Faculty of Personal and Social Development

Vision:

“Learning together, to see the world through the eyes of others.”

Values:

Learning together in a safe environment

Being respectful and selfless

Listening and discussing

Laughing with people not at them

Becoming tolerant and understanding

Making sure everyone’s needs are met

Questioning, challenging and being curious

Expressing emotions but respecting privacy

The PSD faculty comprises of the following subject areas:

KS3 KS4 KS5

Year 7 and 8

CASS (cultural and Social

Studies) which includes RE,

Citizenship and BLP

GCSE: Philosophy and Ethics

GCSE: Sociology

AS: EPQ

A level: Philosophy and Ethics

A level: Psychology

A level: Sociology

Year 9

GCSE Short Course

Citizenship

BTEC level 2: Health and

Social Care

Applied A Level: Health and

Social Care

BTEC level 3: Travel and

Tourism

PSD Staff Profile:

Richard Knight: Faculty Leader for PSD, BTEC Quality Nominee

Jessica Sutheran: Leader of Sociology, Lead leaning practioner

Ruth Roberts: Assistant Head, Head of Sixth form ,Teacher of Psychology

Gavin Reynolds: Leader of Citizenship and Philosophy

Suzanne McKenzie: Leader of Health and Social Care

Sherlin Chowdhury: Leader of Psychology

John Inman: Part Time teacher of Sociology

Louise Graham: Assistant Head, PSD Line manager (teacher of History)

Faculty Accommodation

The PSD faculty have a suite of classrooms situated around a central hub area. The hub area has

a staff preparation and planning area. Each classroom has a computer and interactive whiteboard.

Faculty Exam Results:

Subject A*-A GCSE

A*-B AS/A2 A*-C A*-E/G

GCSE Citizenship 23% 78% 100% GCSE Sociology 20.7% 69% 100% GCSE Philosophy 45% 70% 100% BTEC H&SC L2 80% 96% 96% AS Psychology 36% 80% AS Sociology 41% 91% AS Philosophy 55% 91% AS EPQ 28% 100% AS H&SC 7% 80% AS Pub Services 65% 100%

A2 Psychology 56% 100% A2 Sociology 55% 100% A2 Philosophy 33% 100% A2 H&SC 43% 100% A2 Pub Services 90% 100%

CASS The Cultural and Social Studies course is a curriculum subject which covers the key statutory elements of Citizenship, Religious Education, PSHE and Learning Skills. As such, the curriculum is divided into half term blocks. Within each half term there is a Citizenship or an RE focus, with the PSHE and Learning skills content written into each learning experience. Students will understand themselves as learners; they will develop an ability to understand the barriers and obstacles they face when learning and understand how to overcome/cope with these. They will learn how beliefs affect the lives of individuals and in turn affect communities, societies and whole cultures. Students will also learn about how they as individuals act as citizens and the effects this has on the local, national and global communities Course Overview: In year 7 the students will study:

Citizenship Religious Education

Human Rights Students will question what are human rights? And whether all humans have the same rights? Students will explore examples of where human rights have been denied & what has been done to fight against injustice in society.

How did the World Begin? Throughout this topic we will explore the different religious teachings & scientific theories around the beginning of the universe. We will study; Hinduism, Christianity, Islam, Buddhism and Scientific theories.

Crime Students will explore the definition of a crime and anti-social behaviour. Throughout this module students will be given the opportunity to investigate crime and punishment throughout history.

Religious Laws A variety of religious laws are studied throughout this topic. Students will find out how religion can affect behaviours. This topic will study; Islam, Hinduism, Christianity and Buddhism.

In year 8 the students will study:

Citizenship Religious Education

Equality

Students will investigate examples of

inequalities within society. We will study

Historical examples such as the Holocaust

and modern examples of child labour and

slavery across the world. Students will

question whether anything can be done to

solve the situations studied.

What difference does religion make?

