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Skegness Academy

Humanities

Mrs C Turner - Head of Faculty: Assistant Principal - Ebacc

Mrs K Albelda - Senior Deputy Principal

Mr T Astle - Teacher of Humanities

Mrs C Dunn - Senior Assistant Principal: Outcomes

Mrs N Fawcett - Teacher of Geography

Mr N Hodosi - Teacher of History

Mr P McGinley - Teacher of Geography

Mrs D Parker - Teacher of RSHE

Miss J Rees - Teacher of French

Mr R Taylor - Standards and Progress Lead

Mrs S Toyne - Assistant Principal: Head of Inclusion

Mrs E Wolstenholme - Senior Assistant Principal: Teaching and Learning

At the Skegness Academy, Humanities incorporates Geography, History, Religious Education and RSHE. We aim to broaden the knowledge and understanding our students have of other countries, cultures and peoples. Humanities lessons help students develop the skills and qualities necessary for them to function as valuable members of a modern, globalised society.

We make use of topical local, national and international events so that students can better relate to our subjects. Through enquiry, extended writing and role-play tasks, Humanities helps students to develop and improve both their verbal and written communication skills.

Working both individually and as part of a group, students have opportunities to think and act creatively and are encouraged to reflect on their successes and areas for further development.

All students study Geography, History, RE and RSHE at Key Stage3.

Geography

“Geography underpins a lifelong conversation about the earth as the home of humankind.” 

Geography Association 

The Geography Department at the Skegness Academy is fully committed to providing all students with a high quality, ambitious curriculum. This is essential in order to create an equity of opportunity for our pupils. We aim to ensure that learning is bespoke to the needs of our learners and demonstrates a strong understanding about the specific requirements needed to succeed. 

"The study of geography is about more than just memorizing places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together." Barack Obama

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

We believe that it is vital for all our pupils to develop:

  • The appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that pupils can flourish, reach and exceed their potential.
  • A holistic set of values that prepares them for life in the modern world in a diverse and ever changing community and work place.
  • The behaviours learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.
  • And to have developed the social skills to understand society, build a personal morality, and to engage in the culture they live in and understand the cultures of others.

We have used the National Curriculum, as a starting point, but as a department we are focused upon learners being exposed to quality experiences and need to develop independent thinking.  Fieldwork both in and out of school alongside visits allow learners even greater opportunities to develop their geographical thinking and see the subject within real world environments.

History

“The aim of the historian, like that of the artist, is to enlarge our picture of the world, to give us a new way of looking at things.” (James Joll)

The History Department at the Skegness Academy is fully committed to all students gaining a coherent knowledge and understanding of Britain’s past and that of the wider world.  The History Curriculum has a clear purpose and is focused around excitement and love for learning. We aim to ensure that learning is bespoke to the needs of our learners and demonstrates a strong understanding about the specific requirements needed to succeed. 

We believe that it is vital for all our students to develop:

  • The appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that pupils can flourish, reach and exceed their potential.
  • A holistic set of values that prepares them for life in the modern world in a diverse and ever changing community and work place.
  • The behaviours learners need to succeed in the world such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity.
  • And to have developed the social skills to understand society, build a personal morality, and to engage in the culture they live in and understand the cultures of others.

The History curriculum has been developed with our intentions as the drivers behind our actions.  By ensuring we think about what we learn, who we are when we are learning, how we act when we learn and who we are in the world; so we can build happy, resilient, successful citizens. Our planning ensures our curriculum keeps us focused on these areas.

We have used the National Curriculum, as a starting point, but as a department we are focused upon learners being exposed to quality experiences and need to develop independent thinking.  Visits and enrichment clubs allow learners even greater opportunities to find and develop their individual interests and personal talents. Visitors and parents coming into school also help deepen experiences further.  

