Languages explore how people communicate, focusing on grammar, vocabulary, and the nuances of spoken and written expression. They examine how language evolves, reflects identity, and serves as a tool for connecting individuals across cultures. Language also plays a key role in shaping social dynamics, including issues of power, inequality, and cultural exchange. Societal studies focus on the structures, norms, and dynamics that shape human communities. These subject look at how social groups form, interact, and evolve over time, considering factors such as politics, economics, and culture. By understanding societies, we gain insight into the values, behaviors, and institutions that influence how individuals and groups function within a larger social context.
English Language
Over the duration of the course, pupils will develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. Not only do you learn about how to use language but you also learn to analyse how others use it. The development of skills in this subject will benefit all your other GCSEs.
English Literature
English literature should develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. You will learn the art of effective communication, developing analytical and creative skills and the ability to argue a point of view convincingly.
We also offer English as an additional language to pupils whose first language is not English. The main aims are to improve vocabulary and grammar in order for pupils to communicate successfully in both the written and spoken word, enabling access to the rest of the curriculum.
History
The study of History is central to understanding global events today. This course enables pupils to engage with some of the key political, religious and economic themes which underpin various societies, while supporting the development of analytical thinking and reasoning. Beyond the acquisition of skills, History has a role to play in the appreciation of different cultures. By means of role-play and drama, the student attempts to understand and to identify with the feelings and experiences of individuals from a different time and a different background to ours. Gradually the student learns the significance of change over time and of those things that have changed and those that have stayed the same.
History is a fascinating subject. In many cultures the study of it is very controversial indeed and in our own society it can still generate much emotion. It is, perhaps, the only subject that deals exclusively with human beings as its subject. As a result, there are those who wish to use it as a vehicle to carry their own particular concerns. Historians seek to understand and explain the past. By doing so history pupils are encouraged to think logically and objectively and to use factual information as evidence to sustain their arguments. Our department is happy to contribute to this process in the knowledge that we are contributing to a spirit of enlightened ‘scepticism’.
The chosen topics span some of the most fascinating periods of history, including overseas exploration in the Elizabethan Age, Weimar culture, the emergence of the Nazi Party, escalating tension and independence movements during the Cold War and pioneering developments in fighting disease, among many others.
Geography
The world in which we live is changing at a faster rate today than at any other stage of human existence. Geography is a fascinating study of places, people and their interactions.
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.
Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples’ lives, now and in the future. Fieldwork is an essential element in this. Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires 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.
Business Studies
Business studies, often simply called business, is a field of study that deals with the principles of business, management, and economics. At Stover, we endeavour to make the pupils’ learning experience as real, applicable, relevant, varied and interesting as possible. Pupils are encouraged to learn by using local and national business, the media, Internet, their friends and family.
Religious Studies
Belief, of whatever kind, is something that affects the way people live and behave, and therefore is a vitally important area of study. At Stover we believe that there is more to being educated than simply the acquisition of knowledge and skill. We believe that part of the task of education is to help young people ‘to become fully human’. This course aims to develop knowledge and understanding of the world in which we live by exploring the ideas and beliefs of some of its inhabitants. It also gives the opportunity to explore pupils’ own ideas and beliefs.
Religious Studies is a valuable preparation for adult life and for any career which requires critical and independent thinking. It engenders an awareness of the diversity of belief and an appreciation of alternative viewpoints. It is a challenging course with a strong emphasis on thinking skills. Many of the issues raised are age-old questions from the fields of philosophy or ethics that require pupils to engage with sophisticated concepts.