Students will look in to different religious

believers and how their belief affected the

way the behaved. We will look at Martin

Luther King, Nelson Mandela, Thich Quang

Doc, Gandhi and Mother Teresa.

The Media

What is the media? How do the media affect

public opinion? How do the media affect

behaviour? Should the media change in the

way it addresses issues?

Sexual Ethics

Throughout this topic we will explore the

meaning of marriage, sexuality, contraception

and puberty.

CASS Intervention For KS3 CASS, extensive intervention is put in place throughout the lessons to ensure all students reach their true potential. Enrichment Activities Visiting speakers: School Nurse, Fire safety Officer, Police Officer Citizenship In Year 9, students work towards the AQA GCSE Citizenship short course qualification. A large proportion of this course is coursework based, during which students produce a piece of work demonstrating links with the local community. Here at Caludon we make use of our strong links with the Local council and White Friars Housing Association throughout the coursework process. The coursework element works towards 60% of the students GCSE grade. At the end of year 9 students will sit their GCSE Citizenship exam which will give them 40% of their GCSE grade. Much of the course builds on knowledge that students have acquired over the previous 2 years and this gives them an opportunity to gain a respected qualification to back this up. Course Overview: Unit 1 (40% GCSE citizenship) Community Action & Active Citizenship • Democracy & campaigning. • Pressure groups. • Local & national government.

Unit 2 (60% GCSE citizenship) Controlled assessment (coursework) Throughout this piece of coursework students are asked to evaluate ways to improve the local area. Students will then present their

• Voluntary groups, charities and trade unions.

ideas to the local council. Over the last few years the local council have taken some of the student’s ideas and put them into practice to help improve the local area. The council look forward to hearing and working with the students every year.

Democracy & Identity • Democracy & elections. • Roles of government and parliament. • Identity & discrimination. • Multiculturalism & religion.

Citizenship Intervention For KS4 Citizenship, extensive intervention is put in place throughout the lessons to ensure all students reach their true potential. Intervention groups include: A*-A, C Borderline, and I don’t get it groups. These sessions are held by staff before and after school to compliment the work undertaken in class. Enrichment Activities Trip to Galleries of Justice, Nottingham

Philosophy and Ethics

Philosophy and Ethics is a part of Religious Studies. It focuses on the key topics in Philosophy of Religion and Applied Ethics. Students will acquire knowledge and understanding of the key concepts eg. religious beliefs, teachings, doctrines, principles, ideas and theories and how these are expressed in texts, writings and/or practices; the contribution of significant people, traditions or movements to the area studied; religious language and terminology; major issues and questions arising from the chosen area of study. Students should also develop the following skills: recall, select and deploy specified knowledge; identify, investigate and analyse questions and issues arising from the course of study; use appropriate language and terminology in context; interpret and evaluate religious concepts, issues and ideas, the relevance of arguments and the views of scholars; communicate, using reasoned

arguments substantiated by evidence; develop the skill of making connections between the area(s) of study chosen and other specified aspects of human experience. Course Overview: In year 10 and 11 the students follow the OCR GCSE Religious Studies B course:

B601 Philosophy 1 Nature of God, Belief in God, Miracles, Public and Private Worship, Prayer and Meditation, Food and Fasting, Body and Soul, Life after Death, Funeral Rites

B603 Applied Ethics 1 Roles of men and women in the family, marriage, divorce, sexual relationships and contraception, Abortion, Fertility Treatment, Euthanasia, Vivisection, Wealth and poverty, Concern for others, use of money, Moral and Immoral occupations

B602 Philosophy 2 Good and Evil, The problem of evil, coping with suffering, Sources and reasons for moral behaviour, Form and Nature of revelation, authority and importance if sacred texts, Origins of the world and life, people and animals, environmental issues.

B604 Applied Ethics 2 Violence, war and pacifism, Crime and Punishment, Social Injustice, Equality, Racism, Sexism, Attitudes towards religions, Forgiveness and reconciliation, the media, censorship and free speech.

