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


  • 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:

Year 7, 8 and 9

Students study both Citizenship and Philosophy

GCSE: Philosophy and Ethics



A level: Philosophy and Ethics

A level: Psychology

A level: Economics

BTEC level 2: Business BTEC level 3 Business
BTEC level 3: Travel and Tourism

PSD Staff Profile:

  • Richard Knight: Faculty Leader for PSD, BTEC Quality Nominee
  • Peter Earle: Teacher of Citizenship
  • Ruth Roberts: Assistant Head, Head of Sixth form, Teacher of Psychology
  • Sherlin Chowdhury: Leader of Psychology
  • Julie Detheridge: Leader of Business and Travel and Tourism
  • Anna Warner: Teacher of Travel and Tourism and Business
  • Andy Davoile: Teacher of Business, Economics and Travel and Tourism
  • Alex Handy: Assistant Head teacher, teacher of Economics and Travel and Tourism
  • Faculty Exam Results: 
Subject A*-A GCSE

A*-B AS/A2

A*-C A*-E/G
GCSE Citizenship 10% 73% 100%
GCSE Philosophy 32% 64% 100%
BTEC Business L2 19% 82% 100%
AS Psychology 62% 100%
AS EPQ 60% 100%
AS Philosophy 62% 100%
AS Business 89% 95%
AS Travel and Tourism 75% 100%
A2 Psychology 63% 100%
A2 Philosophy 61% 100%
A2 Business 25% 97%
A2 Travel and  Tourism 95% 100%

Philosophy and Citizenship

The Philosophy and Citizensip curriculum is divided into half term blocks.  Within each half term there is a Citizenship or an RE focus.

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.



Core beliefs, Key texts, Worship, Pilgrimages, Festivals

What is good and what is challenging about being a teenage Hindu in Britain today?

Dr Tim

Democracy, Rule of Law, Tolerance, Individual Liberty, Mutual respect

Students look at the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding


Core beliefs, Key texts, Worship, Pilgrimages, Festivals

Do we need to prove God’s existence?



Active Citizenship

The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities


Core beliefs, Key texts, Worship, Pilgrimages, Festivals

Does religion help people to be good?


In year 8 the students will study:

Citizenship Religious Education
UK Government

The development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch


Core beliefs, Key texts, Worship, Pilgrimages, Festivals

What difference does it make to believe in Buddhism?

Parliament & voting

The operation of Parliament, including voting and elections, and the role of political parties



Core beliefs, Key texts, Worship, Pilgrimages,


What is so radical about Jesus?

Death Penalty

Is it ever right to kill?

Is killing an appropriate punishment?

Should Amnesty International oppose the death penalty?



Core beliefs, Key texts, Worship, Pilgrimages,


Should religious buildings be sold to feed the starving?

In year 9 the students will study:

Citizenship Religious Education
Criminal Justice

the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals

Causes of crime

Life after Death

Should happiness be the purpose of life?

Is death the end? Do we have a soul?

Does it matter?

Does everyone have the same view of Heaven and Hell?

Different funeral rites.


The functions and uses of money, the importance and practice of budgeting, and managing risk.

Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.

Environmental Ethics

Do animals have rights?

Does the environment have rights?

Do we have responsibilities towards the environment?

Active citizenship – greening the school

Legal System

The legal system in the UK, different sources of law and how the law helps society deal with complex problems (Criminal, tort, contract law)


Religion, peace and conflict

Is religion a power for peace or a cause of conflict in the world today?

Why are we suffering? Are there any good solutions?

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

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 course:

Beliefs practices and teachings
Christianity Buddhism
Nature of God, The Trinity, Problem of Evil, Jesus, Incarnation, Resurrection, Salvation, Worship, Sacraments, Prayer, Pilgrimage, The Church, Mission. The Buddha, the Dhamma, The four Noble Truths, Human personality and destiny, Ethical Teachings, Worship, Sacred Places, The Sangha, Festivals, Death and Mourning.
Content of Religion, philosophy and ethics in the modern world from a religious perspective
The Question of God

The nature of the Christian God

The problem of the existence of evil and a world designed by a God who is good

The nature of reality

Arguments about the existence of God

Ideas about the purpose of the world

Ethical living

Peace and peace making


Non-violence as force

Value of peace

Dialogue within and between religious groups

Consensus, Diversity, Uniformity, Freedom of choice, Freedom of expression

Men and women

Equality of men and women

Freedom of choice and restrictions on it

Duty to family and community

Christian understandings of equality

Relationship between religion and culture

Justification of equality

Equality and difference

Gender inequalities

Embedded inequalities

Experiencing God

Revelation by the divine


Perception of the divine


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

Philosophy of Religion
Ancient Greek Philosophy

Nature of the Soul

Life after Death

The Existence of God

The Problem of Evil

The Nature of revelation

Religious Language

The nature of God

Religious Ethics

Kantian Ethics

Natural Moral Law

Situation Ethics

Meta Ethics


Euthanasia, Sexual Ethics, Business Ethics

Developments in Buddhist Thought
The background to Buddhism

The teachings of the Buddha

The Three Marks of Existence

Karma, Dhamma, Samsara

Four Noble Truths

Eightfold path


Developments in Mahayana thought

Zen and Pure Land Buddhism

Buddhism in the West

Socially Engaged Buddhism

Woman in Buddhism

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

Visiting speakers: Medics, Spoken word Artists, Philosophers, and University Lecturers.


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:


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.

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.



Biological Psychology, Social Psychology and Individual differences


The body’s response to stress, the causes of stress and how to manage stress.


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.

Useful Websites:


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.


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


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.