Welcome to the Humanities and Modern Languages faculty at Crest Academy.

In humanities and languages we aim to provide a stimulating and rewarding experience for all students and help them to become thoughtful, resourceful and independent learners.crossways 2

Through the study of humanities and languages students have the opportunity to think creatively, to reason and to ask questions. Our vision is that all students develop the skills and con
fidence to communicate effectively and to consider themselves as ‘world citizens’.

We want to foster in our students an enthusiasm for learning for its own sake. We offer students a curriculum that both stimulates and challenges whilst also remaining relevant to their life experiences. We achieve this by providing engaging lessons and new experiences that allow students to express themselves to a high level in a modern foreign language, develop informed opinions and good knowledge and understanding in humanities that will then allow them to leave with the skills, qualifications and confidence to progress to the next stage of their lives.

My hobby is fashion. I love clothes so I want to be a designer and have a catwalk show of my work.
I love computers and want to design computer games.
I want to work with children in the future so thought Health and Social Care would be a good GCSE to have.
I'm going to be a film maker and make music videos
Business gives me the opportunity to explore how a business is set up. I might do this in the future and become Alan Sugar.
Art is enjoyable as it allows me to express myself through a wide variety of materials
“Life is good for only two things, discovering mathematics and teaching mathematics”.

– Simeon Poisson.

'I have learnt about the history of Drama in lesson and this has really made me develop an interest in ancient Greek Theatre'
'The three main skills I have learnt is team work, communication skills and leadership'
'I love Drama it really helps to build my confidence' Y10

Modern Foreign Languages

“Learning new languages is like having the world in my hands. I love being able to communicate with people in their language. I think it helps me understand them better.”

At Key stage 3 students learn either French or Spanish practising their skills in listening, speaking, reading and writing on the following topics: family and friends, home town, food and drink, school, hobbies, health and environmental issues. Students will learn vocabulary and how to apply grammatical structures.

At Key stage 4 the majority of students opt to study a language at GCSE, choosing from French, Spanish or Arabic. French and Spanish follow the AQA exam board specification. Students acrossways 2re assessed in all four skills. Speaking and writing are assessed via controlled assessments and these equate to 60% of the overall grade. Students build on their prior learning at Key Stage 3 and go on to develop more complex grammatical structures alongside justifying their ideas.

Native speakers are offered the choice of studying Arabic; the course is specifically tailored to develop reading and writing skills. Arabic students follow the Edexcel exam board specification.

In addition many of our students take GCSE examinations in their mother tongue.


Key Stage 3

In year 7 students explore the events which helped to reduce the power of the monarchy in England and paved the way for Britain to become a democracy. These includes an enquiry into the power of medieval monarchs, the events which led to signing of Magna Carta and the impact and significance of the peasants’ revolt.

HistoryIn year 8 students complete investigations on the English Civil War, the slave trade and the British Empire. In each unit pupils develop the key historical skills of analysing sources and investigating the courses of key events as well as exploring the lives of people who lived in the past.

In year 9 students complete 3 modules. The first of these explores the First and Second World Wars. Students then complete an investigation on the Cold War which is followed by the final unit which explores the Holocaust.

Key Stage 4

In Year 10 pupils complete two units which are each worth 25% of the total GCSE grade. The first is a depth study on the history of Germany between the years 1919 and 1947. The second unit is entitled Crime, punishment and policing in England and Wales from 1530 to the present day.

In Year 11 students complete two units which are each worth 25% of the total GCSE grade. The first is the controlled assessment unit which this year focused on the experience of people living in the East End of London in the 19th Century whilst the second part features an investigation into the reasons why Jack the Ripper was never caught. The second unit is on the changing role and status of wocrossways 2men in Britain since 1900.

Key Stage 5

At key stage 5 students complete four units of work which together make up an A Level in history. In year 12 pupils complete an in-depth study into life in Germany between 1918 and 1963 and the impact of Nazism on the German people. The second unit at AS Level is a development study into Britain between 1783 and 1866. The focus of this unit is on the long struggle to secure democratic reforms in England as well as how Britain dealt with threats from foreign countries during this period. During year 13 pupils complete an independent research on an historical topic of their choice which culminates in a 3000 word essay. The final unit is focused on the European Witch craze of the 16th and 17th centuries.

“I love history because you get to discuss your own view on why events or people are important, or why specific events happened  – I like the fact that there is no right answer in history and that you put your own interpretation into the topics”

Religious Studies

Key Stage 3

The curriculum provides a coherent overview of the Abrahamic faiths placing each of these religions in the context of their relationship with each other. Students will also build up an undcrossways 2erstanding of a range of ideas, concepts and skills. Our study of Judaism includes a brief study of the structure and history of the religion as well as a consideration of festivals, worship and central beliefs. Students will also consider its links to Christianity and Islam as Abrahamic faiths. We move on to look at Christianity; in particular students will study the history of the religion, including an understanding of the many different denominations and the modern structure of Christianity as well as a consideration of the importance of Jesus and his teachings for Christians. Students produce an Easter Advent Calendar following the events surrounding Holy Week. Finally we study Islam where we look at the foundations of the belief of Islam, the five pillars including the pilgrimage of Hajj. The role of Islam from a global perspective is also considered. We consider the importance of pilgrimage and sacred places to a religious believer.

focused_girlThroughout the learning experience of students in the Crest Academy students are gradually introduced to big philosophical questions such as ‘Why do we suffer?’ Furthermore, students at The Crest Academy are encouraged to consider religious and alternative perspectives on these questions, discovering some of the central tenets of its beliefs.  Our study of Buddhism includes a study of the life of Buddha and a comprehensive examination of the Dharma (teachings of the Buddha).

