Humanities

Our History vision at Mayfield school from KS1 through to KS4 is to raise student's curiosity of the past and to enable them to gain a sound understanding of Britian’s past and that of the wider world. Children have opportunities to investigate and interpret the past building their understanding of chronology.  Our pupils have the following characteristics based on our learning 6Rs and superpowers.  

Ready – We have ability to think critically about history and communicate ideas confidently to a range of audiences.  

Resilient – We embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.  

Reflective – We are curious about the past and how and why people interpret the past in different ways. We have the ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry.  

Respectful - We have respect for historical evidence and the ability to make critical use of it to support our learning. We support, evaluate and challenge our own and others’ views using historical evidence from a range of sources.  

Resourceful – We acquire knowledge and understanding of people, events and contexts from a range of historical periods. 

At KS1 and 2 History is linked to topics which allow a broad understanding for the children and allow them to develop their expertise. Our 3-year KS3 curriculum builds on the skills and knowledge gained at KS1 &2 and offers a broad chronological understanding of past societies. We aim to equip students with the ability to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups. In addition, we aim to help students to understand the present existing social, political, religious and economic conditions of the people. We recognise ourselves to be an innovative and forward-thinking department constantly seeking to develop new approaches to teaching and learning to enable history to stay at the forefront of new teaching approaches. We place high value on taking History away from the classroom and where possible we seek opportunities for trips to places of historical interest. Regular trips include visits to Beaulieu and Buster Farm (Infants/Junior) and Portchester Castle and the Imperial War Musuem (Senior). Once every two years we also endeavour to take students on a European residential trip and past trips have included WWI Battlefields, Berlin and Auschwitz  concentration camps. The History department are a strong supportive team committed to enabling pupils to achieve the best grades possible during their time in Mayfield. The History team at Mayfield are proud of our sustained attainment at both key stage three and key stage four.  

• Develop an awareness of the past, using common words and phrases relating to the passing of time;

• Know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods;  

• Use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events;  

• Understand some of the ways in which we find out about the past and identify different ways in which it is represented. 

Pupils should be taught about:

• Changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life; 

• Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London, the first aeroplane flight or events commemorated through festivals or anniversaries] (Year 1 Great fire of London. Year 2, Titanic); 

• The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]  (Year 1 Admiral Lord Nelson, Year 2, Queen Elizabeth); 

•  Significant historical events, people and places in their own locality.

• Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. 

• Note connections, contrasts and trends over time and develop the appropriate use of historical terms.  

• Regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. 

• Construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources.  

Pupils should be taught about: 

• Changes in Britain from the stone age to the iron age (year 3) 

• The roman empire and its impact on Britain (year 3) 

• Britain’s settlement by Anglo-Saxons and scots (year 4) 

• The Viking and Anglo-Saxon struggle for the kingdom of England to the time of Edward the Confessor (year 4) 

• A local history study (year 4) 

• A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066 

• The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: ancient summer; the Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China (Ancient Egypt – year 5) 

• Ancient Greece – a study of Greek life and achievements and their influence on the western world (year 6) 

• A non-European society that provides contrasts with British history – one study chosen from: early Islamic civilization, including a study of Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD 900-1300 (TBC – year 6) 

Aims 

• Know and understand the history of these islands as a coherent, chronological narrative;  

• Know and understand significant aspects of the history of the wider world;  

• Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry'; 

• Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance;  

• Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed; 

• Gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales. 

Content 

• The development of Church, state and society in Medieval Britain 1066-1509 (Mayfield= Norman conquest, Feudalism, Magna Carta, Black Death Crusades and Becket-power struggle between church-state); 

• The development of Church, state and society in Britain 1509-1745 - specifically, reformation and counter-reformation, Elizabeth’s religious settlement, Civil Wars and Cromwell, Renaissance & medicine; 

• Ideas, political power, industry and empire: Britain, 1745-1901 - specifically, Britain’s salve Trade, the social, economic and political impact of the Industrial Revolution, the extension of the franchise, Britain’s Empire and case study of India; 

• Challenges for Britain, Europe and the wider world 1901-present day - specifically, women’s suffrage, Liberal reforms, WWI, dictators, WWII, the Holocaust & post-war Britain;

• A local history study – Portchester Castle, asking the question: is it a typical Norman castle? 

The GCSE History content comprises the following elements: 

• one period study (either America or Germany);  

• one thematic study; 

• one wider world depth study; 

• one British depth study including the historic environment.

Section A Period Study (Option 1): America 

Expansion: opportunities and challenges 

The geography of North America: attitudes to the Great American Desert; the belief in ‘Manifest Destiny’. 

• Why the early settlers went west and the challenges they faced: Brigham Young and the Mormons; the pioneer migrant farmers, the journey west; the miners. 

• Dealing with a different culture: the Plains Indians’ way of life; early American Government policy towards the Plains Indians; the Permanent Indian Frontier; a changing relationship with the Plains Indians. 

Conflict across America 

• Increasing conflict on the Plains: the Fort Laramie Treaty (1851) and the failure of the policy of concentration; the Indian Wars (1862–1867): reasons for and consequences of the Wars; Sand Creek Massacre; Fetterman's Trap. 

• The background to the American Civil War: differences between North and South, issues of slavery, westward expansion and free states abolitionism; breakdown of the Missouri Compromise, John Brown, the roles of Lincoln and Jefferson Davis; the social and economic impact of the American Civil War on civilian populations. 

• Coming to terms with the Mormons: the Mountain Meadow Massacre and its aftermath 

Consolidation: forging the nation

• The aftermath of the American Civil War: the 13th Amendment; Civil Rights Act; reconstruction in the South, 1866–1877; carpetbaggers; the balance of Federal and State powers. 

• The continued settlement of the west: the Homesteaders, reasons for going west; government actions and laws; land and railroads; farming problems and solutions. 

• The resolution of ‘the Indian problem’ after 1865: the small reservations policy; attitudes to the native Americans; Battle of the Little Big Horn; The Dawes Act; Battle of Wounded Knee; the closing of the frontier and its impact on native Americans. 

Section A Period Study (Option 2): Germany

Germany and the growth of democracy 

• Kaiser Wilhelm and the difficulties of ruling Germany: the growth of parliamentary government; the influence of Prussian militarism; industrialisation; social reform and the growth of socialism; the domestic importance of the Navy Laws. 

• Impact of the First World War: war weariness, economic problems; defeat; the end of the monarchy; post-war problems including reparations, the occupation of the Ruhr and hyperinflation. 

• Weimar democracy: political change and unrest, 1919–1923, including Spartacists, Kapp Putsch and the Munich Putsch; the extent of recovery during the Stresemann era (1924–1929): economic developments including the new currency, Dawes Plan and the Young Plan; the impact of international agreements on recovery; Weimar culture. 

Germany and the Depression 

• The impact of the Depression: growth in support for the Nazis and other extremist parties (1928–1932), including the role of the SA; Hitler’s appeal. 

• The failure of Weimar democracy: election results; the role of Papen and Hindenburg and Hitler’s appointment as Chancellor. 

• The establishment of Hitler’s dictatorship: the Reichstag Fire; the Enabling Act; elimination of political opposition; trade unions; Rohm and the Night of the Long Knives; Hitler becomes Führer. 

The experiences of Germans under the Nazis 

• Economic changes: benefits and drawbacks; employment; public works programmes; rearmament; self-sufficiency; the impact of war on the economy and the German people, including bombing, rationing, labour shortages, refugees. 

• Social policy and practice: reasons for policies, practices and their impact on women, young people and youth groups; education; control of churches and religion; Aryan ideas, racial policy and persecution; the Final Solution. 

• Control: Goebbels, the use of propaganda and censorship; Nazi culture; repression and the police state and the roles of Himmler, the SS and Gestapo; opposition and resistance, including White Rose group, Swing Youth, Edelweiss Pirates and July 1944 bomb plot. 

Understanding the Modern World

Section B: Wider World Depth Study:  Conflict and Tension- The First World War  1894-1918 

The causes of the First World War 

• The Alliance System: the Triple Alliance; Franco-Russian Alliance; relations between the ‘Entente’ powers; the crises in Morocco (1905 and 1911) and the Balkans (1908–1909), and their effects on international relations. 

• Anglo-German rivalry: Britain and challenges to Splendid Isolation; Kaiser Wilhelm’s aims in foreign policy, including Weltpolitik; colonial tensions; European rearmament, including the Anglo-German naval race. 

