Criminology

Ethos and Aims

Social Science comprises of sociology (key stage 4 and 5), psychology (key stage 4 and 5), criminology (key stage 5 only), philosophy and ethics (key stage 4 only) and health and social care (key stage 4 only.) Health and Social Care will cease in July 2024 at The Bewdley School.

Social science is a small teaching team (see staffing below). Presence at key stage 4 is developing, having only recently offered sociology and psychology at GCSE. However, social science is a large proportion of the sixth form offer, with many students undertaking one of our subjects (stats to follow).

Staffing

Ms C Simmonds – Head of Social Science, Teacher of Sociology and Criminology

Miss V Mistry – Psychology Lead

Ms V Possu – Teacher of Psychology and Philosophy and Ethics

Intention

Within social science the aim is to promote academic curiosity through an engaging and stimulating curriculum. Social science, across all disciplines want to challenge misconceptions. Our students are encouraged to develop compassion for others (and themselves) as our curriculum sequences slowly build knowledge and deeper understanding across all demographics.

Sequencing:

Knowledge is taught in a modular fashion. Units are not spilt wherever possible. This is so students can fully immerse themselves into each unit and not confuse subtopics. However, where splits are required, care will be taken to assure that it is done in a meaningful away that allows for students’ progression and avoids cognitive overload. For example, it maybe that both teachers still teach the same unit but spilt the learning aims or subtopics.

Each unit builds upon the previous unit.

Skills are also taught in a sequential manner regardless of key stage. Understanding AOs, PEE(E)L, structuring of lower mark questions, use of exemplars and how to answer higher tariff questions all commence in a way that allows students to grasp each stage before moving on. This will also allow those that excel in writing to tackle more difficult questions, meaning that all students are upskilling, even if they are at different paces.

Formal interleaving will become part of the weekly routine for students after term 1 of the course (key stage 4 and 5). Reasoning for the delayed start in formal interleaving is due to students transitioning into a new course and not wanting students to experience cognitive overload. If, however, teachers believe that their class can cope with interleaving, they can start whenever they deem appropriate for their learners.

Interleaving will happen via numerous routes and will be decided by the teacher. Highlighted ones will happen across all subjects regardless of year group.

Flashbacks (short key term knowledge check on previously learnt knowledge- normally between 10-20 key terms) at the start of one lesson per week. Peer marked but teacher checked.

Starter questions for the remaining lessons per week. Short answer questions

Homework tasks decided by teacher

Interleaving can also happen in any other way deemed appropriate by the teacher.

Interleaving is tracked in the same manner any other teacher marked task.

Demographics here at Bewdley lack diversity. The overwhelming majority of students are white British. Consequently, we have a twofold intent; positive outcomes relative to each student and increasing cultural and empathic capital.

Cultural and emphatic capital:

Ensuring differing demographics (class, gender and ethnicity) are used and applied appropriately in lessons/ homework’s.

Applying and comparing differing demographics to students lived experiences (where appropriate)

Using differing resources, such as Radio 4, academic writing etc to improve and expose students to material that they may not have come across in key stage 3 or (subject dependent)

Use of debates to allow students to find their voice and learn how to engage with differing perspectives.

Positive outcomes intent:

Ensuring that all subject curriculums are well sequenced, building upon key terminology so application and analysis is comprehensive and extensive.

Building appropriate application between theory and real life

Using short- and medium-term planning to allow students across all subjects to recall prior knowledge

Encourage future aspirations by introducing and engaging in career guidance. This will be directly related to subjects, or indirectly relating to social science as a whole.

Where possible, working cross curricular, so students understand the complex nature of social science. This will encourage greater application and deeper thought in written (and oral) responses.

Implementation

There is no banding or streaming in social science. There are no entry requirements for GCSE sociology, philosophy and ethics and psychology, resulting in a very mixed ability class. There are entry requirements for key stage 5 courses. These have been set to ensure that suitable students who will genuinely be able to access the course are enrolled.

It is vital that the implementation at key stage 4 is consistent, sequential and challenging as we want students to either continue with our subjects at key stage 5 or to decide to embark on them due to peers recommending the subjects.

All social science teachers will ensure that each lesson has the following features:

Appropriate pace- using meaningful extension tasks/ scaffolding where needed.

Appropriate challenge.

Following the sequence of course.

Appropriate and sequential use of skills.

Homework for key stage 4 will follow the homework schedule. The homework set will be appropriate based on the learning needs at that time. If the homework set is purposeful and develops either knowledge or skills, then the homework has fulfilled its purpose. All homework tasks will be monitored appropriately.

Homework for key stage 5 will be set via teacher discretion.

Safe learning environment where all students feel that they can make mistakes.

Positive mindset for both teacher and pupils.

Differing pedagogical techniques enabling a wide range of skills to develop, for example verbal explanation, debating, written expression etc.

Interleaving (see intent section) is part of the weekly routine.

General strategies to ensure smooth implementation.

Teachers are expected to make positive contributions to developing the quality of teaching and learning in the areas of the curriculum they deliver.

The Lead Teacher for each subject will be responsible for developing curriculum SoWs ensuring the curriculum is fully covered.

Teachers will be responsible for developing clear objectives and plans which set out the knowledge, skills and understanding that pupils need to acquire. The question should be asked ‘What are you doing and why are you doing it in this particular lesson, with a particular pupil?’

HOD and Lead Teachers will ensure that teachers’ planning provides for challenge for all their pupils and advise teachers on an appropriate range of teaching methods to enable all pupils to learn effectively, knowing more and remembering more. Innovative ideas for learning outside the classroom will be supported (budget and safeguarding constraints permitting).

The work of Pupil Premium and SEND pupils should be checked regularly in lessons and when marking to ensure that they are making good progress.

HOD will check the attainment of Pupil Premium and SEND (and any other category of pupil if needed) in assessments and implement intervention strategies to raise achievement, such as after school support for year 11 etc.

Impact

Summative outcomes:

Criminology, sociology, philosophy and ethics and psychology (key stage 4) are new courses and as such we have no results.

Sociology and psychology (key stage 5) have overall performed in line with national standards.

As it stands the curriculum planning across all courses appears to be suitable for our students, but the planning is fluid and will change is needed.

Success criteria for summative outcomes.

Key stage 5

Continue to hold 100% pass rate.

Improvement of high-grade ratios

Improved outcomes measured by national outcomes.

Improved uptake of key stage 5 social science subjects

Key stage 4:

Outcomes that are inline or above national outcomes.

Strategies to monitor impact (outcomes).

HOD to monitor teachers’ lessons and provide constructive feedback.

Assessments are to be consistent across course, regardless of teacher.

Exercise books (key stage 4) to be marked regularly with random book scrutinise completed by HOD

Monitoring of departmental trackers.

Use of ‘Target 5’. Teacher to pick between 1-5 students that they believe need significant intervention. The 5 identified students will have the following:

Individualised learning plan- outlining SMART targets.

This is then communicated with parents/caregivers.

Target 5 will last up to 1 term.

Progression monitored by teacher and HOD.

Use of parents’ and information evenings to disseminate key information to parents/caregivers.

Positive student voice (and parent voice)

Destinations of students (especially post 18) to see if students have continued with social science into the post 189 destinations.