Year 9 also serves as an introduction to the work that could be continued further in the GCSE papers in Years 10 and 11. Students are encouraged to further develop their analytical skills and to think critically about established philosophical and ethical concepts and ideas. This is an exciting section which allows the students to study key ideas from some of the world’s most renowned philosophers and we look at morality and ethics in action while considering some particular topics, such as prisoners of conscience and capital punishment.


“I enjoy RE because you have to solve real life problems – it’s a bit like being a lawyer because you need to use evidence to build an argument”


Key Stage 4

Our GCSE syllabus consists of two papers: Religion and Life through a study of Christianity, and Religion and Society through a study of Christianity and Islam. These papers are an exciting exploration of how and why religion has had such a massive impact on our world and behaviour. Students have the unique opportunity to consider and reflect upon how belief has shaped people’s position on is
sues such as abortion, euthanasia and relationships. They will have the chance to get involved in ethical conversations taking place in modern medicine, for example, human rights, war and peace, environmental ethics, crime and punishment and the role of personal conscience in these matters. All these issues amongst many others, are examined, discussed and evaluated in the light of Christian, secular and, in the case of the Society paper, Islamic views.
Religion and Life through a study of Christianity: This unit requires students to study the relationship between religion and life in the UK. There are four sections covering believing in God, matters of life and death, marriage and the family, and religion and community cohesion.

Religion and Society through a study of Christianity and Islam: This unit requires students to study the relationship between religion and society, especially in the UK. There are four sections covering Rights and Responsibilities, Environmental and Medical Issues, Peace and Conflict, and Crime and Punishment.

Assessment: Students are asked to take two examination papers with no coursework component.

Trips and visits

Key stage 3 students have the opportunity to attend trips to the Imperial war museum and the Museum of London, as well as trips to Banqueting House in Whitehall.
Key stage 4 students have the opportunity to attend a residential trip to the First World War Battlefields whilst Key Stage 5 students can attend organised public lectures and attend a trip to the Houses of Parliament.

Clubs and Activities

Year 7 have the opportunity to take part in a nationwide foreign language spelling bee.

Year 8 students can attend after school sessions run in conjunction with Arsenal football club, where they study Spanish or French through football coaching, culminating in a trip to the Emirates stadium.
Year 10 students can participate in the Language leaders’ programme which entails students promoting and organising language events both in the academy and in the local community.

In history, students in Key Stage 3 can attend the documentary society where pupils can use film and other form of media to develop their historical understanding.

Humanities also hosts a weekly debating society where students can develop their skills.

Contact Staff

Staff roleStaff nameEmail address
Curriculum DirectorMs Paolina Webberpaolina.webber@E-ACT.org.uk
Lead Practitioner - Languages & EAL strategiesMs Jennifer HughesJennifer.hughes@E-ACT.org.uk
Lead Practitioner - History & Humanities ProgressMr Alex Dickensalexander.dickens@E-ACT.org.uk
Lead Practitioner - Social Sciences & Beginner TeachersMs Rebecca Nyarkorebecca.nyarko@E-ACT.org.uk
Integrated Humanities Co-ordinator & Curriculum DesignerMr Damien BastickDamian.Bastick@E-ACT.org.uk
Subject Leader Geography & Head of Year 10Ms Shanelle Walcott-Cunninghamshanelle.walcott-cunningham@E-ACT.org.uk
Teacher of Geography (& English)Ms Claire McNamaraclaire.mcnamara@e-act.org.uk
Teacher of Geography & Integrated HumanitiesMs Lisa Doorlylisa.doorly@e-act.org.uk
Teacher of Integrated Humanities Ms Olufemi Odushoteolufemi.odushote@e-act.org.uk
Teacher of History & Integrated Humanities Mr Jack ToddJack.Todd@E-ACT.org.uk
Teacher of RE & Integrated HumanitiesMrs Yolanda Scottyolanda.scott@E-ACT.org.uk
Teacher of FrenchMs Soraya AllouSoraya.Allou@E-ACT.org.uk
Teacher of French & SpanishMs Marina Barrull Lloretmarina.barrulllloret@e-act.org.uk
Teacher of Modern Foreign Languages Ms Munirah JawadMunirah.Jawad@E-ACT.org.uk
Lead Practitioner - Beginner Teachers & MarkingMr Paul MorganPaul.Morgan@E-ACT.org.uk
Vice Principal (Learning & Teaching)Mr Elroy Cahillelroy.cahill@e-act.org.uk