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Social Sciences : Psychology and Sociology

Social Sciences curriculum statement  


The mission of the Social Sciences department is to engage all students in an academic journey to acquire knowledge about how biology, individual and environmental characteristics and society as a whole influence human behaviour. Students will develop a critical and curious approach to thinking in both Sociology and Psychology as they explore a range of topic areas. The department is committed to instilling in those students, the inspiration and aspiration to continue the academic journey into higher education and beyond through the delivery of a challenging and engaging curriculum which is designed to contribute to the development of each student as a whole individual with a keen awareness of human behaviour which they can apply to their roles in the wider community beyond the classroom. In Social Sciences there is an emphasis on issues and debates and providing opportunities for students to develop their ability to debate right and wrong from a range of viewpoints, this in turn is developing students into holistic humans who are better equipped for their role in society as workers and family members. Students build knowledge of respect and tolerance and how to treat each other with care. The department encourages students to think deeply about what they are learning and question how this could influence both human behaviour and changes in society. The Social Sciences department is passionate about providing students in Psychology with a deeper, more theoretical understanding of mental health issues which aims to eliminate stigma, change attitudes and encourages both self-awareness and awareness of others. Additionally, through the study of Sociology, students will gain an in depth understanding of the political system and will be encouraged to critically analyse and question what they told and experience in the wider world. Both subjects ultimately aim to equip students with a high level of curiosity which will enable them to enter the adult world as inquisitive young adults who seek to question what they see, hear and read as active participants in society.

The Social Sciences curriculum will: 

  • encourage the development of the Academy’s values: wisdom, curiosity, generosity, courage and passion. 

  • ensure that pupils are challenged, engaged and motivated to be able: 

  • at a personal level, to develop increasing levels of self-worth and cultural capital 

  • at an economic level, to contribute to the increasingly complex world of work 

  • at a societal level, to play a meaningful role in their local, national and international communities. 

  • provide a coherent knowledge base that is appropriately powerful, transferable and intelligently sequenced, thereby enabling pupils to retain and recall knowledge, develop understanding and apply skills. 

  • provide a meaningful experience that can be used to build wider cultural capital and cognitive ability. 

  • celebrate pupil activities within and beyond formal timetabled arrangements that are memorable, inspiring and life-changing. 


To implement the intended curriculum, a number conceptual and organisational frameworks are used: 

  • Curriculum flightpaths identifies key knowledge and skills throughout KS3-5 

  • Departmental SOWs balance knowledge and skills, carefully building components to create composite learning  

  • Departmental curriculum review frameworks which supports the review of the curriculum offer and assessment practice. 

  • Maximising Learning provides a supportive framework for the wider development of effective pedagogical approaches. 

  • Language for Learning provides a framework to create and refine successful approaches to the teaching of Reading, Writing and Speaking.  

  • Maximising Effectiveness provides a suite of CPD opportunities for staff within the academy to further generate an enthusiasm for and enjoyment of their professional practice. 


The department’s continued focus on the curriculum improves: 

  • the quality of education for all learners and groups of learners 

  • the personal development and well-being of learners 

  • the chances for pupils to move successfully onto the next stage of their lives. 

  • The cultural, economic and societal capital to become citizens of the world