• Outbreak of war: Slav nationalism and relations between Serbia and Austria-Hungary; the assassination of Archduke Franz Ferdinand in Sarajevo and its consequences; the July Crisis; the Schlieffen Plan and Belgium; reasons for the outbreak of hostilities and the escalation of the conflict. 

The First World War: stalemate 

• The Schlieffen Plan: the reasons for the plan, its failure, including the Battle of Marne and its contribution to the stalemate. 

• The Western Front: military tactics and technology, including trench warfare; the war of attrition; key battles, including Verdun, the Somme and Passchendaele, the reasons for, the events and significance of these battles. 

• The wider war: the war on other fronts; Gallipoli and its failure; the events and significance of the war at sea, including Jutland, the U-Boat campaign and convoys. 

Ending the war 

• Changes in the Allied Forces: consequences of the Bolshevik Revolution and the withdrawal of Russia on Germany strategy; the reasons for and impact of the entry of the USA into the war. 

• Military developments in 1918 and their contribution to Germany’s defeat: the evolution of tactics and technology; Ludendorff the German Spring Offensive; the Allied advance during The Hundred Days. 

• Germany surrenders, the impact of the blockade; abdication of the Kaiser; armistice; the contribution of Haig and Foch to Germany’s defeat.

Shaping the Nation

Section A: Thematic studies:  Britain: Health and the People 1000 to the Present Day 

Medicine stands still 

• Medieval medicine: approaches including natural, supernatural, ideas of Hippocratic and Galenic methods and treatments; the medieval doctor; training, beliefs about cause of illness. 

• Medical progress: the contribution of Christianity to medical progress and treatment; hospitals; the nature and importance of Islamic medicine and surgery; surgery in medieval times, ideas and techniques. 

• Public health in the Middle Ages: towns and monasteries; the Black Death in Britain, beliefs about its causes, treatment and prevention. 

The beginnings of change 

• The impact of the Renaissance on Britain: challenge to medical authority in anatomy, physiology and surgery; the work of Vesalius, Paré, William Harvey; opposition to change. 

• Dealing with disease: traditional and new methods of treatments; quackery; methods of treating disease; plague; the growth of hospitals; changes to the training and status of surgeons and physicians; the work of John Hunter. 

• Prevention of disease: inoculation; Edward Jenner, vaccination and opposition to change. 

A revolution in medicine 

• The development of Germ Theory and its impact on the treatment of disease in Britain: the importance of Pasteur, Robert Koch and microbe hunting; Pasteur and vaccination; Paul Ehrlich and magic bullets; everyday medical treatments and remedies. 

• A revolution in surgery: anaesthetics, including Simpson and chloroform; antiseptics, including Lister and carbolic acid; surgical procedures; aseptic surgery. 

• Improvements in public health: public health problems in industrial Britain; cholera epidemics; the role of public health reformers; local and national government involvement in public health improvement, including the 1848 and 1875 Public Health Acts. 

Modern medicine 

• Modern treatment of disease: the development of the pharmaceutical industry; penicillin, its discovery by Fleming, its development; new diseases and treatments, antibiotic resistance; alternative treatments. 

• The impact of war and technology on surgery: plastic surgery; blood transfusions; X-rays; transplant surgery; modern surgical methods, including lasers, radiation therapy and keyhole surgery. 

• Modern public health: the importance of Booth, Rowntree, and the Boer War; the Liberal social reforms; the impact of two world wars on public health, poverty and housing; the Beveridge Report and the Welfare State; creation and development of the National Health Service; costs, choices and the issues of healthcare in the 21st century. 

Section B British depth studies including the historic environment: Elizabethan England 1568-1603

 Elizabeth's court and Parliament 

• Elizabeth I and her court: background and character of Elizabeth I; court life, including patronage; key ministers. 

• The difficulties of a female ruler: relations with Parliament; the problem of marriage and the succession; the strength of Elizabeth’s authority at the end of her reign, including Essex’s rebellion in 1601. 

Life in Elizabethan times 

• A ‘Golden Age’: living standards and fashions; growing prosperity and the rise of the gentry; the Elizabethan theatre and its achievements; attitudes to the theatre. 

• The poor: reasons for the increase in poverty; attitudes and responses to poverty; the reasons for government action and the seriousness of the problem. 

• English sailors: Hawkins and Drake; circumnavigation 1577–1580, voyages and trade; the role of Raleigh

• A ‘Golden Age’: living standards and fashions; growing prosperity and the rise of the gentry; the Elizabethan theatre and its achievements; attitudes to the theatre. 

• The poor: reasons for the increase in poverty; attitudes and responses to poverty; the reasons for government action and the seriousness of the problem. 

• English sailors: Hawkins and Drake; circumnavigation 1577–1580, voyages and trade; the role of Raleigh.

Troubles at home and abroad 

• Religious matters: the question of religion, English Catholicism and Protestantism; the Northern Rebellion; Elizabeth's excommunication; the missionaries; Catholic plots and the threat to the Elizabethan settlement; the nature and ideas of the Puritans and Puritanism; Elizabeth and her government's responses and policies towards religious matters. 

• Mary Queen of Scots: background; Elizabeth and Parliament’s treatment of Mary; the challenge posed by Mary; plots; execution and its impact. 

• Conflict with Spain: reasons; events; naval warfare, including tactics and technology; the defeat of the Spanish Armada. 

Historical Environment

-The study of the historic environment will focus on a particular site in its historical context and should examine the relationship between a specific place and associated historical events and developments. 

-Students will be expected to answer a question that draws on second order concepts of change, continuity, causation and/or consequence, and to explore them in the context of the specified site and wider events and developments of the period studied. 

-Students should be able to identify key features of the specified site and understand their connection to the wider historical context of the specific historical period. Sites will also illuminate how people lived at the time, how they were governed and their beliefs and values. 

The following aspects of the site should be considered: 

• location 

• function 

• the structure 

• people connected with the site eg the designer, originator and occupants 

• design 

• how the design reflects the culture, values, fashions of the people at the time 

• how important events/developments from the depth study are connected to the site. 

The vision of the geography curriculum is to enable pupils to travel the world from their geography classroom. They will explore the physical environment and the human interaction with it gaining an appreciation of a range of places at various levels of development.  

In KS1-2 geography is taught through topics to develop a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.  The learning is shaped by the learning superpowers: 

• Ready – We have a genuine interest and a real sense of curiosity about the world and the people who live here. 

• Resilient – We complete challenging activities using extensive base of geographical knowledge and vocabulary. 

• Reflective – We develop our fluency in complex, geographical enquiry and the ability to apply questioning skills, as well as effective presentation techniques. 

• Respectful - We have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment. 

• Resourceful – We use a range of different equipment to draw clear conclusions and explain our findings. 

In KS3 this will focus on the study of the Sahel Region of Africa, SE Asia (including China, India and Pacific Rim).  Students will also appreciate the impact of climate change and the importance of sustainability, which run as themes right the way through the Key stage. 

In KS4 place examples will draw upon local places where possible, such as Portsmouth as UK city in Urban issues topic.  Where examples of LIC/NEE are needed these will use and build upon the knowledge gained in Key Stage 3 such as the Sahel, South East Asia and Nigeria and KS2 the Amazon in South America. 

Geographers at Mayfield will enjoy this fascinating and diverse subject which is vitally important in developing employability skills for their future lives. 

Locational Knowledge 

In KS1 we begin to build our locational knowledge focussing on naming and locating the world’s seven continents and five oceans, the four countries and capital cities of the United Kingdom and its surrounding seas. 

We begin to understand some of the features of an island by looking at the UK, the Isle of Wight and Portsmouth. Children can explain where they live and can tell someone their address. 

Place Knowledge 

We build an understanding of the geographical similarities and differences through studying the human and physical geography of the United Kingdom and comparing it. It Year 1 we compare the UK to a desert which allows us to find out about about the differences between places that are hot and places that are cold. In Year two we look specifically at the seaside and compare the UK with St Lucia and Hawaii.  

Human and physical geography 

We identify seasonal and daily weather patterns in the United Kingdom and in the places around the world that we study. We monitor the weather locally and can answer questions about it. 

We use basic geographical vocabulary in all of the places we study to refer to:  

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather, key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. 

Geographical skills and fieldwork 

In all of our topics, we learn about and use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans.  

We use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. 

Additionally, aerial photographs and plan perspectives are used to recognise landmarks and basic human and physical features. These are used to devise a simple map; and use and construct basic symbols in a key. 

We use simple fieldwork and observational skills to study the geography of our school and its grounds and the key human and physical features of its surrounding environment.

