Humanities Faculty

Our Humanities faculty mainly encompasses the subject areas of Geography, History and RE.

Geography

Please see overview of our Geography Curriculum Plans.

The aims of the KS3 Geography curriculum are that students should develop:

  • an understanding of human, physical and environmental geography
  • an empathy and understanding for people beyond the locality of Sudbury
  • a sound geographical knowledge of place, space and geographical concepts
  • an understanding of environmental issues and the sustainability of the planet
  • a range of geographical skills, including the ability to investigate, interpret, describe patterns, explain processes, assess impacts, make well balanced judgements and draw conclusions based on sound evidence – essentially, the ability to ‘think like a geographer’.

The intent is to enable our students to think ‘like a geographer’. Students will develop the skills necessary to conduct enquiries in the classroom and in the field to develop their understanding of specialised geographical concepts and current geographical issues.   Student’s experience of Geography at OSA, will enable them to  

  • Have an empathy and understanding for people beyond the locality of Sudbury 
  • Develop a sound geographical knowledge of place, space and geographical concepts 
  • Have a developing understanding of environmental issues and the sustainability of the planet 
  • Have an opportunity to develop and use geographical skills, to investigate, interpret, make well balanced judgements and decisions and draw conclusions based on sound evidence.  

History

Please see overview of our History Curriculum Plans.

The KS3 History curriculum aims to inspire students to become well rounded and passionate historians who think critically about the world they inhabit.

As a Suffolk-based school, where diversity is more limited than other areas, students’ beliefs are challenged with questions about the historical development of multiculturalism – both globally and nationally.

To effectively interact with the modern world an understanding of student’s own history, and that of those around them is essential. In their study of history, students consider a range of perspectives and develop the ability to make balanced arguments and well sustained judgements.

They develop an understanding of how our history forms our sense of identity and place in the world, and through studying a range of periods and people, become more empathetic and open-minded.

Through a knowledge-rich curriculum, students gain an in depth understanding of a range of events and issues throughout history, as well as building their historical literacy and conceptual understanding. This ensures students can positively encounter and understand the dynamics of the modern world.

Students learn to ask thoughtful questions and develop independent, analytical thinking as well as a passion for learning, ensuring they complete their history education as thoughtful academics.

Throughout KS3 there are many opportunities to build a foundation of knowledge to help embed knowledge and prepare them for their continued study of History at GCSE and beyond.

To both promote a curiosity about how the study of the past shapes the thinking, actions and values of young people in the present and the future. To support the development of students into confident historians. Students will develop the ability to ask the right questions and use a range of evidence with confidence and produce beautiful work, crafted with pride. Students will be provided with the knowledge and understanding to interpret the world in which they live in order to challenge or support the values of the future.

RE Curriculum

Please see overview of our RE Plans.

Key stages 3 and 4 core RE, Years 7, 8, 9, 10 and 11

Our KS3 and KS4 core RE curriculum encourages pupils to explore big questions about belief, identity, values, and meaning. Pupils study a range of religious and non‑religious worldviews, developing an understanding of how different people make sense of life and how beliefs influence actions and communities. We aim to foster respect, empathy, and open‑mindedness by helping pupils appreciate diversity and challenge stereotypes.

Pupils learn to think critically, evaluate different viewpoints, and articulate their own ideas with clarity and respect. Our intent is for pupils to leave school with a deeper understanding of themselves and others, with the skills to engage thoughtfully with the world around them, and with the enthusiasm to study religion further.

Key stage 4 GCSE, Years 10 and 11

Our KS4 Religious Studies curriculum is designed to prepare pupils for success in the Religious Studies GCSE following the AQA exam board – Specification A (8062), non-textual studies for Year 10 and Pearson Specification B (1RB0) for Year 11.

Building on strong foundations and breadth of study from KS3, pupils will now focus on two religions: Christianity and Islam. This will develop a depth of understanding about the main religious tradition of Great Britain as well as offering an alternative perspective which will help prepare pupils for life in modern Britain and support their ability to understand a range of worldviews as well as reflecting on their own. The thematic elements of the papers engages with moral and ethical issues relevant to life today and allows students to incorporate religious and non-religious worldviews alongside their own.

As well as leaving KS4 with a strong qualification in GCSE Religious Studies, our intent is that this curriculum sets pupils up with the skills valued by employers, such as critical thinking, analysis and evaluation.

Parents/carers should book a meeting with the Principal if they wish to discuss the right to withdraw from RE lessons.