Social sciences subjects equip students with the knowledge, understanding and skills to understand themselves and their interactions with the world around them. The faculty is proud to be at the vanguard of helping students to understand how to learn effectively and be successful at Holyhead School and beyond.

In Psychology, students learn about the human mind and how and why we behave in the ways we do. In Sociology, students learn about human social relationships and how humans collectively behave in organised groups. In Health and Social Care, students are equipped with the skills and knowledge needed to care for people in a broad range of health and social care settings. In Media and Film Studies, students learn about how institutions communicate with audiences and the ways modern communication can shape the way we see the world around us. PSHE stands for Personal Social Health and Economic education and helps students the skills to lead confident, healthy and independent lives

Mr N Hutchins

Director of Learning for Social Science

Mrs D Shergill

Subject Lead (Psychology, PSHCE)

Mrs Z Gordon

Subject Lead (Sociology)

Mrs J Richards

Subject Lead (Health and Social Care)

PSHCE

Personal, Social, Health and Citizenship Education (PSHCE) education is an important and necessary part of all pupils’ education. All schools should teach PSHCE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum. PSHCE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHCE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHCE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription. However, while we believe that it is for schools to tailor their local PSHCE programme to reflect the needs of their pupils, we expect schools to use their PSHCE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. Schools should seek to use PSHCE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

We aim to ensure that all students:

gain a sense of autonomy, including the chance to think critically, make decisions, take responsibility and manage risks.
are provided with opportunities for cooperation and collaboration and a context that challenge learners and encourages them to step outside their comfort zone.
are taught topics that are real and relevant, connecting learning at school to the world beyond the classroom.
are encouraged to critically reflect, especially of emotions and explore how to transfer learning from one context to another.
take a positive approach focusing on what young people can say and do to 'be healthy', 'stay safe' etc.
are provided with opportunities to make real decisions about their lives and practise taking responsibility for their decisions.
taught in a safe and supportive environment where young people feel able to take risks with their thinking.

Enrichment opportunities

External speakers via drop down days

In Year 7 we will cover the following issues:

Students will identify and discuss how unwritten rules can influence our perception of what is masculine and feminine and understand what makes a healthy and unhealthy relationship
Anti-bullying - students will develop knowledge on what bullying is. They will consider why some people bully one another, the different types of bullying and how to deal with bullies/conflict through learning assertiveness skills to help positively manage peer pressure
Drugs - students will understand the difference between legal and illegal drugs. Understand the effects of smoking, alcohol and cannabis whilst continuing to build their assertiveness skills
Human rights - students will understand the concept of human rights and how it applies to them and people around the world, whilst developing skills such as team working, respectfulness, empathy and compromise
Students learn about the changes in their body due to puberty, how to ensure a hygienic body, they consider the qualities of positive and negative friendships and recognise that there are different types in the UK today to increase understanding and acceptance
Students are asked to identify the differences between asylum seekers and refugees and how they differ from illegal immigrants. The differences between prejudices and discrimination are discussed, the Equality Act and the protected characteristics within it are introduced and British values discussed
The concept of active citizenship will be introduced where students plan and take part in a project that addresses a citizenship issue of concern to them. By the end of the year students will have had the opportunity to discus these issues, how they affect people and where to get help

In Year 8 we will cover the following issues:

child sexual exploitation
FGM
sexting
forced marriage
crime, justice and legal rights
gangs and knife crime
drugs, healthy relationships including issues around gender stereotyping, safer online relationships, sexualised behaviour and consent and contraception
mental health issues such as stress, anxiety, depression, eating disorders
personal safety, domestic violence, alcohol and first aid
monarchy, parliament and government, democracy, how laws are made, elections and voting

In Year 9 we will cover the following issues:

social media bias, fake news, the role of free press
values, healthy and unhealthy relationships, sexting, pornography, sexual harassment, consent
Black history
the role of marriage, attachments and parenting, consequences of teen pregnancy
healthy lifestyles, the importance of sleep, first aid
Parliamentary democracy, equality and the law
the role of the police, county lines, extremism
gambling
the impact of global warming, problems of plastic, animal extinction

Key Stage 4

In Key Stage 4, students can choose to study WJEC GCSE Media Studies, AQA GCSE Sociology or Pearson Edexcel BTEC Level 1/Level 2 Tech Award in Health and Social Care. These qualifications count towards the 'Open element' of the English Baccalaureate.

WJEC Level 1/Level 2 GCSE (9-1) in Media Studies

Qualification aims and objectives

The media play a central role in contemporary society and culture. They shape our perceptions of the world through the representations, viewpoints and messages they offer. In addition, they importantly provide us with ways to communicate, with forms of cultural expression and enable us to participate in key aspects of society. The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and operate as commercial industries on a global scale. The global nature of the contemporary media, coupled with ongoing technological developments and more opportunities to interact with the media, suggest that their centrality in contemporary life can only increase.