Locational Knowledge 

During our range of topics, we locate the world’s countries, using maps to focus on Europe. We know which countries make up the European Union and can name some of the capital cities.  

We name and locate some of the main islands that surround the UK and use this knowledge to help us explain the difference between the British Isles, Great Britain and the UK. 

We identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

Place Knowledge 

In the Romans topic in Year 3, we look at the country of Italy from an historical and modern day perspective.  In Year 4, we learn about the physical geographical characteristics of Portsmouth as well as learning about types of people who live in the city and why they live there.  We also learn about the continent of South America in our Rainforest topic focussing specifically on the Amazon Rainforest. In Year 5, we focus on the Mayans in Central America and in Year 6 we study Greece as part of our Ancient Greek topic. 

Human and physical geography 

During our Rainforest topic in Year 4 we look at climate zones and biomes. We also study the Yanomami people who are indigenous to the Rainforest and compare how they live with the way that we live our lives. We also study the Water Cycle looking at each of the processes in detail. 

In Year 3, we begin to look at mountains, volcanoes and earthquakes as part of the Roman topic with a focus on Mount Vesuvius. This is followed up in our Year 6 topic about natural disasters. 

In all our topics we look at the ways that humans, and specifically children, live their lives in the different countries and historical periods. 

Geographical skills and fieldwork 

Whenever we are locating countries, we use maps, atlases, globes and digital/computer mapping to locate and describe features studied. 

We use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the wider world. 

Pupils will cover the KS3 curriculum through a range of topics that will focus on key places in Africa and South East Asia.  Running through the whole of the KS are opportunities for pupils to deepen their understanding of the uniqueness of these places whilst seeing the interactions between physical and human geography that link places also.  Key themes that will feature throughout the course will be sustainability and climate change. 

Locational knowledge

The first prep in Year 7 will introduce pupils to the regions of the world, Africa and South East Asia that will be a focus of case studies throughout KS3.   

Place Knowledge 

Each topic in Year 7,8 and 9 will make links to these regions to deepen their understanding of these places.  They will focus on the contrasts between the these regions and their local geography.  This will be shown in the physical and human geography including climate, physical landscapes and human processes.  We want pupils to understand their local geography and how that fits into the global context. 

Human and physical geography 

All of the topics within the NC will be covered to varying degrees relevant to the places we focus upon.  When studying climate and weather in Year 7 contrasts between UK, SE Asia and Sahel region of Africa will be made.  When we consider glaciation and hydrology this will be in the context of UK flooding and glaciation compared to the arid Sahel, floods in Bangladesh and glaciation within the Himalayas.  The study of rivers and coasts will also involve fieldwork opportunities at the Witterings and the River Lymington. 

Year 8 will focus significantly on population and urbanisation and Year 9 will look synoptically at the elements of development linking all the key physical and human processes together.  Again, the focus on our regions in the world will enable contrasts.  There will be a large focus on Sahel regions in Africa including The Gambia and how physical processes have a significant impact upon the population dynamics in the region.  Contrasts will be drawn with China, India and the UK.   

Pupils will also be introduced to concepts and places that will feature in their KS4 studies. 

The themes of sustainability and climate change will feature in all topics as factors that show the links between physical and human processes in both directions. 

Our vision is that pupils will be able to enable students to think critically, evaluate the impacts of people on the planet and consider sustainable development. 

Geographical skills and fieldwork 

During Year 7-9 pupils will use a wide range of geographical skills, including the use of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field.  They will have the chance to use Ordnance Survey maps and if they participate in the Duke of Edinburgh award scheme this will be mastered to the point to plan and navigate a two day journey within the South Downs National Park.  The use of GIS will enable analysis of floodings and environmental management.  We aim to offer a range of fieldwork activities both within the school site and beyond to include coastal management and river processes where they will collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information. 

All the above skills will be practised and mastered within the context of topic when and where it is appropriate so that pupils move fromKS3 with confidence to use their geographical skills at the next level. 

We follow the AQA GCSE syllabus – within the document below are highlighted the case studies, places examples that we use at Mayfield and emphasised the Key themes which link back to learning in KS3. 

Challenge of Natural Hazards 

In this unit we study how Natural Hazards affect pose major risks to people and property and consider how the level of a countries development as well as location affect the impact and responses to those hazards. 

The focus on earthquake and volcanic eruptions will include a comprehensive understanding of tectonic theory and the different types of plate boundary and the specific hazards they pose.  We study the Nepal Earthquake of 2015, which was introduced to pupils in Year 9 and contrast it with the NZ earthquake of 2011 to see how the primary and secondary effects and the responses differ between these contrasting countries.  We use Iceland as an example of how to monitor and predict volcanic eruptions as well as to explain why some people choose to live in hazardous regions. 

The weather hazards will require a clear understanding of the global atmospheric model.  This is crucial for understanding this topic and also the locations of biomes within the Living World topic.  It also is behind the physical water scarcity that we study within the managing resources topic.  Our case study of a tropical storm is Typhoon Haiyan which pupils should recall from the Living on the edge topic in Year 9.   

Our UK storm example is Storm Desmond. This also links with the flooding in Cockermouth which we study in the Rivers section of the course 

We also consider the impacts of climate change as well as the natural and man made causes of it.  We use two examples to show how we can manage climate change.  Tuvalu shows how a Pacific Island country are adapting to climate change and we use local examples within Portsmouth to show strategies to mitigate climate change. These include the ‘cough, cough engine off scheme, cycle lanes, Park and Ride and the raising of the flood defences around Portsea Island. 

The Living World 

This topic is introduced through the study of ecosystems starting from small scale UK based ecosystem of a woodland.  This will then progress to global biomes where we then focus on Rainforest and Deserts as the option choice. 

Our study of rainforests and deserts include the physical characteristics of each biome and how plants and animals are adapted to survive in these environments.  We study the threats to the biomes, such as deforestation in the Amazon and desertification in the Sahel region and how these threats can be managed.  We also look at the economic opportunities and challenges of living in both the Amazon and the Thar Desert of India.  

Physical Landscapes in the UK 

Pupils will gain an overview of the location of major upland/ lowland areas and river systems. 

We focus our studies on the River and Coastal options due to our location on the South Coast. 

Pupils will understand the physical processes that lead to the creation of coastal and fluvial landforms.  Where appropriate we will use local examples such as Hurst Spit and East Head Spit and the Needles.  There will be the opportunity to undertake fieldwork at East Head Spit and/or Christchurch Bay to study coastal management. 

Our case study of river flooding is Cockermouth which enables us to consolidate and build upon the learning about Storm Desmond.  In this section pupils will understand the various ways approaches to coastal and river management and be able to evaluate the impact of these strategies. 

Urban issues and challenges 

In this topic we will study the causes of urbanisation and the reasons for differing rates of urban growth around the world. 

Within the topic pupils must study a major city in an LIC/NEE and a UK city. We choose to use Lagos in Nigeria and Portsmouth in UK 

Pupils will study the causes of urbanisation in Lagos and the impact of rapid population growth there.  They will look at the opportunities and challenges caused by rapid urban change by focussing on the area of Makoko.  They will consider strategies to solve some of the problems in the city including the floating school in Makoko. 

We use local examples and case studies in and around Portsmouth to illustrate urban change (Gunwharf Quays), regeneration, urban sprawl (Hazleton Form development), contrasting areas of inequality (Drayton and Farlington and Charles Dickens Ward).  There will be some fieldwork opportunities within this unit to prepare for Paper 3. 

We also consider the sustainability of Portsmouth and contrast this with the example of Sustainable City Dubai. 

The changing economic world 

This topic is done late on in Year 11 as it has many concepts which are synoptic and draw upon all the learning from KS3 and KS4.   

Pupils will understand how to measure levels of development within countries and evaluate the various development indicators.  They will also consider the causes of the development gap and various strategies to reduce the development gap including investment, industrial development and tourism, aid, using intermediate technology, fairtrade, debt relief, microfinance loans.  This will draw upon case studies from the Living World Topic, the Urban Issues topic and elements of climate change. 

Pupils are required to study one LIC/NEE.  WE use Nigeria, which was first introduced within Year 9 and now is explored to greater depth.  Studies will include the importance of the country, regionally and globally.  Pupils will consider aspects of development and factors that limit development including the political impact of Boko Haram, economic and environmental impact of TNCs such as Shell. Pupils will evaluate the impact of UK development aid in Nigeria. 

Pupils will also consider the economic future of the UK.  This links with considerations of careers for their own future.  Again, local examples are used where possible such as the regeneration of Gunwharf in Portsmouth following the decline of the ship industry.  Quaternary industry located at Southampton Science Park and strategies to address the North South Divide.  Pupils will evaluate the links and influence of the UK regionally and globally.   

