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  1. Home
  2. Curriculum
  3. Subjects
  4. Sociology

Welcome to Sociology

Intent statement
Curriculum Principles
Impact Key Principles

Intent statement

We want all young people to have mastery of classical sociological theories and to apply that understanding to a range of contemporary topics. Students will have a passion to become social scientists and become active, critical citizens.

Curriculum Principles

Implementation Key Principles:

  • Students will have the opportunity to learn about and understand key sociological theories before they are explored through taught topics.
  • Content is rich, relevant and reflective of the diverse world in which we live.
  • Learning is sequenced to enable young people to develop knowledge and skills.
  • Literacy is explicitly delivered across the curriculum. 
  • Learning is adapted to support the specific needs of individuals.
  • A sustainable approach is supported through the curriculum.
  •  Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

  • Student opportunities to show knowledge and understanding of key theories and concepts.
  • Application of knowledge and understanding of sociological theories in lessons, often via exam practice.
  • Students given opportunities to evaluate concepts and theories.
  • Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
  • DO NOW tasks drawing on prior learning
  • Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
  • Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
  • Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
  • Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

  • Regular opportunities for class discussions with Students being able to debate sociologically drawing relevant arguments from sociologists/concepts.
  • Weekly independent study where Students will pre-read ahead of lessons.
  • Regular feedback, which addresses knowledge or skills gaps
  • Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
  • Opportunities for self and peer assessment, engaging with success criteria
  • As relevant to Key Stage, opportunities to engage with exam-style content
  • Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

  • Class discussions - Sociological memory revision recall activities
  • Timed exam style questions.
  • Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
  • Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
  • A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
  • Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

Impact Key Principles

In evaluating the impact of our curriculum, we will consider:

  • Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
  • Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
  • Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
  • The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.
  • Science
  • The Extended Project Qualification (EPQ)
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