This WJEC GCSE specification in Media Studies offers learners the opportunity to develop knowledge and understanding of these key issues and the ability to debate important questions about the media. It introduces learners to a conceptual framework for analysing the media, which also underpins study of the media at AS and A level. Although the specification focuses predominantly on the contemporary media, this is contextualised and enhanced through the exploration of products from different historical periods. Through studying both established and evolving media forms, learners will develop their appreciation and understanding of the importance and role of the media in their daily lives.

The study of a range of rich and stimulating media products is central to this specification, working from the product outwards to develop appreciation and understanding of the media. Learners will draw on their existing experience of the media, but will also extend their appreciation and critical understanding through the study of products with which they may be less familiar, including products for different audiences.

This specification aims to offer a particular focus on the media in Wales, considering aspects of the media industries in Wales, products intended for Welsh audiences and representations of Wales and Welsh cultural identity. Where appropriate, learners will be able to study Welsh language media products. Through this Welsh dimension, learners will develop an awareness of the economic and cultural importance of the media in Wales and how this links to the media beyond Wales.

Choice and flexibility are a vital part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for their learners to study in both examination units.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills. Learners will apply and develop their knowledge and understanding of media language and representation in relation to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The WJEC GCSE in Media Studies offers a broad, coherent and engaging course of study which enables learners to:

develop critical thinking and decision-making skills through consideration of issues that are important, real and relevant to learners and to the world in which they live
develop their appreciation and understanding of the importance and role of the media in their daily lives
develop their practical skills through opportunities for personal engagement and creative media production
understand how to use key concepts and specialist subject-specific terminology to analyse media products
develop an understanding of media products in relation to their industry contexts
evaluate and reflect on their own practical work.

AQA Level 1/Level 2 GCSE (9-1) in Sociology

Qualification aims and objectives

Courses based on this specification must encourage students to:

apply their sociological knowledge, understanding and skills to develop an understanding of relationships and tension between social structures and individual agency within a UK and global context
critically analyse information and use evidence to make informed arguments, reach substantiated judgements and draw conclusions
use and apply their knowledge and understanding of how social structures and processes influence social control, power and inequality
use sociological theories to understand social issues, debates, social changes and continuities over time
understand and evaluate sociological methodology and a range of research methods
use sociological terminology appropriately and make connections between the key areas of subject content.

Pearson Edexcel BTEC Level 1/Level 2 Tech Award in Health and Social Care

Qualification aims and objectives

The Pearson BTEC Level 1/Level 2 Tech Award in Health and Social Care (Qualification Number: 603/0395/5), is for learners who want to acquire technical knowledge and technical skills through vocational contexts as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them.

What does the qualification cover?

The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

development of key skills that prove your aptitude in health and social care such as interpreting data to assess an individual’s health
process that underpins effective ways of working in health and social care, such as designing a plan to improve an individual’s health and wellbeing
attitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practise applying them
knowledge that underpins effective use of skills, process and attitudes in the sector such as human growth and development, health and social care services, and factors affecting people’s health and wellbeing.

This Award complements the learning in GCSE programmes such as GCSE English. It will complement the more theoretical aspects covered by GCSE Biology or GCSE Psychology by allowing you to apply your knowledge and skills practically in a vocational context.

What can the qualification lead to?

Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification.

Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

A Levels as preparation for entry to higher education in a range of subjects
study of a vocational qualification at Level 3, such as a BTEC National in Health and Social Care, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in aspects of health or social care.

Learners who generally achieve at Level 1 across their Key Stage 4 learning might consider progression to:

study at Level 2 post-16 in a range of technical routes designed to lead to work, to progression to employment, to apprenticeships or to further study at Level 3. For these learners, the attitudes and the reflective and communication skills covered in this qualification will help them achieve
study of health and social care post-16 through the study of a Technical Certificate. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as it can lead ultimately to employment in the health or social care sector.

Some learners may wish to build on an interest in human growth and development but take it in a different direction (at either Level 2 or Level 3) by studying for qualifications in Early Years education.

wjec-gcse-media-studies-spec-for-2017+(16-09-16).pdf

Media Studies

AQA-8192-SP-2017.PDF

Sociology

tech-award-HSC-spec.pdf

BTEC Health and Social Care

Careers Education, Information, Advice and Guidance

Sociology Poster.pdf

Psychology Poster.pdf

Media Studies Poster.pdf

Health & Social Care Poster.pdf

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