The challenge of resource management

Pupils will consider the significance of food, water and energy to economic and social well-being. They will have an overview of global inequalities in the supply and consumption of resources.  This will also draw upon knowledge from other topics. 

Pupils will gain an overview of these resources in the UK including changing demand on food, food miles and the trend towards agribusiness and using locally sourced food.  Sustainability is a key concept here that again links much of the learning from the whole of the geography curriculum.  They will understand the UKs energy mix and how and why that is changing as more renewable energy sources are encouraged. 

Pupils will understand the concepts of water surplus and deficit and locate those areas in the UK whilst considering sustainable ways to reduce deficits.   This will also be studied on a larger global scale where they will be expected to use synoptic knowledge and understanding about physical and human causes of water deficit and insecurity.  They will revisit case study about Play pumps from Changing economic world to provide  sustainable small scall solution in LICs as well as the Indira Gandhi Canal, first studied in the Living world topic as the large scale water transfer system. 

Geographical Application 

Throughout the course pupils will engage with a wide range of resources and stimulus material.  They will become critical thinkers able to apply their knowledge and understanding to unfamiliar examples and questions.  This is crucial for Paper 3 of the GCSE and the 9mark questions within Papers 1 and 2.  Regular practice and feedback will enable pupils to do this.  Practice recall is a feature of every geography lesson as it is vital that pupils are able to recall specific knowledge to use within their thinking and written response. 

There are two required fieldtrips with GCSE that are to be taken in and urban and countryside environment.  We will use Portsmouth and local coastal areas for these and pupils will engage in an enquiry approach to provide pupils with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a inequality within Portsmouth and Coastal management.   Pupils will investigate a question for geographical enquiry, select, measure and record appropriate data, select appropriate ways of processing and presenting fieldwork data, describe, analyse and explain fieldwork data reaching conclusions before completing an evaluation of geographical enquiry. 

The purpose of religious education at Mayfield is to introduce young people to a religious way of looking at the world that exists and what this can offer to people’s lives both individually and collectively. We aim for each student to  gain knowledge and understanding of Christianity as well as other religions and worldviews, to learn to show respect for different beliefs and practices, people of different faiths and life stances, as well as  contributing towards their own spiritual, moral, social and cultural development.  

The curriculum at Mayfield school from KS1 to KS4 gives pupils opportunities to understand their spiritual identity, to adhere to moral values and to heighten their awareness of the importance of promoting community cohesion and inclusion in our increasingly diverse society.  

Through our curriculum we aim to ask challenging questions about meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human. We do this by following a concept approach to RE using the SACRE model of cycle of enquiry and explore concepts that are common to all people such as celebration & community, concepts that are common to many religions such as God and Worship and some concepts that are distinctive to particular religions such as Trinity and Agape.  This process involves being able to describe, explain and analyse these concepts both on a  personal level and through exploring religious beliefs and practices, being able to recognise the diversity which exists within and between both communities and individuals,  whilst also allowing students to develop their own ideas, values and identities.  

We want students to be able to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ. We develop this by allowing opportunities where possible for whole group and small group discussions and group work. 

We make links to many of our super learning powers/6Rs in RE. 

Ready – pupils are ready to listen to beliefs that may be different to their own  

Respectful – children listen to other people’s opinions and accept them, even though they may be different to theirs. 

Reflective – part of the Living Difference cycle is to think of their own lives and reflect on how themes are part of their own experiences. 

Responsible – children have to be responsible and considerate when listening to an discussing other people’s faith and beliefs. 

Resilient – children need to persevere when they may be learning about things that they don’t necessarily believe in. 

 That all children form their own opinions about religious beliefs and customs and that they develop an understanding and acceptance of people who hold a strong faith.

• That children enjoy learning about religion because it is taught in a stimulating and interesting way that arouses their curiosity and develops positive skills and attitudes. 

 • That children develop a sense of awe and wonder about the world around them.  

• To help pupils understand some of the impact of religion throughout the world, its influences on the lives of individuals and communities and its effect on the cultural diversity of their own and other societies both presently and in the past. 

• To support pupils’ spiritual, moral social and cultural development by encouraging self-awareness and self-respect.  

• To help pupils develop their social and moral development by encouraging a positive attitude and valuing the beliefs of others, however different from their own.  

• To develop knowledge and understanding of Christian and other major religion in Britain as a whole and in the local community. 

Content 

KS1 

YR R – Christianity 

Specialness, Celebrating birth, Learning from Jesus, Symbols of New life,  

Yr 1 – Christianity & Judaism 

Thankfulness, Journey’s End, Remembering, Welcoming, Belonging, Authority 

Yr 2 – Christianity & Judaism 

Symbols, Light as a Symbol, Change, Sadness to Happiness, Authority, Remembering 

• That all children form their own opinions about religious beliefs and customs and that they develop an understanding and acceptance of people who hold a strong faith.  

• That children enjoy learning about religion because it is taught in a stimulating and interesting way that arouses their curiosity and develops positive skills and attitudes. 

 • That children develop a sense of awe and wonder about the world around them.  

• To help pupils understand some of the impact of religion throughout the world, its influences on the lives of individuals and communities and its effect on the cultural diversity of their own and other societies both presently and in the past. 

• To support pupils’ spiritual, moral social and cultural development by encouraging self-awareness and self-respect.  

• To help pupils develop their social and moral development by encouraging a positive attitude and valuing the beliefs of others, however different from their own.  

• To develop knowledge and understanding of Christian and other major religion in Britain as a whole and in the local community. 

Content 

Yr 3 – Christianity & Hinduism 

Messages, Angels, Good and Evil, Suffering, Sacred Places, Protection 

Yr 4 – Christianity & Hinduism 

Temptation, Holy, Myth, Ritual. Devotion, Symbols 

Yr 5 – Christianity & Islam 

Belonging (Shahada and salt), Interpretation( Christmas - the 2 birth narratives), Stewardship (creation), Justice, Sacred Places, Umma 

Yr 6 - Christianity & Islam 

Laws (Jesus the law breaker), Warning(The Magi), Ritual(Wudu and Eid Ul Fitr), Resurrection(The empty cross), Ceremony (Death cermonies), Peace (Revelation of the Qu’ran, sawm and Ramadan) 

Aims 

• To develop the skills of Religious Education of communication, apply, enquire, contextulise and evaluation as set out in the agreed syllabus for Hampshire schools (Living Difference III) 

• To allow pupils to first attend their own experience and that of others in regards to the concepts that form the basis on enquiry. 

• To provide students the opportunity to study Christianity and at least 2 other religions. 

• Through the teaching of Religious Education by concepts allow students to understand and  express their experience of their own place in the world. 

• To provide an opportunity for students to engage critically with their experience of different ways of living a religious or non religious life. 

• To provide understanding of different ways of living to promote tolerance of others within school and wider societies. 

• To raise curiosity about the different ways people live and encourage pupils to ask perceptive questions. 

Content

• ‘My Island’ At introduction to RE. Concepts: Survival, Community, Rites of passage, Law and Sacred 

• Christianity 1: What does it mean to be Christian today? concepts- Agape, God & Church 

• Judaism: What does it mean to be Jewish today? Concepts- Torah, Tradition, Remembrance 

• Christianity 2:  Should Christians forgive? Concepts- Forgiveness, Reconciliation 

• Islam: What does it mean to be Muslim today? Concepts- Islam, Ummah, Jihad 

• Sikhism: What does it mean to follow the Sikhi tradition today? Concepts -Teacher/Guru , Khalsa, Service/Sewa 

• Stewardship and care of the environment (Christianity is the main focus) concepts- Care, Hope 

• Buddhism: what does it mean to follow the Buddhist tradition? Concepts- Impermanence, community and loving/kindness 

• Inspirational people 

RE lessons at KS4 are combined with PSHE. Religious education is taught either through specific religious topics or incorporated into lessons where pupils enquire into a wider social, moral or ethical issues, and then look at it from a religious perspective.  This allows for pupils to have an awareness of how religious people may view a topical problem or issue in the world, and how it can affect the way of live for individuals and collective groups.  

RE modules: 

• Religion in a contemporary society 

• Life after death 

Religious attitudes incorporated into; 

• Medical Ethics 

• Relationships inc contraception, forced marriage and FGM 

• Religion and charity 

• Religion and Mental Health (suicide) 

The vision of the travel and tourism curriculum is to prepare pupils to be able to explore the real world as tourists or travellers and also give them skills to enter into further training or work within the travel and tourism industry. 

