Embedded Files
Geography
KS4
Herne Bay Fieldwork
Earlier in this module, our students visited Herne Bay as part of their geography GCSE. The aim of the trip was to investigate the effectiveness of sea defences in managing longshore drift.
Working in small groups, students gathered data from a series of groynes along the beach. They measured the angle of sediment build-up between groynes, recorded the height difference between the top of the groyne and the deposited material, and noted the type and size of stones present on either side. These observations provided valuable insight into how coastal processes interact with human interventions.
Back in the classroom, students analysed their findings to evaluate how successful the groynes are in reducing the impact of longshore drift. The trip offered an excellent opportunity for hands-on learning and helped bring key geographical concepts to life.
Mock Examinations (AQA)
At the start of this module, Year 10 completed the first phase of their mock examinations, including a partial Paper 1 (Physical Geography) and Paper 2 (Human Geography). Throughout the exam series, students demonstrated strong commitment by completing past papers, creating flashcards, and doing their best in each assessment.
As we often remind students in the classroom: success builds momentum. Use one achievement to drive the next. With that in mind, I strongly recommend the following resources:
KS3
As we come to the end of the summer module, here is an overview of what our Key Stage 3 students have been exploring in Geography this term. Across all year groups, pupils have built geographical understanding through enquiry, investigation, and real-world connections.
Year 7 – Rivers and the Water Cycle
This module introduced pupils to the physical processes that shape river systems. They examined how water moves through the cycle, how rivers change from source to mouth, and how they shape the land over time. Pupils investigated the formation of meanders and the causes and impacts of flooding, helping them to connect physical geography to environmental risk.
Year 8 – Globalisation and Environmental Change
In partnership with Science, this interdisciplinary unit explored the links between development, global systems, and environmental damage. Pupils examined the impact of globalisation on work and life in the UK, before analysing acid rain as a case study of human–environment interaction. A collaborative project allowed pupils to apply both scientific and geographical knowledge.
Year 9 – Tourism and Sustainability
Year 9 explored how tourism has evolved, particularly in low-income and newly emerging economies. Pupils considered the environmental costs of tourism and whether ecotourism offers a sustainable alternative. They concluded by investigating the scale and impact of tourism in the UK, reflecting on how geography shapes choices and challenges in the modern world.
History
Mock Examinations (AQA)
At the start of this module, Year 10 completed the first phase of their mock examinations, sitting a partial Paper 1 (Medicine Through Time) and a full Paper 2 (Early Elizabethan England and the American West). Throughout the exam series, Year 10, as many told me in the classroom, were truly 'locked in', producing flashcards, using the online resources, and competing to reach the top of the Gizmo league table.
However, as we often remind our students in History, it is a marathon, not a sprint, and consistency of effort will always outperform last-minute cramming. Therefore, I recommend the following resources to help you retain all of your learning in preparation for Year 11.
KS3
As we reach the end of the module, here is a brief overview of what our Key Stage 3 students have been exploring in History this term. Across all year groups, pupils have tackled challenging questions, examined evidence, and developed their historical thinking through enquiry-led lessons.
Year 7 – The English Civil War and Its Legacy
This module focused on the causes, events, and consequences of the English Civil War. Pupils considered why James I was labelled ‘the scruffy Stuart’, why the monarchy clashed with Parliament, and how civil war reshaped the nation. Lessons explored the lives of ordinary people during the conflict, the fate of Charles I, and whether life improved under Cromwell. The module concluded with lessons on the Restoration and the Great Fire of London, offering a powerful insight into the turbulence of 17th-century Britain.
Year 8 – Protest and the Fight for Workers’ Rights
In Year 8, students investigated the experiences of British workers during the 19th century and the rise of popular protest. They explored why thousands marched in London, how effective these protests were, and how working-class voices were expressed through art, including a research task on L. S. Lowry’s ‘Matchstick Girls’. The module helped pupils understand both the struggles and achievements of those who campaigned for fairer treatment in industrial Britain.
Year 9 – Was the ‘Blitz Spirit’ Real?
Year 9 students examined Britain’s resilience during the Second World War, testing the myth and reality of the so-called ‘Blitz Spirit’. They asked whether the British were truly heroic at Dunkirk, how the Battle of Britain was won, and whether national unity was unique or comparable to places like Leningrad. The enquiry concluded by evaluating whether the spirit of wartime Britain was still present during the D-Day landings, encouraging pupils to think critically about how history is remembered and represented
Ethics
KS4
At the start of this module, Year 10 completed the first phase of their mock examinations, sitting a partial Paper 1 (Christianity and Judaism) and a partial Paper 2 (Ethical Themes). Each student has been provided with the AQA Revision Book, which I recommend they use throughout Y11 in preparation for the final exams.
KS3
This term, KS3 Ethics students have explored complex moral questions through religious and philosophical lenses. Each year group has engaged with real-world issues, deepening their understanding of belief, behaviour, and identity.
Year 7 – Does Religion Help People to Be Good?
Year 7 examined the relationship between belief and moral action. Pupils explored the lives of inspirational figures such as Gandhi and Martin Luther King Jr, analysed religious teachings on prejudice, and investigated whether religion promotes compassion and justice. The unit concluded with lessons on the Civil Rights Movement and biblical responses to discrimination.
Year 8 – Is Death the End?
This unit invited Year 8 to reflect on life after death from both Christian and Buddhist perspectives. Pupils considered beliefs about resurrection, judgement, samsara, and the Wheel of Life. Through case studies, songs, and discussions on funeral practices, students explored how beliefs shape responses to mortality, grief, and legacy.
Year 9 – Is Religion a Power for Peace or Conflict?
Year 9 pupils investigated how Sikhism addresses conflict and peace, including case studies on the Gurus, Bhai Kanhaiya, and the principles of seva. They analysed Sikh teachings such as the Mool Mantra and examined the role of worship and community. The unit ended by comparing approaches to peace in Islam, helping pupils assess whether religion promotes harmony or division in today’s world.
Author:
Mr Simpson - Director of Learning for Individuals and Societies
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