On the afternoon of the 10th September, the parents of a student in Year 10 and the parents of a student in Year 11 contacted the school to inform us that their child had tested positive for COVID-19. As a result, the school contacted Public Health England and the Local Authority as per Government protocol to seek advice about the course of action that needed to be taken. The direction from Public Health England was as follows:
1. School will be closed to all Year 11 students for 14 days with immediate effect; Year 11 will return to school on Monday 28th September 2020.
2. School will be closed to all Year 10 students for 14 days with immediate effect; Year 10 will return to school on Friday 25th September 2020.
We aim to develop students’ awareness of the human, physical and spiritual world in which they live and an understanding of how each of these factors influences modern life.
We encourage our students to think critically and formulate logical and well supported opinions both verbally and in writing. As well as building these skills in young people, the Department has a proven track record of examination success at GCSE level, supporting all pupils to fulfil their great potential.
In years 7 and 8 students study Geography, History and Religious Studies as separate subjects. Geography and History are allocated two hours a week and Religious Studies one hour.
In year 9 students opt to take either Geography or History for their GCSE and complete a transition year preparing them for the key skills they will need. All students also start their GCSE in Religious Studies which they will complete over two years taking their exams at the end of year 10. Students can also opt to take Sociology or Child Development as an early entry GCSE studying this over two years in year 9 and 11.
In year 10 students start their chosen GCSE in Geography and History and can again opt for Sociology or Child Development at this point.
In Geography it is our intent for the curriculum to promote in students a curiosity and fascination about the world in which they live and the people who live in it. We want to create an interest and understanding about diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Students should be confident to understand and ask questions about the world around them and should be confident to take part in discussions about current issues.
In year 7, 8 and 9 the curriculum will therefore contain a mix of human and physical topics that will engage the students interest, gradually build their geographical skills over time and give opportunities throughout for students’ to develop transferable skills in demand by employers: communication skills (presentation, writing, debating), analytical skills, critical thinking skills, teamwork and problem solving.
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The Department aims to support pupils in their progress through the provision of additional learning opportunities. For example, there are a range of revision and catch-up clinics for Pupils in Years 10 and 11 to support them through their GCSE studies. We also aim to widen pupils' educational experiences by offering field trips at both key stages. In the past these have included historical trips to Warwick Castle, and the Galleries of Justice in Nottingham, as well as geographical fieldwork undertaken in the Peak District National Park and Norfolk.
Pearl Buck, Civil rights and women’s rights activist
History at Judgemeadow in KS3 is used as a vehicle for teaching the students to critically analyse events, text and sources and then to explain through writing extended answers, expressing their ideas, and supporting with valid evidence. For this reason the events of 1066 are perfect for students to develop an understanding of different points of view, provenance of sources and to explain why things happened.
We want to enthuse and engage students so that they gain a love of the subject and the desire to take their studies beyond the classroom. It is impossible to teach every aspect of History so the topics are ones that we believe will achieve this aim. Without a grasp of History and personal motivation we cannot expect students to understand UK current affairs and global events. For example, an understanding of the Industrial Revolution and how this concept has been exported beyond our shores will help people to appreciate the human impact on climate change.
In Year 7 we carry out a study of 1066 and then the impact of Norman control of England. This is followed by a look at medieval life and the balance of power between church and state. In Year 8 we teach the Industrial Revolution and how Britain became the first industrial nation. This unit gives the students a useful grounding in social changes the impact of which can still be seen around the world today. We follow this with an introduction to 20th century history including the First World War and the rise of the Nazis. We have designed Year 9 to be a bridging year giving the students wider context of the aftermath of the First World War, the Peace Treaties and particularly the causes and events of the second World War. This is intended to facilitate the teaching of the Cold War.
The core principles underpinning the Edexcel KS4 course are to provide a curriculum that “will engage students with a broad and diverse study of the history of Britain and the wider world and give them skills that will support progression to further study of history and a wide range of other subjects
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Sociology is the study of “society”. Society means the people that live in the UK and the institutions (government, schools, police etc.) that run it. Sociologists study how they work together & why people have become who they are
The core principles underpinning the WJEC Eduqas curriculum are:
The Eduqas specification has been designed to for equal and fair access by all students. It has:
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Religious Studies at Judgemeadow Community College aims to allow students to develop a wide ranging and deep understanding of both their own and other cultures religious beliefs, customs and ideologies. This promotes tolerance to other people's belief systems and helps them integrate into our multi cultural society.
In year 7 and 8 students learn and understand the full range of the six main world religions (Islam, Christianity, Judaism, Hinduism, Sikhism and Buddhism). Pupils learn about religions and beliefs in a local, national and global context. They learn the importance and relevance of religious sources i.e. Holy books and how these apply to their lives. The principal aim of RS at KS3 is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living which often highlights the commonality (shared experiences) between religions.
By the end of year 7 students will have acquired detailed knowledge and understanding of 3 religions (Judaism, Christianity and Hinduism).
By the end of year 8 they will have acquired sound knowledge and understanding of Sikhism, Buddhism and Islam.
Students will be learning the traditional faith of the country (Christianity) which is compulsory. Students’ will also focus on an additional faith (Sikhism). This makes up the content for the eventual GCSE that the student will achieve by the end of their KS4 studies. Students will remain learning the beliefs, teachings and practices of the two faiths, but will also focus on the thematic approach linked to RS
Themes covered at KS4 according to the AQA specification A syllabus are:
Religion peace and conflict
Religion crime and punishment
Religion and life
Religion Human rights and social justice
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