Key stage 3 units are designed to implement the strength and rigour of a broad and balanced knowledge rich curriculum. The units are designed to cover a substantial range of English,British, European and World History, to provide all students with the vital contextual knowledge to understand the community, country and planet in which they live. The curriculum aims to furnish each student with powerful knowledge that helps them understand 21st century Britain - Our inheritance from antiquity is dealt with in the very first unit, with a focus on the significance of Egyptian, Greek and Roman Civilisation. In Unit 2,3 and 4 in Year 7 students study Norman and Tudor England, introducing and developing knowledge on concepts such as Feudalism, Monarchy and the nature of the historical religious conflicts that shape many British institutions to this day. Year 7 also contains a focus on Britain during the Civil War period, allowing students to develop an understanding of the clash between monarchical absolutism and the emergence of parliamentary, and ultimately Democratic sovereignty within a United Kingdom.

Year 8 builds upon those units of lessons by placing Britain in the context of her historical European and Global role. Unit 5 looks at the legacy of slavery and Empire, and allows students to delve into true historical controversy, this period of time is further enriched with a unit on the Industrial Revolution, allowing students to understand how Britain came to such a position of global prominance. Year 8 finishes with 3 in depth units looking at the key events of the 20th century, without which it is impossible to truly understanding the societal, economic and political development of not just the 20th, but also the 21st century - World War One, World War Two and the later 20th century world.    

Alongside powerful knowledge, the curriculum aims to interweave the core historical skills needed to access historical material, and for students to be able to produce good history. In terms of skills, each unit has a skills focus alongside it, students begin with the basic identification of historical cause and consequence, before moving onto the skill of judging the significance of Historical factors within an historical event or controversy. Lastly source skills, and skills of historiographical interpretation are developed with the aim to provide students with a broad range of Historical knowledge and skill. In short, the curriculum aims to provide context and understanding of Historical epochs, whilst also allowing students to understand the true importance of the fundamental British values such as Democracy and the Rule of Law.      

Key Stage 3 units are designed to build on a traditional curriculum of physical and human geography with interwoven lessons on current local (e.g. a coastal defences fieldwork enquiry), national (e.g. the future of UK energy supplies) and global themes (e.g. plastics in the oceans). 

We have also put a significant focus on locational knowledge of continents, oceans, countries, cities and landscapes to enable students to place new information into a wider context. By doing this every unit we aim to gradually build up meaningful contextual knowledge for students. Case studies and real world examples are crucial for success at GCSE so we have built other examples of these into KS3 units, with students studying China, Russia, Africa and the Middle East in depth.

Individual units at KS3 are interlinked, with each building on the learning in previous units. In year 7 students learn about glacial landscapes and how ice has shaped our land. Following a study of Globalisation and the growth of global industries students learn about the climate emergency so are able to follow a thread of learning across units. In year 8 this is explored further with students learning about global population growth and development. Following this students learn about the importance of rivers and the sea for people and then are brought onto the unit of Global Issues and Challenges where students can continue to understand the interaction between the human and physical environment. 

Fieldwork is a vital skill for any Geographer. We have built in a scaffolded approach to fieldwork to KS3 to support our students in these exams skills at GCSE but also to ensure any student who doesn’t opt to to do GCSE Geography acquire these enquiry skills.

KS3 Philosophy and Ethics schemes of work, particularly in Year 7 are designed around key events in the calendar, primarily religious festivals (e.g. Ramadan, Diwali, Hanukkah, Lent). This allows us to maximise engagement, whilst building upon existing knowledge of religious practices, their history, consequences and rationale. Lesson time is divided between teaching the key elements of each belief system, geographical, historical contexts & investigating important contemporary ethical debates in the form of case studies.

In Year 8, we are seeking to build on core knowledge of belief systems to tackle more complex ethical debates on the likes Islamophobia, Brexit, Just War & LGBTQ rights. Our content seeks to present a balanced picture of controversial and divisive subject matter. Teaching focuses on enabling our students to empathise, debate & articulate informed opinions, supported by facts, theories & philosophies.

Literacy & oracy skills are prioritised, as are the recall of knowledge, interrogation & interpretation of information. In line with school & national priorities we also endeavour to instill an appreciation of 'British values', particularly tolerance, mutual respect & individual liberty. Through examining the make-up, context, history & consequences of our multi-cultural society we hope to undermine prejudice and facilitate full participation in democratic institutions & national life.

At GCSE History it is important our students develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. Students engage in historical enquiry to develop as independent learners and as critical and reflective thinkers. 

As part of our curriculum students develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. This allows students to develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them 

To be successful in History it is important students are able to organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

In Geography, our intent is for the curriculum to promote a curiosity about the world for our students. The curriculum will enable our learners to be confident to understand and ask questions about the world around them.  The intent is to build on the platform of holistic knowledge of the subject at Key Stage Three in order to be successful at GCSE. It is our intent for Geography to be learned inside and outside of the classroom though fieldwork and enquiry investigations.  

Geography helps to provoke and answer questions about the natural and human worlds, encouraging students to develop a greater understanding of their world and their place in it. It helps to develop a range of investigation and problem-solving skills that are transferable to other curriculum areas and which can be used to promote children’s spiritual, moral, social and cultural development. Geography is, by nature an investigative subject, which develops an understanding of concepts, knowledge and skills. 

We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Learners will be inspired to continue the study of Geography Post 16. The learners will ‘think like a geographer’.

The main aim of Religious Studies at HDHS is to provide a stimulating, varied and enriching learning experience to prepare pupils for life in a culturally diverse modern world. We aim to encourage enthusiasm for interest in the study of other people’s beliefs and promote mutual respect, tolerance and understanding across different cultures and communities. To this end, pupils study the two major world faiths - Christianity and Buddhism - as well as having the opportunity to explore alternative world views. As well as learning the key beliefs, teachings and practices of the different religions, pupils will consider the influence of these beliefs on the lives of adherents and apply beliefs and teachings to a range of ethical and philosophical issues.

Fundamental to pupils understanding of religion is the development of their religious literacy –achieved through the specific teaching of key terms and regular reading from a variety of texts. Religious Studies provides students with the opportunity to debate and discuss, enabling them to articulate their views verbally as well as developing their extended writing skills. Pupils are encouraged to research thoroughly, to weigh up evidence, to develop chains of reasoning and to evaluate – articulating their responses using religion specific terminology.