In year 12 and 13 students follow the OCR Religious Studies A Level course:

G571 AS Philosophy of Religion

Plato’s analogy of the cave, Aristotle’s

concept of forms and cause and purpose in

relation to God, Concept of God as a

creator, the goodness of God, Ontological,

Teleological, Cosmological and Moral

G581 A2 Philosophy of Religion

Religious Language, Religious Experience,

Miracles, the nature of God, Life after death

arguments for the existence of God, The

problem of evil, religion and science

G572 AS Religious Ethics

Absolute and relative ethics, Utilitarianism,

Kantian Ethics, Natural Moral Law,

Religious Ethics, Applied Ethics (Abortion,

right to a child, right to life, euthanasia,

genetic engineering, Just war and pacifism

G582 A2 Religious Ethics

Meta Ethics, Conscience, Free will and

Determinism, Virtue Ethics, Applied Ethics

(Sexual Ethics, Environmental Ethics,

Business Ethics)

Philosophy Intervention For KS4 Philosophy, extensive intervention is put in place to ensure all students reach their true potential. Intervention groups include: A*-A, C Borderline, and I don’t get it groups. These sessions are held by staff before and after school to compliment the work undertaken in class. For KS5 Philosophy, extensive intervention is put in place to ensure all students reach their true potential. These sessions are held by staff before and after school to compliment the work undertaken in class. Enrichment Activities Trip to Athens for AS & A2 students Visiting speakers: Medics, Spoken word Artists, Philosophers, and University Lecturers. Sociology Sociology is a social science that seeks to explore and explain society and social issues. Students will study a range of theories, structures, processes and issues that affect them and others in society. They will then go on to question for themselves different aspects of the social make-up of the UK. They will also be presented with opportunities to gain a wider understanding of the groups

of people that make up Britain and the issues that affect them on a daily basis. Students will look at issues such as crime and deviance, education, mass media, family and social inequality and will consider question such as:

Why is there such a bog divide between the rich and poor? Who is most likely to succeed in education and why? Who commits crime and why do they do it? Does the media manipulate our views and indoctrinate us?

Students will study theories such as Marxism, Feminism and Functionalism and will take this further into A-level to consider other groups of sociologists such as Postmodernists and Neo-Marxists. These theories will give them perspectives to help answer some of the key questions and in which to gauge their own social perspective. Students should also develop a range of important skills which will serve them both in their further academic study and in the workplace. The skills include empathy, collaboration, debating, understanding patterns, analysis of evidence and evaluation as they consider the strengths and weaknesses to arguments. They should also begin to make links between Sociology and other areas of study (particularly other social sciences such as Psychology). Many of our GCSE students choose to continue Sociology at A-level and then into a Sociology or related subject degree.

Course overview In years 10-11 GCSE students will follow the AQA course which comprises of:

4091: Unit 1 4092: Unit 2 Studying society

What is sociology? How do we understand the languages that

sociologists use? What is a social structure? What is a social process?

Crime and Deviance What is crime and deviance? How do we measure the amount of criminal

behaviour in society? How do we explain criminal and deviant

behaviour?

What is a social issue? What is quantitative and qualitative research?

How do we attempt to control anti-social behaviour?

Who commits crime?

Education Why do we have schools? How do we measure educational success and

failure? What is the hidden curriculum? What influences educational success beyond

school? Why is education a political issue?

Mass media What are the mass media? Who owns the mass media? What effect does the mass media have on

society? What are the media stereotypes? What is the impact of the technological

change?

Family What is a family? What is the conventional nuclear family? Is marriage in decline? What are the role relationships in the family

and how do these change over time? What are the alternatives to family?

Social inequality What is social stratification? What are life chances? What barriers to achievement exist? How is wealth distributed in Britain today? What does it mean to be poor in Britain today?