RSHE (Key Stage 3)

The RSHE curriculum equips learners to become lights within their world. They are encouraged to live healthy, safe, productive, capable, responsible and balanced lives. Learners are encouraged to shine by being supported in making effective decisions, positive learning, career choices and in achieving economic wellbeing. Learners are provided with opportunities to reflect on, clarify their own values and attitudes, and explore the complex and conflicting range of values and attitudes encountered now and in the future. Learners will also develops inter and intra personal skills allowing them to develop team work and personal skills ensuring they shine and are not hidden. 

Our intention is that, when students leave the Skegness Academy, they do so with the knowledge, understanding and emotions to be able to play an active role in today’s society. We want our students to have high aspirations, a belief in themselves and a confidence in sharing their own thought anything is possible if they put their minds to it. 

Key Stage 3 programmes of study include: Living in a wider world, Relationships, identity and safety, Healthy living and responsible health choices, Puberty, emotional health and well being, Sex relationships and conflict, Prejudice, values, extremism and cults, Careers and finance, My goals, behaviour and emotions, Looking after your health, Discrimination, prejudice and challenges, Healthy Relationships With Others And Ourselves, Our Health + Personal Safety, Achieving with Good Mental Health.

R.E.

At the Skegness Academy, we believe that all students need to acquire knowledge and understanding of the beliefs and practices of the religions and worldviews which not only shape their history and culture but which guide their own development.  

We believe that the modern world needs young people who are sufficiently confident in their own beliefs and values, that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society. With this in mind:-

  • We aim to develop students by provoking articulate responses to challenging questions about meaning and purpose in life, beliefs about God, Ultimate Reality, issues of right and wrong and what it means to be human. Our studies reflect local, national and global contexts and we will develop a systematic understanding of a broad range of religious and non-religious ways of life. 

We have used the Locally Agreed Syllabus, as a starting point, but as a department we are focused upon learners being exposed to quality experiences and need to develop independent thinking.  Visits and enrichment clubs allow learners even greater opportunities to find and develop their individual interests and personal talents.  

At the Skegness Academy, the teaching of RE is made up of a matrix of elements. These include:   

            ● History​: For example, being able to understand Christianity requires a knowledge of                  the historical  context of Judaism and Israel.   

● Beliefs​: For example, the claim by Muslims that Muhammad is the last prophet.  

● Practices​: For example, the practice of Passover has grown out of the belief that God saved Jews from Egypt.   

● Themes​: For example, the beliefs and practices of Islam and Christianity and how this impacts contemporary views around Relationships and Family.   

Within our teaching these 4 elements will be woven together to create a more holistic and deeper understanding of religious and non-religious world views.  

Implementation:  

We believe that to meet the outlined intentions it is necessary for us to:-

  • Plan using progressive skills, knowledge and interleaving techniques.  Learning is regularly checked to ensure progression and understanding, whilst supporting learners’ ability to block learn, increase the capacity in the working memory and to build religious and emotional literacy. Teachers keep a record of how learners are achieving and intervene effectively and collaboratively to close any skills or knowledge gaps.  
  • Offer silent time so pupils can meaningfully reflect and develop links between their thinking and learning. 
  • Set formal calendared assessments, which are scrutinised, moderated and evaluated in a timely manner to ensure valid and rigorous data around pupil attainment to allow for effective intervention and/or close any skills or knowledge gaps, within classes and groups. 
  • Plan a variety of offsite educational visits. Visitors are also invited into school as a way of enhancing subject knowledge and providing the learners with real life experiences.  
  • Explore values that are critical to help understand modern Britain and beyond.  
  • Design learning opportunities that look for ways to develop good learning behaviours. We understand that learning about learning helps us to be better learners! In our lessons, we ask learners to think about ways to develop concentration, perseverance, imagination, co-operation, the enjoyment of learning, self-improvement and curiosity. For example, we try to frame our learning around questions.  

RE learning Aims: 

AO1: Know about and understand a range of religions and worldviews, so that students can 

  • describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals  
  • identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews 
  • appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning. 

AO2: Express ideas and insights about the nature, significance and impact of religions and worldviews, so that students can 

  • explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities 
  • express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues 
  • Appreciate and appraise varied dimensions of religion or a worldview