themselves and how the citizen can bring about political change. | Politics and Participation A continuation of content studied in Spring. Recap and Exam Skills Masterclasses During this time we will recap the key themes from the year, looking at past papers and the key skills needed to answer each exam question. |
| 11 | Life in Modern Britain The make-up, values and dynamics of contemporary UK society. They will consider what it means to be British, how our identities are formed and how we have multiple identities. Students will also look at the role and responsibilities of the traditional media, the impact of new media formats and the UK’s role in international issues. | Active Citizenship The overarching principle of how citizens can try to make a difference in society. Whilst the three content-based themes enable students to develop their citizenship knowledge base, the last section of each theme enables students to explore through case study approaches and by their own actions how citizens are able to try to make a difference. Revision Sessions These tailor made sessions revisit the learning intensely. Timed intentionally for each exam date, we will look at general knowledge and exam analysis leading up to recall and exam practice. | Revision Sessions These tailor made sessions revisit the learning intensely. Timed intentionally for each exam date, we will look at general knowledge and exam analysis leading up to recall and exam practice. |
Contact Details
For further information, please contact katherine.taylor@castlephoenixtrust.org.uk