In years 12-13 A-level Sociology students will follow the AQA course which comprises of: SCLY 1: Unit 1 SCLY 2: Unit 2

Families and Households: Education:

The role of the family in society including Functionalism, Marxism, Feminism, The New Right

The nature of childhood. Changes to the family, including divorce,

marriage and cohabitation. The domestic division of labour and power

relationships Demographic changes Sociological perspectives on social policy

Educational achievement and different social classes, genders and ethnic groups.

The function and purpose of the education system

Educational policy and inequality

Sociological methods How to use different research methods to

investigate family and education. Evaluation of such methods.

SCLY 3: Unit 3 SCLY 4: Unit 4 Beliefs in society

Theories of religion Religion and social change Secularisation Religion, renewal and choice Religion in a global context Organisations, movements and members Ideology and Science

Crime and Deviance Functionalists, strain and subcultural

theories Labelling theory and Interactionism Marxists explanations for the cause of crime

in society Realist theories on crime Gender, crime and justice Ethnicity, crime and justice Crime and the media Globalisation, green crime, human rights

and state crimes Control punishment and victims Suicide

Research methods

How to use different research methods to investigate crime and deviance.

Evaluation of such methods. Sociological theory

Sociology Intervention For KS4 Sociology, extensive intervention is put in place to ensure all students reach their true potential. Intervention groups include: A*-A, C Borderline. Drop-in sessions are also held on Tuesday and Thursday after-school to help support students further and provide extra tuition or extension for students who would like it.

For KS5 Sociology, extensive intervention is put in place to ensure all students reach their true potential. Intervention plans are put in place for any students falling into RED or AMBER progress. Drop-in sessions and revision classes are held on Monday, Thursday and Friday should students wish to have extra support or further stretch and challenge. Enrichment Activities Trip to Eton College and Windsor Castle Subject specialist enrichment e.g. supporting in lesson with younger groups or taking a leadership role in class through contribution to planning. Specialist talks by teachers from other subject areas where there is a cross-over in content.

Health and Social Care: Health and Social Care is a practical vocational subject which aims to prepare students for a career in specific Health and Social settings. If students are considering a career in Nursery nursing, care of the elderly or general nursing.

The aims of the courses are to encourage candidates to:

• Develop and sustain an interest in health, early-years care and education, social care and issues affecting the care sector

• Acquire knowledge and understanding of health, early-years care and education and issues affecting the health and social care sector

• Develop skills that will enable them to make an effective contribution to the care sector including skills of research, evaluation and problem-solving in a work related context

• Apply knowledge, understanding and skills • Prepare for further study and training.

Course Overview:

In year 10 the students have just started the new NQF BTEC first award and they will study:

Unit 1 (Lifespan and Development)

Learners will develop knowledge and understanding about the different stages that people pass through in the course of life, and the common features related to these life stages.

Unit 2 (Care Values)

This unit provides learners with an understanding of the values that underpin good practice in health and social care settings. Values in health and social care are not concepts that your learners are likely to be familiar with, but are an essential

Learners will also investigate the range of factors that affect human growth and development, and how these are interrelated. It may be useful for learners to work in small groups to look at how the different types of factors impact on people in different life stages. Groups could then share their findings.

component for good practice when undertaking all roles in this sector.

Unit 3 (Communication)

This unit helps your learners to explore the communication skills needed to interact with individuals who use health and social care services.

Unit 6 (Nutrition Health and Wellbeing)

Learners will explore the effects of balanced and unbalanced diets on the health and wellbeing of individuals. Learners will need to explore the components of balanced and unbalanced diets. Learners will also need to demonstrate understanding of the specific nutritional needs and preferences of individuals.

The current year 11 are following the QCF BTEC extended certificate which covers the following units:

Unit 1 (Communication) 1 Know different forms of communication Contexts, Forms of communication, Alternative forms of communication 2 Understand barriers to effective communication

Communication cycle, Factors that affect communication, Overcoming communication barriers 3 Be able to communicate effectively Skills for effective communication

Unit 11 (Diet and Health).