The key elements that will enable this are: 

involvement with the local travel and tourism industry through visits, trips or guest speakers  
Exciting learning opportunities in the classroom where they will study concrete examples of tourist organisations and destinations 

A course that blends internally assessed coursework and external examinations. 

KS4 Award 

We follow the Pearson Btec Travel and Tourism syllabus – within the document below are highlighted the concrete examples that we use at Mayfield. 

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. Learners will develop:  

• knowledge that underpins the effective use of skills, processes and attitudes in the sector such as the appeal of different tourist destinations to different types of customer, and the factors that influence travel and tourism  

• skills such as researching different travel and tourism organisations, the features of tourist destinations, and the products and services available to meet the needs of different customers  

• attitudes that are considered to be very important in the travel and tourism sector, including how to develop tourism while respecting the environment and local communities. 

Component 1: Travel and Tourism Organisations and Destinations 

There are many organisations involved with different aspects of travel and tourism, including travel agents, tour operators, transport and accommodation providers and visitor attractions. In this component, pupils will learn about the wide range of different travel and tourism organisations and their aims such as making a profit, providing services, promoting a cause or contributing to the community. They will explore how different travel and tourism organisations work with each other to offer products and services, and the importance of the travel and tourism sector to the UK economy, including direct and indirect contributions. People travel for different reasons, including leisure, business and to visit friends and relatives. Tourist destinations are likely to have several features that appeal to visitors such as coastal scenery, beaches, different types of accommodation and local attraction. They are often easy to travel to with a choice of transport options. Pupils will gain an understanding of the different types of travel and tourism and the features of destinations that appeal to visitors. This component will give them an understanding of the role of different travel and tourism organisations, and the features and appeal of tourist destinations. Pupils will develop transferable skills such as research skills, which will support their progression to Level 2 or 3 vocational or academic qualifications. 

The local examples used include Portsmouth Historic Dockyard, visitPortsmouth, The Marriott Hotel and the Portsmouth International Ferry Port. 

Component 2: Influences on Global Travel and Tourism

There are many factors that may influence global travel and tourism, and they are constantly changing. For example, severe weather events, political and economic factors, and the publicity a destination receives can all affect the decisions visitors make and the way some travel and tourism organisations operate. Concrete examples we will study are the Iceland eruption, how New Zealand has built tourism around the film industry. 

Tourism can have a positive and a negative impact on local communities, the economy and the environment, and the issue of sustainability is a concern for many destinations, organisations and governments. In this component, pupils will consider the factors that may influence travel and tourism and the ways that travel and tourism organisations, destinations and governments respond to these influences and their reasons. For example, to maintain sales and income, diversify economies, increase tourist numbers or reassure visitors. They will explore the possible impacts of tourism such as leakage, habitat loss and employment creation, and consider ways these can be managed by destinations, organisations and governments.  

Pupils will investigate how tourism may bring change to destinations over time and how destinations can encourage, manage and develop tourism. Concrete examples will be Bali, Benidorm and emerging destinations appropriate to each year.  Pupils will develop skills in analysing information and making recommendations for a specific purpose, which will support their progression to Level 2 or Level 3 vocational or academic qualifications. 

Component 3: Customer Needs in Travel and Tourism

Pupils will learn about the basic and specific travel and tourism needs of different types of customer and the factors that can influence their needs and preferences. They will also learn how travel and tourism organisations meet these needs and preferences by offering a variety of products and services, including different types of holiday and accommodation. They will apply their understanding by selecting products and services and planning a holiday to meet the needs of specific customers. In this component, they will have the opportunity to apply learning from Components 1 and 2 when considering how organisations use research to identify and respond to tourism trends and when selecting and planning products, services and holidays to meet customer needs and preferences.

The PSHE curriculum at Mayfield equips learners with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community. Bringing real life examples and consideration for future careers into the classroom, PSHE allows our learners to thrive and develop in respect of their relationships, health and wellbeing and understanding of the wider world and their place in it.  

The wellbeing of our learners is central to all that we do at Mayfield and through PSHE lessons, learners are encouraged to develop an understanding of wellbeing and how to evaluate the impact that a range of actions or situations can have on their own wellbeing. Through learning about healthy lifestyles, the importance of getting enough sleep and the impact of drugs, alcohol and smoking on the body, students are equipped with the knowledge to make responsible life choices as they grow older, and to understand the impact of choices that they make, both in the immediate and longer terms. 

From joining us in year R through to year 11, our learners develop an understanding of how to identify and build appropriate, respectful and healthy relationships with those around them, always at an age-appropriate level. Through this, students learn the value of family and how this may look in different circumstances and contexts, as well as what key principles underpin this.  

Our learners build confidence and resilience through their PSHE lessons and become well-equipped for a healthy life outside of school, through understanding consequences of actions, how to engage with the wider world, and how to engage with a joyful and successful life as they move into young adulthood.  

The Curriculum for PSHE is the Relationships Education, Relationships and Sex Education (RSE) and Health Education. It does not divide the expectations by Key Stage, but instead gives ‘by the end of primary’ and ‘by the end of secondary’ criteria. We have therefore divided this guidance into Key Stages and year groups to show where we plan on delivering each area of the curriculum. Some areas are re-visited in greater depth in later years due to the nature of the spiral curriculum that we deliver, however we have below listed the first time that a learner will meet a concept/area of the guidance. Also delivered through PSHE lessons is the Citizenship National Curriculum.  

Students in the Primary section will follow the Jigsaw scheme of learning, with additional areas covered and explained which are specific to the students at Mayfield. The Jigsaw learning is a spiral curriculum, building on 6 themes – Being me in my world, celebrating difference, dreams and goals, healthy me, relationships and changing me.  

Year R 

Throughout all of their topics in year R, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to say how they feel about a topic and listening to the views of others. Students will begin their PSHE learning year R, with a unit on being me in my world. Students will learn about understanding feelings, self-identity, being in a classroom, being gentle and the concept of rights and responsibilities. This serves as an introduction to PSHE for students and helps them to understand their place in their class.  

To introduce students to the theme of celebrating difference, they will consider their talents, being special, families, where we live, making friends and the importance of standing up for yourself. This is a foundation of knowledge for understanding that it is okay to be different to those around us, and difference is something that we should celebrate in school and our communities.  

Students will then study a unit about dreams and goals. Within this, they will consider challenges that they might face, perseverance and the importance of not giving up, goal-setting, overcoming obstacles, how to ask for help, what jobs exist and how to achieve goals.  

When learning about healthy me in year R, students will learn about how to exercise their body, and what physical activity is and that it is important to keeping us healthy. Students will to identify healthy foods and develop an understanding about the importance of sleep. Students will begin to learn how to keep their body clean and safe. This will begin students’ development of one of our key skills, being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year R students will develop an awareness that some things are not safe for them.  

Students will begin their relationships education by thinking about family life and who is in their families, and the features of friendships. Students will learn about making friends and being a good friend, as well as understand that sometimes friends fall out and what to do in this situation. Students will begin to develop an understanding of bullying and what to do if they are worried, as well as how to be a good friend.  

Students will finish their year R learning with a unit about changing me, in which they will begin to think about the different parts of their body and why it is important to respect our bodies. Students will think about some of the growth and changed that has happened to them since they were a baby. Students will also consider what they find fun or what they find fearful, and how and why we might have celebrations.  

Year 1 

Throughout all of their topics in year 1, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to explain how they feel about the topics and understanding that other people can have different views to themselves. As in Year R, students in year 1 will start the year by considering the topic of being me in my world. They will begin to learn about feeling special and safe, and in particular being safe in their class. Students will also learn about being part of a class and the idea of ‘belonging’ and rights and responsibilities within their class and the importance of ensuring that the class is a safe space for everyone to learn in. Students will consider rewards and feeling proud of achievements, as well as consequences of actions, and owning a class ‘learning charter’.  

Students will then progress onto their topic of celebrating difference and consider how people in their class are similar or different from each other. Students will then consider what bullying is and what can be done about it, as well as how being bullied might feel and who they can speak to if they are feeling unhappy or bullied. As part of their celebrating difference unit, students in year 1 will think about ways they can make new friends and how this might feel, as well as understanding differences between themselves and friends and how these make us special and unique.  

