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HANDCROSS PARK

BE TR EWE

HANDCROSS PARK A

B R I G H T O N

C O L L E G E

S C H O O L

The Story of Our Land The new humanities curriculum for the Upper School at Handcross Park To comprehend our history, we need to study it in the contexts from which it is truly inseparable: the climates that surround it, the soils and seas on which it happens, and the other life forms on which we depend or compete. This means restoring history and geography to each other. All disciplinary boundaries should be uncongenial to historians, who want to embrace the whole of the past, including the past of every art and science (and)…peopled landscapes and contextualised lives. Felipe Fernandez-Armesto

The Story of Our Land embeds narrative alongside an equally strong emphasis on cross curricular understanding and the individual characteristics and skills offered by each separate subject. The core spine of British history from the Celts to the Georgians is the main organisational theme, with geographical, religious and philosophical aspects emerging out of the main narrative. Each subject retains its individual integrity while at the same time being enriched from the context provided by the others. Therefore, this is not a general humanities course, but a carefully balanced combination of disciplines organised around a central core of British chronological history. Study skills and critical thinking are integrated into the course. The Story of Our Land is designed to encourage independent, challenging and critical thinking and, crucially, to make links between landscape, people, belief and events. It has been an unqualified success at Brighton College in terms of GCSE take-up and outcomes, with many pupils continuing one of the subjects to GCSE and beyond.

Aims A chronology of British history enriched with geographical, philosophical and religious themes which pupils find intriguing and inspiring. Each subject discipline retains its individual integrity and is rigorously presented, ensuring excellent foundations for GCSE study.

1. Introduction The Story of Our Land is a course which introduces children to the history, geography and beliefs of Britain. It is a refreshingly innovative way of presenting the humanities; rigorous yet also relevant and appeals to schools who are academically ambitious who want to take an original approach to their curriculum. The Story of Our Land course is unique. It grew from a vision at Brighton College over ten years ago for an inspirational and rigorous education that would equip pupils with the knowledge, skills and enjoyment they would need to become enthusiastic life-long learners as well as responsible and thoughtful citizens. It is a central principle of the course that children learn how to understand and celebrate the diversity of the British experience. The course recognises that it is the story of ‘our’ land and aims to make the stories, beliefs and identities of people who live in Britain visible through the study of both the past and present.

Improved academic standards due to an emphasis on an accessible but challenging narrative, cross-curricular themes and literacy. In addition, critical thinking and study skills are embedded. Children learn about the history, geography and religion of the British Isles as well as fundamental British values as part of a coherent curriculum which celebrates the diversity of the British experience both past and present.

2. Content he content includes historical, geographical, religious and T philosophical topics which are interlinked in a variety of ways.

Human geography: themes of migration and settlement which develop topics such as population change, refugees and an aging population.

The content is structured around a central chronological historical narrative, of approximately 1000 years of British history. Other parts of the course must spring from this line of enquiry.

Physical geography: earthquakes and volcanoes

Geological history and time periods are included, for example the creation of granite, coal and chalk to show the distinctive geological features of the UK. The historical origins of the UK’s political, religious and social systems, which includes understanding the relevance of British values, the role of women and people from other places and origins. Landscape and ecosystems are studied

Either Coasts and Rivers or Weather and Climate or Energy and Resources A study of how identity works in the context of cultural roots as an introduction to faiths The historical origins of major faiths – at HXP we study Judaism, Christianity, Islam, Sikhism, Hinduism and Buddhism. A study of how beliefs translate into ritual and action in the world for the followers of the major faiths.

3. Cross-Subject Skills Each lesson or unit is based on one or more of the thinking and study skills below, and these will be regularly assessed by informal and formal methods throughout the course.

Thinking Skills

History

Geography

Religion/Philosophy

Analysis

Identifying the importance of factors explaining causation, change, consequence

Explaining how/why does that work like that

Explaining how/why does that happen that way

Interpretation

Source analysis

Case studies Field work and map skills

Understanding different points of view

Designing solutions to real-life situations or problems

Discursive essays

Creating

Evaluation

Sorting and categorising

Reasoning

Evaluative essays Synopsis Explaining how far/ to what extent Weighing up/balancing an argument

Political/economic/social

Presenting and challenging an argument Reading critically and spotting weakness/bias

Making decisions and application of knowledge e.g. earthquake response or coastal management Human/physical Map skills

Problem solving

Drawing independent / original conclusions

Explaining both sides of an argument and making a supported judgement

Study Skills Literacy

Note taking, formal writing, vocab, reading, accuracy, spelling, punctuation and grammar; point, evidence, explanation; point, evidence, analysis

