Humanities - Geography, History and PRE

‘You can’t change the world unless you understand it’

Key Stage 3 - Geography

Our aim is to create lifelong geographers who can ask questions, offer explanations, see connections, and critically evaluate evidence. We want our students to be more open minded, less stereotypical and have a passion for the world they live in and care about their surroundings. We want our students to think deeply about areas of the world that they are not familiar with, which is why we have chosen to focus on continents. The following concepts underpin our curriculum.

Download Curriculum Plan

Key Stage 4 - Geography

At Cobham Free School, we follow the Edexcel GCSE (9-1) Geography course.

Component 1: Hazardous Earth

Key ideas:

Key idea 1.1: The atmosphere operates as a global system which transfers heat around the Earth.
Climate has changed in the past through natural causes on timescales ranging from hundreds to millions of years.
Global climate is now changing as a result of human activity, and there is uncertainty about future climates.
Tropical cyclones are caused by particular meteorological conditions and present major natural hazards to people and places.
Earth’s layered structure and physical properties are key to plate tectonics.
There are different plate boundaries, each with characteristic volcanic and earthquake hazards.
Tectonic hazards affect people, and are managed, differently at contrasting locations.

Assessment: Students will complete a range of exam style questions throughout. An extended essay question will be at the midpoint of the topic. Mock GCSE style paper to be sat at the end of the topic. Component 2: The UK’s Evolving Human Landscape and fieldwork investigation

Key ideas:

Population, economic activities and settlements are key elements of the human landscape.
The UK economy and society is increasingly linked to and shaped by the wider world.
The context of the city influences its functions and structure
The city changes through employment, services and the movement of people.
The changing city creates challenges and opportunities.
Ways of life in the city can be improved by different strategies.
The city is interdependent with rural areas, leading to changes in rural areas.
The changing rural area creates challenges and opportunities

Assessment: Students will complete a range of exam style questions throughout. An extended essay question will be at the midpoint of the topic. Mock GCSE style paper to be sat at the end of the topic. Component 3: The UK’s evolving Physical landscape + Fieldwork investigation (rural)

Key Ideas:

Geology and past processes have influenced the physical landscape of the UK.
A number of physical and human processes work together to create distinct UK landscapes.
Distinctive coastal landscapes are influenced by geology interacting with physical processes.
Distinctive coastal landscapes are modified by human activity interacting with physical processes.
The interaction of human and physical processes present challenges along coastlines and there are a variety of management options.
Distinctive river landscapes have different characteristics formed by interacting physical processes.
River landscapes are influenced by human activity interacting with physical processes.
Some rivers are more prone to flood than others and there is a variety of river management options.

Key Stage 3 - History

Download Curriculum Plan

Key Stage 4 - History

At Cobham Free School, we follow the Edexcel GCSE (9-1) History course. Content details are:

The reigns of King Richard I and King John, 1189–1216
Weimar and Nazi Germany, 1918–39
Crime and punishment in Britain, c1000–present and Historic environment: Whitechapel, c1870–c1900: crime, policing and the inner city.
Superpower Relations and Cold War 1941-1991

Paper 1 British Thematic Study with Historical Environment Crime and punishment in Britain, c1000–present and Historic environment: Whitechapel, c1870–c1900: crime, policing and the inner city.

30% of overall grade

1 hour 15 minutes exam Paper 2

Part 1 : British Depth Study

20% of overall grade *see below

The reigns of King Richard I and King John, 1189–1216

And

Part 2: Period Study

20% of overall grade

Superpower Relations and Cold War 1941-1991

*Paper 2 combines the Period Study and British Depth Study. The whole paper is worth 40% split evenly between the two and lasts 1 hour 45 minutes.

Paper 3: Modern Depth Study

30% of overall grade

Weimar and Nazi Germany, 1918–39

1 hour 20 minutes exam

Key Stage 3 - PRE - Philosophy, Religion and Ethics

The Philosophy, Religion and Ethics (PRE) curriculum is designed to engage students’ critical thinking skills as they tackle some of the most fundamental questions in life. Questions such as “How should life best be lived?” or “Does God exist” may not be easy to answer but the mental journey is very valuable.

Every year some students opt to continue their study of some of these questions in more depth by choosing GCSE Religious Studies and/or Philosophy at A Level. However, at whatever stage students finish, their knowledge of the moral and religious world around them should help them understand what motivates others, as well as respecting cultures, beliefs and traditions that are not their own.

