PSD

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:

KS3KS4KS5
Year 7, 8 and 9

 

Students study both Citizenship and Philosophy

GCSE: Philosophy and EthicsAS: EPQ

 

A level: Philosophy and Ethics

A level: Economics

 Cambridge National level 2: BusinessCambridge Technical level 3 Business
  BTEC level 3: Travel and Tourism

Faculty Exam Results: 

SubjectA*-A GCSE
A*-B AS/A2
A*-C GCSEA*-E/G
BTEC Business L225%74%100%
AS EPQ100% 100%
AS Philosophy26% 100%
AS Business89% 95%
AS Travel and Tourism85% 100%
A2 Philosophy41% 100%
A2 Business35% 97%
A2 Travel and  Tourism95% 100%

Philosophy and Citizenship

The Philosophy and Citizenship 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:

CitizenshipReligious 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.

Hinduism

 

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

Judaism

 

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

Islam

 

Core beliefs, Key texts, Worship, Pilgrimages, Festivals

Does religion help people to be good?

In year 8 the students will study:

CitizenshipReligious 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

Buddhism

 

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

Christianity

 

Core beliefs, Key texts, Worship, Pilgrimages,

Festivals

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?

 

Sikhism

 

Core beliefs, Key texts, Worship, Pilgrimages,

Festivals

Should religious buildings be sold to feed the starving?

In year 9 the students will study:

CitizenshipReligious 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.

Finance

 

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.

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
Utilitarianism
Kantian Ethics
Natural Moral Law  
Situation Ethics
Meta Ethics
Conscience
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
Meditation
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.

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 planningpreparationresearch 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.