Presenting work

Clarity, accuracy, organisation

Homework

Presentation, punctuality

Evaluative and discursive essay writing

Structure, organization, introductions, paragraphs and conclusions

Factual report/case study writing

Headings, sections, use of data

Exam technique

Revision strategies, timing, managing stress

Self and peer assessment

Reference to success criteria, useful comments provided

Research skills

Resources, planning, the internet, time management

Referencing

Bibliographies, footnotes

Presentations

PPTs, group work, videos, posters, role play/drama

Debating

Planning, delivery, questions, response

Diagrams and annotations

Clarity, use of pencil and ruler

Mind mapping

Central idea, images, branches, colour, links, organisation

Philosophical/moral/ ethical

Justifying opinion

Frequently Asked Questions 1.) How are we ensuring academic rigour in Geography, History and Religious Studies/Philosophy?

4.) Are the Senior Schools supportive of this move to Story of Our Land in the Humanities?

Each of the subjects is taught separately by well qualified, secondary trained specialists (Mr Cripps, Miss Petts and Mr Piper.) Assessment is rigorous throughout and looks ahead to the skills, knowledge and understanding required at GCSE. Pupil progress is monitored alongside the success criteria.

Yes. We have spoken to the majority of the Senior Schools we feed (incl. Hurst, Ardingly, Worth, Lancing and Brighton College) they are very supportive of Story of Our Land and our academic innovation.

2.) How will this benefit my child with their exams in the future? Each pupil will benefit from the Story of Our Land curriculum which is far more aligned to both skills and depth of content required at GCSE level. The emphasis put on skills throughout the Story of Our Land curriculum is specifically designed to match those of the GCSE requirements in History, Geography and Religious Studies. 3.) If our child’s Senior School does not need them to sit Common Entrance and they are not taking an Academic Scholarship, will they still have a formal exam at the end of Year 8?

4. Approach

5. Framework for progress and assessment

• Integrated: subjects should not be taught entirely separately, but linked together when relevant and appropriate to do so. For example, we will teach the historical and geographical aspects of the same topic if necessary (e.g. rivers), but not two different topics simultaneously if there are no links between them.

• We have a separate The Story of Our Land marking policy at Handcross Park, which can be adapted and designed to fit the local conditions. We give this to the pupils and teach them how to mark their own and their peers’ work.

• Cross-curricular: in the Handcross Park programme of study there are many opportunities to link with other subjects. • Trips: we run trips throughout to engage and inspire whilst helping the pupils embed their learning • Creative and interactive: in all lessons the emphasis is on pupil interaction.

• We have built a progress and assessment framework around the cross-subject thinking/study skills by creating clear success criteria for each skill in each of the three subject areas. The study skills only require one set of success criteria which can be applied across all subjects. Regularly modelling and displaying good examples of analysis, evaluation, reasoning etc. will embed high and consistent expectations amongst teachers and pupils.

Yes. Every pupil in Year 8 will sit a formal Geography, History and RS & Philosophy exam. These exams will be marked internally, and the results will be sent to the relevant Senior School.

5.) Will some schools still require Common Entrance for entry at 13+? If so, how will you prepare them? A very limited number of senior schools will still require Common Entrance at 13+ entry (e.g. Radley and Eton.) We will of course prepare the pupils for any entrance exams, including Common Entrance at 13+. The pupils sitting them will continue to have the same preparation to pass these exams, except with more curriculum time spent on gaining a depth of understanding of the subjects and a development of the skills required at GCSE. 6.) Will my child still be able to take History, Geography and Religious Studies as part of their Academic Scholarship to Senior Schools at the end of Year 8? Yes, each pupil will have an even greater depth of knowledge and understanding of the three distinctive subject areas, as well as have the relevant subject specific skills (e.g Map Skills, Source Analysis, Essay Writing, Critical Thinking) to answer the scholarship questions. 7.) When is this change happening and who will it impact? The Story of Our Land journey begins with Year 7 this year. The current cohort of Year 8 (2021-22) will not be studying Story of Our Land and will continue with their current learning journey. Those due to sit Common Entrance and Academic Scholarship next summer will continue to do so.

• We have formal exams in Years 7 and 8 • We aim to produce at least one substantial piece of written work based on a thinking skill/s each half term. This will be formally assessed by the teacher and pupils and a grade awarded out of 20 by the teacher. • Shorter, more informal or creative preps will be marked out of 10 according to the marking policy. • Pupils complete shorter pieces of written work on average once a week, with longer projects being given two weeks to complete. All work is marked either by the teacher, pupil or peers, but may not always be graded.

If you have any questions, please contact: Mr Clark - Deputy Head (Academic) rclark@handxpark.com Mr Cripps - Head of Religious Studies and Philosophy ccripps@handxpark.com Miss Petts - Head of Geography fpetts@handxpark.com Mr Piper - Head of History fpiper@handxpark.com