The humanities faculty is a welcoming, enthusiastic and collaborative team. As a team we are passionate about providing students with opportunities to fulfil their potential and fully engage in their learning; student success is at the heart of all that we do.

“The calling of the humanities is to make us truly human in the best sense of the word.”

– J Irwin Miller

We believe that an understanding of the humanities subjects is of central importance in enabling students to understand, think critically and positively shape the world around them.

We do not believe there is an ideal ‘identikit’ humanities student, but instead promote a can-do ethos and encourage all students to enjoy and succeed across humanities. We are committed to fostering a positive attitude towards humanities by presenting them as exciting, dynamic and relevant subjects.

What are our goals?

We aim to make learning fun and meaningful. Our goal is to encourage critical, empathetic and imaginative thinking in our students, a combination that will serve them far beyond their school years. We aim to do this by teaching students to:

  • acquire a broad range of knowledge and understanding across key themes and an appreciation of the culture and attitudes of societies other than our own
  • collect their own data and evaluate critically the significance and utility of a large body of material
  • engage directly with questions, presenting independent opinions about them in arguments that are well-written, clearly expressed, coherently organised and effectively supported by relevant evidence
  • gain the confidence to undertake self-directed learning, making the most effective use of time and resources, and increasingly defining one’s own questions and goals

Curriculum intent by subject

To view our curriculum intent please click on the subject title below to expand.

Geography curriculum intent

The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world.

It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global.

The geography curriculum at Tuxford Academy provokes curiosity about the world by inspiring students to ask questions and open their minds to change, diversity, interactions, perceptions and representations of place and space.

Within lessons we foster a strong sense of British values and a holistic awareness of spiritual, moral, social and cultural aspects of the world around us. We hope this curiosity leads students to pursue geography beyond key stage 3 to GCSE, A level and into future careers.

A wide range of examples from the physical and human world are used to build students’ understanding of geographical concepts and theories to broaden and deepen their knowledge of place. As such, geography lessons enable all students to gain confidence in core geographical skills, whilst providing opportunities for independent research and creativity through homework challenges allowing students to explore their interests beyond the classroom. Students are fully supported in practising and developing knowledge retention techniques and metacognitive thinking strategies to aid them in becoming resilient and independent learners. Geography also facilitates the development of students’ literacy and numeracy skills, whilst consolidating transferable skills from a wide range of other subject areas.

Approaching lessons through geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Providing active and immersive learning opportunities for all across a range of environments is at the heart of our ethos, aiding students to develop their verbal and teamwork skills. Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information, ensuring our curriculum is modern and engaging.

Geography at Tuxford aims to inspire students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

History curriculum intent

Tuxford’s history curriculum is meaningful. It provides children and young people with historical knowledge and ideas that are both relevant and enriching to their lives. Our curriculum encourages our students to be empathic, curious, and conscientious. The curriculum has developed our student’s ability to articulate their judgements based on evidence, whilst skeptically questioning the past.

Engaging in the process of historical enquiry and interrogating evidence is central to history at Tuxford.
Every lesson is centered around an historical enquiry, within an overarching question for the scheme of work. Moreover, the students use historical sources constructively, and they are exposed to historical interpretations. Students therefore learn to value history as a dynamic subject of argument. As such, our curriculum is cumulative and reflective: students build knowledge; pursue historical enquiries; engage with evidence and interpretations; and then they communicate their learning in rigorous and creative ways. The skills of deploying evidence, explanation, critical thinking, argument and literacy are of great transferable value and benefit the students across the academy.

Within our curriculum, we have also included studies across time where a clear connection between the past and the present is forged and salient changes and continuities across time are noted. Student’s learning is positioned within a chronological context; a framework from which students can understand their world. Crucial to this rich curriculum is diversity.

The histories that we explore have varied agencies, where different creations of the past are explored. Students are exposed to a range of periods, civilisations and cultures. They explore the local, the national and the international noting the various aspects of history itself, whether they be social, political, religious or economic. Hence, our students are exposed to a variety of histories that are more diverse than the catchment of the academy.

Most importantly, we are proud of our history curriculum and, as teachers, we believe that the history that we teach is relevant and engaging. Students at Tuxford gain social and cultural capital through their studies. The students we produce become citizens who can discuss and debate British values. Here the range of careers pursued by our students is a testament to the curriculum’s success. It also provides students with magic moments and life-enhancing experiences for all children. We hope students are inspired by their learning and choose to pursue history at GCSE level, and our key stage 3 curriculum is guided by a desire to maximise every student’s potential future achievement in GCSE history. As such, we have: competitions, extra guided learning, careers, speakers, artefact boxes, and trips: imbuing them with a lifelong love for history.