1 Know dietary needs of individuals at different life stages Life stages:) Concept of balanced diet, The balance of good health, Components of a balanced diet, Carbohydrates, Proteins, Fats and oils, Vitamins, Minerals, Diet variation during life stage development, Babies, Children and adolescents, Adults, Factors influencing the diet of individuals: 2 Understand effects of unbalanced diets on the health of individuals Medical conditions related to unbalanced diets: 3 Know specific dietary needs of service users Conditions with specific dietary requirements, Religion/culture, Two-day plan:

In year 12 and 13 students follow the OCR Applied A Level course:

Unit 910 Promoting quality care Attitudes and prejudices Rights and responsibilities of people who use services and providers Facilitation of access to services Values of care How organisations promote quality care.

Unit 911 Communication in care settings Types of communication Factors that support and inhibit communication Communication skills Theories relating to communication Interaction with the person who uses services(s)/practitioner(s).

Unit 912 Promoting good health Principles of health and well-being

Unit 919 Care practice and provision

Preventative measures and job roles Planning a health promotion campaign Carry out a health promotion campaign.

Planning and provision of services Effects of national policy and legislation on care practice and provision How quality assurance is promoted by services Conducting a survey relating to quality assurance How services and practitioners meet individual needs Ways in which practitioners within services work in partnerships.

Unit 921 Anatomy and physiology in practice Respiratory system Cardio-vascular system Digestive system Reproductive system Renal system Musculo-skeletal and neural systems Effects of lifestyle choices on body systems and health and well-being.

Unit 923 Mental-Health issues The concept of mental health Types of mental illness Causes of mental illness Effects of mental illness Preventative and coping strategies Support for people with mental-health needs.

Health and Social Care Intervention For KS4 Health and Social Care, extensive intervention is put in place to ensure all students reach their true potential. Intervention groups include: A*-A, C Borderline, and I don’t get it. These sessions are held by staff before and after school to compliment the work undertaken in class. For KS5 Health and Social Care, extensive intervention is put in place to ensure all students reach their true potential. These sessions are held by staff before and after school to compliment the work undertaken in class. Enrichment Activities Health and Social Care undertakes a number of enrichment activities each year including; Visiting speaker from a range of agencies such as breast feeding mothers, local care home managers, care assistants, local college providers.

Interactive learning activities such as monitoring health and fitness, learning to live as some who needs care. Psychology: Psychology is taught at Key Stage 5 and is a very popular choice at AS and A level, with many students going on to study for a Psychology or a Psychology-related degree at university. Often described as, “the science of mind and behaviour”, Psychology is most accessible to student with a solid Science back-ground, but due to its intrinsically interesting subject matter based on the study of people, it appeals to students who are studying a range of other subjects including Arts and Humanities. Psychology at AS and A2 requires students to learn about the main approaches in studying human behaviour. It has an emphasis on students being able to apply their knowledge of these approaches to explain how and why people behave and think as they do. As a science, there is a focus on research methodology which runs through AS and A2, and students will develop an “evaluation tool kit” to enable them to analyse and give commentary on the approaches and investigations they study.

Psychology students will develop skills in literacy, academic report writing, critical analysis, problem solving, question interpretation and asking good questions. Through the course, students are often challenged by the diversity of human experience and their understanding and tolerance of individual differences will grow.

The course is examined at the end of year 1 (AS) and the end of year 2 (A2), with the possibility to re-sit AS papers to improve grades at the end of the second year.

Course Overview:

In year 12 and 13 students follow the AQA A GCE course:

PSYA1

Cognitive Psychology, Developmental

Psychology and Research Methods

Investigating models of memory, and the

reliability of memory in Eye Witness

testimony. How we can improve memory

with reference to an understanding of how

memory works.

PSYA2

Biological Psychology, Social Psychology

and Individual differences

The body’s response to stress, the causes of

stress and how to manage stress.

The processes and types of attachments

between parents and infants, and what that

means for future relationships. The impact

of day care on child development.