Download Curriculum Plan

Key Stage 4 - PRE

In years 10-11 those studying full-course GCSE will, in Year 10, gain a secure understanding of the two largest world religions (Christianity and Islam). In particular, looking at what their main beliefs are and how these beliefs affect their religious practices. Some of this knowledge will be useful in Year 11 when it is applied to a range of ethical issues such as War and Peace, Abortion and Euthanasia, Marriage and the Family etc. Those not studying a full GCSE will take part in ‘Core PRE’ lessons where some of these same issues will be examined more briefly.

At Cobham Free School we follow the AQA GCSE (9-1) Religious Studies syllabus consisting of two different units: Christian and Muslim Beliefs and Practises (Year 10), and Themes (Year 11)Year 10 Christianity:

Key Beliefs - The Nature of God, Creationism, Afterlife
Jesus Christ and Salvation - The Incarnation, Crucifixion, Resurrection and Ascension, Original Sin
Worship and Festivals - Liturgical and Non-liturgical Worship, the Lord’s Prayer, Sacraments, Pilgrimage
The Role of the Church in the Local and Worldwide Community - Food banks, Street Pastors, Mission and Evangelism, Reconciliation and Persecution

Year 10 Islam:

Key Beliefs - Six Articles of Faith and Five Roots of Usul ad-Din, Tawhid, Nature of God, Angels
Authority - Risalah, The Qu’ran, the Torah, The Imamate
Worship - Five Pillars of Sunni Islam, Shahadah, Salah
Duties and Festivals - Sawm, Zakah, Hajj, Jihad, Id-ul-Adha, Id-ul-Fitr, Ashura

Year 11 Themes:

Relationships and Families -.Sex, Marriage and Divorce, Families and Gender Equality
Religion and Life - The origins and value of the universe, The origins and value of human life
The Existence of God and Revelation - Philosophical arguments for and against the existence of God, The Nature of the Divine and Revelation
Religion, Peace and Conflict - Religion, Violence, Terrorism and War, Religion and Belief in 21st Century Conflict

How it’s assessed: Paper 1 - Christian and Muslim Beliefs and Practices

Paper 2 - Themes

Each paper has the following format:

1hr45mins
50% of GCSE
Within each paper there is a common structure of four five-part questions of 1, 2, 4, 5 and 12 marks. Each religion is given equal weighting

Religious Education

Although not a faith school, Cobham Free School considers Religious Education very important. Pupils learn about different world faiths as part of the curriculum. Their studies are given context through visits to religious buildings, special themed lunches, assemblies and celebrations which reflect cultural festivals.

In our school, Religious Education is a part of a broad and balanced curriculum. All pupils receive RE in accordance with the Surrey Agreed Syllabus for Religious Education (2023-2028). This can be viewed here.
Within our website, you will find details about the RE that is taught in each year group.
We expect all pupils to experience the full breadth of our curriculum, but should parents or carers wish to exercise the right of withdrawal for all or part of RE, they should consult the headteacher.
Collective worship (often known as an assembly) is part of pupils’ spiritual, moral, social and cultural development.
Assemblies are an important part of our school community life, so we hope that all pupils participate. Any parents or carers wishing to exercise their right to withdraw their child(ren) from all or part of collective worship should consult the headteacher.
The Right of Withdrawal from Religious Education

The right of parents to withdraw their children from Religious Education (RE) lessons is set out in section 71(1) of the School Standards and Framework Act 1998.

A parent of a student can request that their child is wholly or partly excused from:

Receiving RE given in the school in accordance with the school’s basic curriculum

Parents who withdraw their child from all or part of the school’s RE curriculum do not have to provide a reason. The school must comply with their request, although a school should ensure parents or carers are informed of this right and are aware of the educational objectives and content of the RE syllabus.

If students are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Students will usually remain on school premises. Parents are not permitted to supervise their child during these lessons.

The rules that apply to withdrawing students from RE lessons do not apply to other lessons that look at religion. Therefore, a student cannot be withdrawn from any National Curriculum subject, even if they teach about religion, other than RE or some aspects of sex and relationship education (RSE).

If you think you would like to discuss withdrawing your child from RE lessons, please contact the Senior Leadership Team.

We welcome pupils from families of all backgrounds and beliefs, religious or secular, to join our school; cultural diversity serves to enhance and enrich our community.