Philosophy and ethics curriculum intent

Philosophy and ethics at Tuxford Academy allows our students to explore beliefs, morals and ethical issues in a safe, mutually respectful environment. From the start, it enables the reflection and the skills necessary to enhance understanding of a plurality of views and beliefs, on locally, nationally and globally relevant issues. In turn, this enables students to reflect on their own views, as well as giving the opportunity to reflect constructively on the ideologies of others, developing both personally and spiritually.

Throughout the philosophy and ethics curriculum, students will study the beliefs, teachings and practices of religious and non-religious groups, and, using this knowledge and a varied range of activities provided to develop high levels of empathy, becoming active members of a global community. Lessons demonstrate a sense of respect, tolerance and open-mindedness, through the exploration of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, the family, communities and cultures.

By approaching learning through ‘big’ questions, students are able to explore issues of right and wrong, fundamental questions about existence, differing beliefs about God and what it means to be human. Lessons lend strong support to the pastoral curriculum, exploring many aspects of British values and relationships and sex education. Lessons use independent, student-led discussion and debate to fully foster the verbal confidence skills vital both in the subject and throughout life. This in turn enables students to develop spiritually and morally as well as giving them an opportunity to make sense of their own place in the world. The subject also promotes literacy as students learn to explain and describe their own views, and the views of others, using interpretation of texts to anticipate, describe and explain diverse views.

As students transition from key stage 3 to key stage 4 and beyond, their philosophy and ethics lessons will continue to enable them to express their own ideas, and the ideas of others, but also develop an understanding of appropriately selected worldviews with an increasing level of discernment, based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions.

Progress ladders

Please click below to view our progress ladders for year 7, 8 and 9

Philosophy and ethics

Learning journeys

Please click below to view our learning journeys from year 7 to year 13:

Geography post 16
Philosophy and ethics


Exam board: AQA
Qualification: GCSE 8035
Contact: Miss Ashton|

Why study geography?

The world in which we live is likely to change more in the next 50 years than it has ever done before. Geography explains why these changes happen and helps to prepare you for them. Most importantly though, you will get to study a wide range of fantastic places and topics crucial to the world’s future and develop a range of personal transferable skills that will help you analyse and understand the dynamic world around you.

Study GCSE geography because:

  • it develops your enquiry and investigation skills
  • it develops your decision making and problem solving skills
  • you study amazing, awe-inspiring places
  • it is an engaging, fun, dynamic subject
  • it is well-respected by universities and employers
  • it gives clear links to all other curriculum subjects
  • it makes sense of the world we live in.

Geography can prepare you for a wide range of professions and occupations. For example, geography can lead to careers in meteorology, finance, journalism, teaching, graphic design, surveying, accountancy, transport, conservation, tourism and hotel management.

How will I be assessed?

  • written examination 1 – living with the physical environment (1hr 30min)
  • written examination 2 – challenges in the human environment (1hr 30min)
  • written examination 3 – geographical applications (1hr 15min)

Exam board: Edexcel
Qualification: 1HI0
Contact: Mr Gaughan |

Why study history?

As a GCSE history student, you will learn about a variety of fascinating topics that provide you with an insight into the modern world, and help you make sense of it. You will also develop a range of skills as you learn to use evidence to form a convincing argument and question information critically. For these reasons, history is called a keystone subject and is heavily valued by future employers and universities.

How will I be assessed?

  • Paper one – 1hr 15mins
  • Paper two – 1hr 45mins
  • Paper three – 1hr 20mins

Exam board: OCR
Qualification: J625
Contact: Miss Hawcroft |

Why study philosophy and ethics?

GCSE philosophy and ethics is an enjoyable and highly successful course. It encourages students to reflect on current ethical issues and philosophical questions such as ‘what happens when we die?’ and ‘are miracles real?’.

The lessons are engaging and varied but primarily revolve around classroom discussion of key ethical and moral issues. During the course, students will study a number of units from the perspective of Christianity and Islam as well as from a non-religious perspective.

How will I be assessed?

There are three final exams:

  • Christianity: beliefs, teaching and practices – 1 hour
  • Islam: beliefs, teachings and practices – 1 hour
  • philosophy and ethics in the modern world – 2 hours

In year 10, all students will have one lesson per week of non-assessed philosophy and ethics. These lessons are intended to support the skills necessary for their GCSE journey and explore some important themes and issues arising in the world.

Students will cover the topic of extremism, cults, death and equality, as well as ethics in the media. It is during this time that students will also receive part of the RSE (Relationships and Sex Education) curriculum, such as marriage, sexual health and pornography.