When considering dreams and goals, students in year 1 will create a ‘treasure chest of success’, considering their successes and achievements and setting simple goals which they may be able to achieve. Students will then explore how to achieve goals that they have set and how they learn best, as well as working with partners and celebrating achievements of partners. During this unit, students will consider how to tackle new challenges and how they might feel whilst facing a challenge, as well as what obstacles might make it difficult to achieve a goal whilst working out how to overcome them, and how this might make them feel. This unit will conclude with students considering how they feel when they succeed in a new challenge and how they can celebrate their successes. 

Students will build on their understanding of health me in year 1, by learning the differences between being healthy and unhealth and how this might make them feel, as well as how to make healthy lifestyle choices. Students will also learn how to keep themselves clean and health and understand how germs could cause illness or disease. Students will also think about products such as medicines and understand that these can be harmful if misused, but that medicines can also help if we are unwell and if they are used safely. Students will begin to learn about road safety and how to keep safe when crossing the road, as well as who to speak to if they are feeling frightened. This unit will conclude with students being able to say why they think their body is amazing and identifying some ways to keep it safe and healthy. This unit will continue to build students’ development of one of our key skills, being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 1 students will learn to identify things that keep them safe. 

To develop students’ learning about relationships in year 1, students will consider different members of their families and the fact that there are different types of family, what being a good friend is and appropriate ways of physical contact for greeting friends, as well as which ways they prefer. Students will also consider who can help them in our school community and how to ask for help, as well as what their personal qualities are as a person and friend. This unit will also build students’ development of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 1 students will learn to identify people that keep them safe. 

For the topic of changing me in year 1, students will learn about the life cycles on animals and humans, as well as about their changing body and things that have changed or stayed the same since they were a baby. Students will also learn the correct words to describe body parts and how to cope with changes that happen in life.  

Year 2 

Throughout all of their topics in year 2, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to explain their feelings on topics and understanding why other people might have different views to themselves. On the topic of being me in my world in year 2, students will consider their hopes and fears for the year and who to speak to if they are worried and need to ask for help. Students will also develop an understanding how their rights and responsibilities as a member of the school, as well as their class as they learned about in year 1. Students will share and listen to ideas regarding rewards and consequences, as well as considering how following the class charter will help them and others learn, helping them to work cooperatively.  

Students will then study the celebrating differences unit, in which they will consider the concept of stereotypes through an understanding of how some people make assumptions about girls and boys. Students will also understand that it is okay that girls and boys are both similar and different and understand that sometimes bullying happens as a result of differences but that it is important to always be kind. Students will be able to recognise what is right and wrong and know who to speak to if they are being bullied, as well as how to make friends and what being and having a friend feels like. Students will conclude this unit by considering ways that they are different from their friends and how this makes us unique and special.  

Students will build on the skills and knowledge that they developed in year 1 about dreams and goals, by choosing realistic goals and thinking about how to achieve them. Students will develop an understanding of how to persevere even when tasks are difficult, and who they find it easy or more difficult to work with. Students will take part in a group challenge to develop their teamwork skills and will learn that working with other people can help us to solve problems. Students will consider how to share successes with other people and how contributing to the success of a group feels. 

When studying their healthy me unit in year 2, students will develop an understanding of what they need to do to keep their body healthy. They will also be able to demonstrate what being relaxed means and name some things that make them relaxed and stressed. Students will understand how medicines work and why it is important to use these safely. Students will also consider the different food groups and how a balance of these help to keep us healthy, allowing them to make healthy food and snack choices. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 2 students will start to learn to make healthy choices. 

When learning about relationships in year 2, students will be able to understand their relationship to each of their family members and the importance of sharing and co-operation. Students will be able to identify different forms of physical contact within a family and that some is acceptable, whilst some is not. Students will also develop an understanding of things that cause conflict with those around them. Students in year 2 will learn that sometimes it is good to keep secrets, but other times it is not and who to speak to about this, as well as recognising people who can help them in their family, school and community.  

Students’ learning about changing me in year 2 will consider the different lifecycles in nature, and the natural process of growing from young to old and understand that this is not within their control. Students will continue to develop their understanding of how their body has changed from when they were a baby and how boys and girls are physically different, using the correct words for parts of the body. Students will also develop an understanding that some parts of their body are private. In year 2, students will consider different types of touch and identify those which they do or do not like and will develop confidence in saying what they like and don’t like and asking for help when need.

Year 3 

Throughout all of their topics in year 3, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to that what they say and their views could affect other people. Students will continue in KS2 to follow the same PSHE theme structure as they had in KS1. In year 3, students will consider being me in my world, by developing an understanding of their worth and being able to recognise positive things about themselves, and their achievements. Students will also consider how to face new challenges positively, make responsible choices and recognise different emotions in themselves and others. Students will learn about rules and how they link to rights and responsibilities, building on their learning about these in KS1. Students will also lean about how their actions affect themselves and others, developing their understanding about rewards and consequences of actions, and enabling students to make responsible choices independently and in groups.  

To develop their understanding of celebrating difference in year 3, students will consider how everybody’s family is different, and that differences and conflicts sometimes happen among family members, but that conflict can be resolved using the ‘solve it together’ technique. Students will also learn about bullying, and we will link this learning to our Bee Kind group at Mayfield to help the students in primary identify who throughout the school can help them if they experience or witness bullying. Students during this unit will also learn about how some words an be hurtful and will be able to give examples of these, as well as the consequences that words can have on feelings.  

During their dreams and goals unit, students in year 3 will develop their understanding that different people face and overcome different challenges. Students will begin to identify dreams and goals that are important to them and think about how it might feel to achieve these. Students will apply this learning to develop their resilience, motivation and enthusiasm in accessing new learning challenges. Finally, students will begin to evaluate their own learning process and recognise things that may hinder their achievement, and how they can overcome these.  

In their healthy me unit, students will develop an understanding of the importance of exercise and how it affects the body. Students will also develop knowledge about drugs and begin to form their own opinions on this, as well as what things, people and places they need to keep safe from and some ways that they can keep themselves safe. Students’ prior learning about how medicines household substances can be harmful if misused will be built on, as well as their understanding of how important it is to take care of their bodies. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 3 students will learn to identify things that may be unsafe, as well as strategies for keeping safe 

In the year 3 relationships unit, students will be able to identify the roles and responsibilities of different members of their family, and will start to put into practice some of the friendship skills that they have been learning, such as being a good listener. Students will also develop some strategies for keeping themselves safe, again building on the key skills, and will understand how the actions and work of people around the world have an impact on them. Building on this, students will understand how their needs and rights are shared by children around the world, but that their lives may be quite different. Students will also learn how to express their appreciation to their friends and family.  

To conclude year 3, students will revisit the changing me topic, considering how babies grow and develop from conception and what they need to be able to live and grow, as well as how boys’ and girls’ bodies change as they grow up, to be able to make babies as they get older. Students will also begin to consider what stereotypical ideas they have about parenting and family roles and be able to express how they feel when their ideas are challenged.  

Year 4 

Throughout all of their topics in year 4, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to explain how what they say and their views could affect other people and why it is important to listen to the views of others. To understand being me in my world in year 4, students will learn about being a class team and their contributions to this, as well as who is within their school community and how they fit into this. Students will begin to develop an understanding of democracy through the school council and will understand that their actions affect themselves and others, developing empathy for those around them. Students will also learn about decision making as part of a group and how democracy can benefit the school community. 

Celebrating difference will allow our year 4 students to consider how to challenge assumptions, and why sometimes people make assumptions based on what people look like. Students will also be able to speak about a time when a first impression has changed. This will allow our students to become more understanding and accepting of differences. Students will also continue to build on their understanding about bullying and know what to do if they are unsure whether bullying has taken place as well as how to problem-solve a bullying situation with others. Students will be encouraged to develop their self-reflection by identifying what is special about them and be able to value the ways in which they are unique.  

Students in year 4 will then complete a unit on dreams and goals, being able to say what some of their hopes and dreams are and understand that sometimes they do not come true, as well as how this might feel. Students will be encouraged to reflect on positive and happy experiences and think about how this can help them to overcome disappointment, as well as set new goals after disappointment. Students will also learn how to work out the steps needed to achieve a goal and work well in a group to achieve this.  

When studying their healthy me unit, students in year 4 will learn about how different friendship groups are formed and how these can lead to changing dynamics and roles in different groups. Students will also learn the facts about smoking and alcohol and the effects that it has on health, as well as why some people choose to smoke and drink alcohol. Students will learn the importance of resisting peer pressure and have a clear picture of what they believe to be right and wrong. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 4 students will learn to recognise that others’ choices might not always be safe for them.  