The methods used by Psychologists to

gather information about human behaviour,

and the strengths and limitations of those

methods.

The reasons why people conform to the

majority, or why a minority can influence a

group. Why some people obey while others

act independently. How social change can be

explained by psychological processes.

What is abnormal or dysfunctional behaviour?

How can different approaches explain

abnormality? The contributions psychology

has made to treating mental illness.

PSYA3 Topics in Psychology

The psychological explanations of gender,

eating behaviour and disorders, and sleep.

Treatments for related disorders and the

effectiveness of such interventions.

PSYA4 Psychopathology, Psychology in

Action and Research Methods

An in depth study of schizophrenia and

difficulties surrounding diagnosis. The

psychology of addiction, and ways of treating

and managing addiction.

Research methods in Psychology including

choice of statistics and

interpretation of analysis.

Psychology Intervention

For KS5 Psychology, extensive intervention is put in place to ensure all students reach their true potential. These sessions are held by staff before and after school to compliment the work undertaken in class. Enrichment Activities In Year 13 there is an opportunity to attend a National Psychology Conference We are launching “Psych Club” for AIM students and those who are interested.

EPQ The Extended Project was developed with the intention of:

• Strengthening the programmes of study for 16-19 year olds by testing a wider range of skills • Providing a ‘tool kit’ of skills that better prepares students for higher education and

employment The Extended Project comprises a single piece of work, of a student’s choosing, that shows evidence of planning, preparation, research and autonomous working Course Overview The project they choose to do can be about anything from stem cell research to media phone hacking, the possibility of life on other planets to footballers wages. All they will need to do is to make sure that they can research enough information to produce a 5000 word project.

They will be expected to…

• Identify, design, plan and complete an individual project, applying organisational skills and strategies to meet stated objectives

• Obtain and select information from a range of sources, analyse data, apply relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of the topic

• Select and use a range of skills, including new technologies (where appropriate), to: • solve problems • take decisions critically, creatively and flexibly • achieve planned outcomes

• Evaluate outcomes - including own learning and performance • Select and use a range of communication skills & media to convey and present evidenced

outcomes and conclusions The skills students will develop are: • Time Management Skills • Research Skills and Evaluation of Sources • Report Writing Skills • Referencing and Bibliography Creation • Presentation Skills • Reflection and Evaluation

Student’s will also need to complete a report showing their initial planning, a project outline, a mid project review, and an end of project review, a summary of the project, a record of their presentation and reflections on the project. Assessment The EPQ is marked internally using the marking scheme and a sample is externally verified by the exam board. There are four assessment objectives looking at planning, using resources, Developing the project and review. It enables students to develop the higher level of research skills which they will need in the world of work or as an undergraduate. It can be used to enhance a UCAS application i.e. If they are interested in a degree in Physics, they can do your project based on a specific hypothesis. It is worth up to 70 UCAS points!!! EPQ Intervention For KS5 EPQ, extensive intervention is put in place to ensure all students reach their potential. These sessions are held by staff before and after school to compliment the work undertaken in class. BTEC Travel and Tourism

The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus from the BTEC Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level. The BTEC Level 3 Subsidiary Diploma offers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a general qualifications such as GCE AS Levels, additional specialist learning (eg through another BTEC qualification) or a complementary NVQ. These learning programmes can be developed to allow learners to study related and complementary qualifications without duplication of content. Course Outline Certificate 1 Investigating the Travel and Tourism Sector 3 The UK as a Destination 6 Preparing for Employment in Travel and Tourism Subsidiary Diploma 1 Investigating the Travel and Tourism Sector 2 The Business of Travel and Tourism 3 The UK as a Destination 4 Customer Service in Travel and Tourism 6 Preparing for Employment in Travel and Tourism 7 European Destinations Travel and Tourism intervention For KS5 Travel and Tourism, extensive intervention is put in place to ensure all students reach their potential. These sessions are held by staff before and after school to compliment the work undertaken in class.