Geography at the Olympic Park - 18th March 2020
In February, as part of the GCSE course, the geography department took Year 10 to Stratford, East London for their human geography fieldwork. The aim of the fieldwork was to investigate the impacts of urban regeneration on the area, and consider whether it has benefited the local people.
The students were required to use their knowledge of human geography to consider the social impacts – both positive and negative – of the Olympic Park regeneration. The students considered the impacts on the appearance of the area, as well as on the people of Stratford and the surrounding area.
Our students showed a real appreciation for the evident social changes that had taken place in Stratford, and spoke in depth about the contrasts between ‘Old Stratford’ and the ‘New’ Olympic Park. This allowed the students to fully understand the dramatic social changes that have taken place in this area of East London, and they considered whether the decision to improve only parts of the area was moralistic.
Most students spoke incredibly positively of the developments of the Olympic Park, but some also showed an appreciation for the negative impact it has had on the other parts of the area that had not been regenerated – and the issues that have arisen as a result.
Health and Social Care - 25th February 2020
Promoting Equality and Preventing Discrimination
Within KS5, our students have been learning about the differences between individuals and how they might be affected if they are treated differently.
They have been studying how health and social care professionals can meet the needs of individuals who have different needs, such as someone who has a learning difficulty or has a hard time successfully communicating with others. They have to examine how these individuals could be treated equally, how they are all diverse and how anti-discriminatory practice can be upheld.
To further support their understanding of how professionals can uphold their values, they have to study the skills that professionals utilise to ensure that everyone their needs met regardless of their background, including gender, religion and culture.
To help students gain an idea of what skills could be included in supporting professionals in achieving this, they utilise different social media platforms such as YouTube and Tutor4U. An example of a video that they can access to support their understanding is linked below
History trip to Greenwich - 5th February 2020
On 5th February, the History department visited the National Maritime Museum with our Year Ten students as part of their study of Elizabethan England. On this visit, our students engaged with primary resources and museum exhibitions to discover why the outcome of the Spanish Armada was one of resounding failure for the Spanish. Our students were both actively involved with the museum activities and understood the religious and spiritual element to the conflict between England and Spain. A key message of the day was understanding the significance and impact of the Armada and how the English made this into a social victory using portraits, despite the fact that the English failed in their own campaign later on.
SMSC and Psychology - 15th January 2020
Behaviour and Culture
Over the past couple of weeks, our Psychology students in KS5 have been learning about the role of culture on our behaviour.
Year 13 have been examining cultural differences in mental health disorders. For example, there are some mental health disorders called ‘Culture Bound Syndromes’ that you only find in certain cultures. One example being Piblokto which is most commonly found in Inuit women, where they perform dangerous acts, followed by amnesia of the event.
Year 12 have been studying how the culture we belong to can have an influence over our obedience levels. They have learnt that certain cultures are more obedient than others and this is down to their values and beliefs.
The link below is a series of HSBC adverts, that highlights the importance of understanding cultural differences and is a nice discussion starter for this topic!
Geography No Pen Day with Mr Rose - December 2019
By Jeanne, Olivia, Natasha and Sofia in Year 8
Recently we had a "no pen day" at the Hazeley Academy and we interviewed Mr Rose in Geography about his experience in his classes.
In Year 7, students got to learn about Geography by looking at objects from travels around the world and Year 8 did a trade game to see how different countries are economically developing, which was a good learning experience. Year 9 geography students tried to design a coastal defence scheme to sell to other students and Year 10 did a clue game for revision, with the aim of revising the definition for development.