When considering the relationships unit, students in year 4 will learn to identify how close they are to various people within their web of relationships, as well as identifying someone that they love and expressing why that person is special to them. They will also think about their memories of someone that they no longer see and consider whether animals should be considered as special by looking at an animal rights issue. Students will also be able to understand how people feel when they love a special pet, as well as how to show love and appreciation to the people and animals that are special to them.  

To conclude their year 4 learning, students will consider the changing me topic, in which they will learn that some of their characteristics come from each of their birth parents as a result of them being made from the joining of their sperm and egg. Students will learn to label the internal and external body parts that are needed to make a baby, and how a girl’s body changes (such as menstruation), to allow this to happen. Students will begin to understand that change may or may not be within our control but may be something that we have to accept is happening.  

Year 5  

Throughout all of their topics in year 5, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to understand the views of others and that it is okay to change their views on topics. Students in year 5 will begin their being me in my world learning by thinking about the year ahead and how to face the challenges that this may present positively. They will understand their wider rights and responsibilities both as a British citizen and within the school. Students will also learn to make choices regarding their behaviour with consideration of the rewards and consequences that it may incur, as well as how it could impact on a group. Students will also develop their understanding of democracy within the school community.  

When considering their unit on celebrating differences, students in year 5 will learn about different cultures and how cultural differences can sometimes cause conflict, as well as what racism and rumours are and what the impact of these may be. Building on their prior learning about bullying, students will understand the difference between direct and indirect bullying and begin to consider matters such as the importance of money and experiences of those of other cultures to their own.  

Students in year 5 will continue to consider their dreams and goals by understanding that they will need money to be able to achieve some of their goals, and that there are a range of jobs carried out by people which lead to different amounts of money. Students will begin to identify jobs they might like to do when they grow up and think about what they might need to do to achieve this. Students will link this learning to that of differences, by thinking about how people who live in a culture different to their own may have different dreams and goals, and how communicating with them could mean that they could learn from each other.  

When developing their understanding of healthy me, students in year 5 will be able to explain the risks of smoking and the effects it can have on a range of body parts, as well as the risks associated with alcohol misuse, including the way that this can impact behaviour as well as health. Students will lean basic emergency aid procedures and know how to get help in emergency situations. A focus here will be put also on the use of the coastguard as an emergency service, due to the location of our school. Students will develop an understanding of how the media and celebrities can promote certain body types, and the different roles that food can play in people’s lives whilst developing an understanding of how body image pressures can link to eating disorders. Students should be able to make healthy choices. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 5 students learn to identify substances that may be unsafe.  

When learning about relationships in year 5, students will consider who they are as a person and be able to identify their own characteristics and qualities. Students will develop a recognition of how friendships can change and know how to make new friends and move on from old friendships. Students will also begin to learn about how it feels to be attracted to someone and what having a boyfriend or girlfriend might mean. Students will develop an understanding of staying safe whilst using technology to communicate with friends. 

For their changing me topic in year 5, students will become aware of their own self-image and how body image fits into that. They will be able to explain how boys’ and girls’ bodies change in puberty and why it is important to look after yourself physically and emotionally. Students will begin their learning about how sexual intercourse can lead to conception, but that sometimes people need to have IVF to help them to have a baby. Students will look ahead to what they are looking forward to about becoming a teenager and understand that this brings different responsibilities, such as the age of consent.  

Year 6 

Throughout all of their topics in year 6, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to empathise with a range of views of other people and that it is important to respect that these may be different to their own. In their final year of KS2 being me in my world, students will identify their goals, fears and worries about the future and how to express them. Students will learn about the universal rights that children have, and that for many children these rights are not met. Students will think about how their actions can affect other people both locally and globally and when making choices about their behaviour, will be able to understand the rewards and consequences, as well as their rights and responsibilities. 

When studying their celebrating differences unit, students in year 6 will understand what different perceptions about normal means, and how having a disability could affect someone’s life. Students will be able to explain some of the ways that one person or group may have power over another and some of the reasons that people use bullying behaviours. Students will also be able to give examples of people with disabilities who live amazing lives and of ways in which difference can be a source of conflict or cause for celebration.  

To conclude their learning about dreams and goals, students in year 6 will understand their learnings strengths and set personal goals, as well as working out the steps that they need to take to achieve the goal and how they might motivate themselves to do this. Students will identify problems in the world that concern them and discuss them with other people, as well as working with others to help to make the world a better place. Students will learn what others admire about them and how to accept their praise. 

When learning about healthy me, students in year 6 will consider the impact of food on the body, the different types of drugs and their uses and their effects on the body and will be able to evaluate when alcohol is being used responsibly, anti-socially or misused. Students will be able to demonstrate basic emergency aid procedures and recognise how to get help in an emergency. Students will explore emotional health and what it means to be well, as well as people’s attitudes to mental health. This will lead to an understanding of what makes them stressed, the triggers that case this and how to respond. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 6 students will learn to explain how some substances are dangerous to them. 

With regards to relationships in year 6, students will be able to identify who the most significant people to them are in their lives, as well as understanding love and loss and the causes, feelings and stages of grief. Students will also learn how to recognise when people are trying to gain power control, and how technology may be used as part of this. This will allow students to understand how to prevent this from happening and how to use technology positively and safely to communicate with their friends.  

PSHE in year 6 concludes with the changing me topic, with students developing an understanding of self-esteem. Students will also develop their understanding about the changes that take place during puberty and have the opportunity to have their questions about this answered. Students will learn how babies develop throughout pregnancy and how they are born, as well as how being physically attracted to someone changes the nature of the relationship.

Year 7 

Throughout all of their topics in year 7, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to confidently express their views on a range of topics and empathise with the views of others. Students will study a unit about working with others, in which they will develop an understanding that happiness is linked to being connected to others, and the importance of being a good citizen. Students will also understand the importance of respect both in school and in society, including with regards to those in positions of authority.  

Students’ PSHE learning will continue to develop through learning about healthy lifestyles, with key focuses on maintaining a healthy diet, the health risks of having too much sugar or an unhealthy diet, the importance of sleep and the benefits of exercise. This will build on the learning that students encountered in KS1 and 2, to consolidate the key messages about healthy lifestyles.  

Students’ understanding of relationships developed throughout KS2 will be built on in year 7, with a focus on the characteristics of different types of healthy relationships, how to identify respectful relationships, and the problems that may be caused by stereotypes This will equip students with the skills and language to identify whether a relationship or friendship is respectful and healthy.  

Developing students’ understanding of health and wellbeing further, students will learn the facts about the harms of smoking, as well as where they can access help regarding this. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 7 students will be able to explain how some substances are dangerous to them and the affect that they could have on their body. Students will also develop the skills to resist peer pressure regarding these.  

The wider world is one of the key themes that students learn about throughout their time at Mayfield, and in year 7, students will learn about extremism, what this is and why some people become extremists. This is part of the Citizenship learning and will help students to understand how extreme behaviours can be challenged.  

For their final unit in year 7 PSHE, students will learn about growing up, considering the changes that happen in males and females and how this might impact on their emotional and physical wellbeing. Students are therefore equipped with the knowledge and skills for these changes. 

Year 8 

Throughout all of their topics in year 8, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by considering what different views on a topic may be and being able to explain why they hold the views that they do. Our students will begin year 8 with a unit of learning about body image. In this, they will develop an understanding about self-esteem and body image, as well as the influence that the media and social media can have on these. This enables students to develop confidence in themselves and understand that they should not compare themselves with those around them, but instead be proud of themselves and their bodies.  

Students’ PSHE learning will continue through a development of the understanding of money management. Students will consider different attitudes to money and begin to understand that money and happiness are not always interconnected, and do not need to be. Students will also develop an understanding of budgeting, equipping them with the skills and knowledge needed to manage their money on a daily basis, as well as the skills to plan for future or more long-term financial needs.  

In year 7, our students began to learn about relationships and this knowledge will be built on in year 8 when students study a unit on relationships and staying safe. During this, students will consider the difference between online and real-life relationships, developing the knowledge and skills to determine the safety and trustworthiness of relationships and sources of information. Students will also learn about image sharing and the law, including the possible legal, social and emotional consequences of sharing images, particularly those which are indecent. This unit will conclude with students further developing their understanding of peer pressure and bullying, including cyberbullying, and where they can get help if they are concerned.  

Students’ understanding of health and wellbeing will be developed in year 8 through a study into mental health and emotional wellbeing, which is consolidated through their year 8 prep project. Students will learn the consequences of poor emotional wellbeing and how to talk about their and others’ emotions sensitively and what vocabulary is suitable to use in this situation. Students will also develop an understanding of the early signs of wellbeing concerns and the symptoms of some common mental ill health concerns. This will enable students to learn about how to cope with the different emotions that they will experience in life and to acknowledge when they may need to ask for help for themselves or those around them.  

