Talented Scheme
The Humanities Area are proud to have developed a Talented Students Scheme that is aimed at stretching those students that show particular aptitude within History, Geography or Religious Education.
In order to be selected to be involved in this scheme, students must fulfil the following criteria:
Essential:
- High levels gained in assessments and exams
- Completion of all work including extension work
- Proven interest in the subject and a natural flare for the subject
- Extremely reliable and mature student
- Strong effort marks for both homework and class work
- Participation in class
Preferred:
- Extra involvement with these subjects outside of school
- Independent research
- Various clubs including WWF, English Heritage
There are already 10 students in the scheme for next academic year as they have continued to be identified as talented in Humanities from this years Scheme.
The National Curriculum
The National Curriculum sets out levels, which each student can obtain during various assessments. In order for these talented students to gain higher levels they need to experience history in different ways via different mediums. This will involve various things happening so that all students should reach the following National Curriculum levels in Geography as they progress through KS3:
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Level |
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4 |
Student is able to explain the features of places at more than one scale and in different parts of the world. Can recognise that there are patterns in the world around me. They can describe the processes in geography, which change the features of places. I understand how people can both damage and improve the environment. They can express the views that they hold and those other people hold about an environmental change. They can draw up a series of questions to help them investigate places and environments. They can use this information from fieldwork and books/internet for these investigations using geography vocabulary. |
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5 |
Student can explain the features of places and environments at more than one scale and in different parts of the world. They can describe and explain patterns, physical and human processes in the world around me. They can describe how the features can lead to similarities and differences in different parts of the world. They can recognise some links that bind some places together. They can suggest explanations for the ways in which people change the environment and different views people hold about them. They can recognise how people manage sustainable environments. They can explain my views about issues. They can select and use different skills that I have learned to help me investigate places and environments. Student can use sources of evidence, suggest accurate conclusions and present my work in words and graphs. |
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6 |
Student can explain the features of a wide range of places at all scales. They can describe and explain places showing their interaction to make them distinctive. They can describe and explain physical and human processes, which shape a place. They can explain how that many links between places make them dependent on one another. They can describe and compare different approaches to managing an environment. They can recognise that people have different values and attitudes to problems in the environment, which can have an effect on places. They can draw on my knowledge to select and use different skills to help me investigate places. I can set up relevant questions to do my investigation. They can use sources of evidence in a clear way and reach conclusions consistent with it. |