Year 8 PSHE will continue to prepare students for their futures through a unit looking at careers, in which students will think about their ambitions for when they grow up. Students will be encouraged to think about their dream future and create a plan of how they may be able to get there. This will include research into different careers that may interest students and will allow students to develop an idea of how they might be able to access these careers, as well as the skills that they may need to develop to get there. Students will also consider the importance of health and safety at work, as well as first aid treatments for basic injuries, which is a skill that students are then able to transfer into their everyday life.  

Students’ understanding of the wider world will be developed in year 8 with a unit on politics, enabling students to understand how the UK is governed, the role of democracy and political parties and how voting rights have developed over time. This will enable students to understand the world around them and how decisions are made that affect their lives. It will also develop students’ appreciation for the British Value of Democracy. 

PSHE learning in year 8 will conclude with students studying internet safety, through the ‘Be Internet Citizens’ unit of work. Students will study the idea that there are ‘3 sides to every story’ and the importance of not taking everything that they read online to be automatically true. This will enable students to become more responsible consumers of the online world. Students will also learn about online emotional manipulation, how to recognise the signs of this, and where to get support if they are concerned. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 8 students will consider the safety of the decisions that they make both in the physical and online worlds.  

Year 9 

Throughout all of their topics in year 9, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by learning to confidently express their views on a range of topics, and consider what the views of others might be based on factors such as their religious background. In year 9, students’ learning of PSHE will build on that in year 8, through considering challenges to British Values, such as extremism and terrorism. Students will consider how and why people become radicalised and how the actions of extremists and terrorists go against the British Values. Students will also learn about islamophobia and how to tackle this to ensure that we are being respectful of those of all religions and faiths.  

Students will then move on to an extended unit studying sex and relationships education. This will build on the prior learning that students will have done on relationships, by revisiting what a positive relationship is and how to maintain them. This will be built on by developing an awareness of exploitation, bullying and harassment in relationships and how to respond to this, a factor which has been identified as particularly important to students in our local area due to the prevalence of operations such as county lines. Students will also learn about the different types of long-term relationships and their legal status, and the importance of consent and how to recognise whether consent has been given. Following this, students will develop an understanding of different contraceptive methods and the choices available to them, as well as the efficacy of the different options available. Students will also learn about different STIS, including HIV/AIDs, how they are transmitted and the importance of being tested for these and getting early treatment if necessary, as well as about the precautions that they can take to avoid getting STIs. Students will conclude this unit through a study of pregnancy, the choices related to pregnancy such as the facts about abortion, adoption and choosing to keep a baby. This will be built on through an understanding of the experiences that some people have of pregnancy, as well as the facts around miscarriage. This will enable learners to make healthy choices in their relationships and consider the impact that their choices may have on themselves and those around them.  

Students’ learning of year 9 PSHE will be concluded with a unit of learning around drugs and alcohol. In this, students will think about the laws surrounding illegal substances, as well as the dangers of drugs which are prescribed but can still present health risks. Students will also consider different illegal drugs, and the range of views surrounding cannabis, whilst learning the short- and long-term effects that taking illegal drugs can have on themselves, their relationships, and the choices that they make. Students will also develop their learning about county lines and where to get help if they are concerned that they, or someone that they know, are at risk of becoming involved in a criminal operation such as this. Students will also learn about alcohol and the associated risks, as well as the importance of making responsible choices with regards to alcohol.  This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 9 students will learn to evaluate the risks of a range of substances and situations and to suggest and make safe decisions surrounding these.  

Year 10

Throughout all of their topics in year 10, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by evaluating opinions on contemporary issues and forming their own viewpoints. In year 10, students will consider the ethical issues surrounding some of the topics that they have previously studied such as abortion, and build on their learning through understanding the options available to those who are experiencing fertility difficulties. This will allow students to develop the knowledge and understanding of different medical options that may be available to them or those around them later in life, as well as the range of views that surround these and where they may stem from.  

Year 10 PSHE learning will then continue through the development of understanding of health and wellbeing with a unit focus on keeping healthy. During this, students will develop their understanding of the importance of personal health, the risks of antibiotic resistance, the facts and science relating to immunisation and vaccination and the views around this, such as antivaxxers. As well as this, students will develop an understanding of blood and organ donation and why the NHS has moved to an ‘opt-out’ system regarding this, as well as the importance of self-examination and screening in early identification of health issues. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 10 students will be able to explain what choices are available to them regarding their health and make decisions based on evidence. Students should also be able to explain how a range of factors could pose risks to physical and mental health and make educated choices based on these.  

Previous learning about careers will be built in in year 10, with students developing an understanding of the importance of equality in the workplace and wider world and the laws surrounding this. Additionally, students will be given the opportunity to create a new vision for their future and think about what things are important to them and how these link to possible future careers. Students will also consider who might be able to help them to achieve their dreams and goals, and how they individually can contribute to their own futures. This unit concludes with students creating a CV to demonstrate their skills and abilities and considering different post-16 options to help to drive their views of the future possibilities.  

During a unit on mental health, students will build on and consolidate their learning of what mental illness is, how to recognise the signs of this, and how to speak sensitively about emotions and mental health concerns. This will then be built on through a study of positivity and the benefits of activities such as exercise, time outdoors and community participation on mental wellbeing and happiness, as well as mindfulness and meditation. Students will also consider what might make someone consider suicide and how we can try to prevent this, such as different local and national services which can be accessed for support.  

Finally in year 10, students will consider the links between money and happiness, and the differences between wealth and poverty. This will help to develop students’ understanding of the world around them and how people can find themselves in different situations in life. Money management and the concepts of income, expenditure, credit and debit, pensions, savings and insurance will also be considered, with students developing the skills and understanding to make financial plans for their own futures. To conclude this unit, students will consider the risks of gambling and how this can be addictive, as well as the implications that doing this may have. This will help to equip students to make responsible choices with regards to money as they progress through life.  

Year 11 

Throughout all of their topics in year 11, students will be developing the skill of developing and sharing their own views and respectfully listening to the views of others, by evaluating opinions on a range of issues and being able to explain their views and the views of others respectfully. In year 11, students will study a unit on politics, law and order. During this unit, students will consider the different forms of government used around the world and evaluate these. Students will also consider how the UK is ruled and how those in power are held to account. Following this, students will learn about how human rights developed over time and why these are important, as well as the role of international law in maintaining peace. Students will also consider the legal system in the UK and how this deals with some problems in society, why some people choose to commit crimes, and what different types of punishment exist, their aims and when different sanctions may be more or less effective.  

During a unit on charities, students will consider what charities are, what they do and the benefits of community participation and voluntary and service-based activities. Students will be given the opportunity to design their own charity, which demonstrates how they could actively participate in improving the community in which they live.   

Year 11 will conclude their PSHE learning through a unit on relationships, which will consolidate and build on the prior learning that students have completed. Students will consider positive relationships, the importance of consent and why this must be free from pressure and the laws surrounding image sharing, to consolidate learning that they have done in prior years. Students will then build on their learning by understanding the concept and risks relating to revenge porn, as well as how the can impact peoples’ lives and the help that is available to the victims of this. Students will again consider the efficacy of different contraceptive options and evaluate these. Students’ learning about relationships will then consider how sex and relationships are shown in the media and in pornography, and how the images represented in these are often distorted. The impact of pregnancy and bringing up a baby will then be considered, with students understanding the different factors that they may wish to consider before choosing to start a family, if this is a desire of theirs. Students learning about sex and relationships education will conclude through a study into recognising abusive relationships and how to get help, the concept and laws surrounding FGM and honour-based violence and killings, and the differences between forced and arranged marriage and  where and how to seek help if they are concerned about these topics. This unit will continue to build students’ development of our key skill of being aware of factors which may be safe or unsafe and being able to make decisions based on this, as in year 11 students will be able to make educated decisions based on a range of evidence regarding their safety. They should be able to lead a healthy and safe life, making independent decisions regarding safety.  

Through tutor time activities, students’ learning of PSHE is consolidated and refined, with all year groups taking part in activities that revisit key messages, such as those about racism, acceptance, and LGBTQ+.  Students also revisit areas of the citizenship curriculum during tutor activities, ensuring that they understand the importance of respecting laws, the justice system, and the role that police play and courts play, as well as the importance of working with others in the community to ensure its improvement and participating in school-based activities. This enables our learners to develop the skills and knowledge that they need to positively participate in the school and the wider world.