Social Sciences

Health and Social Care at LAM equips students with key knowledge of human growth, development, care values, and working practices within health and care sectors. Our aim is to nurture learners who are informed, empathetic, and professionally minded—capable of supporting individuals across life stages and needs.

Through the Level 2 Pearson Tech Award and the future Pearson AAQ at Key Stage 5, students build a solid foundation in research, evaluation, reflective practice, and professional communication.

They explore essential topics such as life events, health conditions, service provision, and person-centred planning, gaining insight into the practical and emotional demands of supporting others. The curriculum prepares students for both further study and vocational pathways within the sector.

At Key Stage 4, students follow the Pearson BTEC Level 2 Tech Award in Health and Social Care, beginning with Component 1 – Human Lifespan Development, where they explore how individuals grow and change from infancy to later adulthood. Students learn to consider the physical, intellectual, emotional, and social factors that shape development.

They move on to Component 2 – Health and Social Care Services and Values, examining the key principles of care and how services meet the needs of individuals in real settings. Practical demonstrations and case studies support students in applying knowledge to realistic scenarios.

In Component 3 – Health and Wellbeing, students assess health needs using lifestyle indicators and design improvement plans, promoting analytical thinking and personalisation of care.

From 2025, students at Key Stage 5 will transition to the Pearson AAQ in Health and Social Care. This course will build on the Level 2 qualification and focus on contemporary care issues, ethical challenges, safeguarding, mental health, and reflective practice, with academic and vocational elements integrated.

Across all stages, the curriculum ensures smooth progression, scaffolding skills in evaluation, professional language, and contextual understanding year on year.

Health and Social Care is designed to be inclusive, empathetic, and accessible to all. We provide clear modelling, vocabulary support, and case-based learning that allows all students—including those with SEND or EAL backgrounds—to engage confidently with complex topics.

Scaffolded writing frames and differentiated tasks ensure everyone can access success, while regular feedback supports progression.

Challenge is embedded through applied case study work, independent research, critical discussion of ethical issues, and in-depth project work at KS5. Students are encouraged to think independently, reflect deeply, and develop professional confidence as they prepare for further study or care-related careers.

Health and Social Care  develops cultural capital by exposing students to a wide range of people, professions, and care contexts. Through local links with care settings, guest speakers (e.g., nurses, social workers), and practical projects, learners gain real insight into the sector.

Students explore care values such as dignity, equality, and anti-discrimination, fostering cultural awareness and emotional intelligence.

In Key Stage 5, the curriculum includes opportunities for observational experience, extended research projects, and learning about wider societal issues such as poverty, ageing, and mental health. These experiences support students in becoming respectful, informed citizens with a strong foundation for a career in care.

The Criminology curriculum at LAM aims to develop well-informed learners who can interpret, apply, and evaluate theories of criminal behaviour. Through the WJEC Level 3 Applied Diploma, students gain key knowledge about the types and perceptions of crime, the workings of the criminal justice system, and the roles of social control and punishment.

Pupils will build skills in investigation, research, analysis, and critical thinking. They will explore case studies, assess criminal verdicts, and understand how public attitudes, media representations, and policy responses shape our understanding of crime.

The course prepares students for further study or careers in areas such as policing, forensic psychology, law, and probation by providing a strong foundation in applied social science.

The WJEC Level 3 Diploma in Criminology is structured into four mandatory units that build sequential understanding and promote application of knowledge in real-world contexts.

In Unit 1 – Changing Awareness of Crime, students begin by examining how crime is defined, reported, and perceived. This foundation introduces key debates about media influence, public awareness, and moral panics, laying the groundwork for broader sociological and psychological discussions.

Unit 2 – Criminological Theories deepens learners’ understanding by introducing biological, psychological, and sociological explanations of criminal behaviour. This unit encourages critical evaluation and comparison of theoretical perspectives and develops the ability to apply them to real-life scenarios.

In Year 13, students move to Unit 3 – Crime Scene to Courtroom, where they investigate the processes of criminal investigations, forensics, and trial proceedings. They analyse the reliability of evidence, expert witness testimony, and case outcomes.

Finally, in Unit 4 – Crime and Punishment, learners evaluate crime control policies, understand the aims and effectiveness of punishment, and explore sociological theories relating to social order and control.

This progression allows students to consolidate knowledge while developing transferable skills in evaluation, problem-solving, and communication.

Our Criminology curriculum is designed to be inclusive, accessible, and supportive for all learners. We use differentiated materials, clear success criteria, and scaffolded tasks to ensure students of all abilities can achieve.

Students with SEND and those from disadvantaged backgrounds receive tailored support through vocabulary reinforcement, guided writing frames, and targeted feedback.

For high attainers, we incorporate extension tasks, independent research opportunities, and complex case studies to deepen understanding and critical engagement. Through high expectations and a supportive ethos, we ensure every student can access, enjoy, and excel in Criminology.

Criminology at LAM enhances students’ cultural capital by connecting them with real-world issues, institutions, and opportunities. Students explore high-profile criminal cases, visit courts or hear from professionals in policing, probation, or forensic science.

They engage with documentaries, news media, and academic reports to develop awareness of how crime shapes and is shaped by society.

The curriculum promotes an understanding of justice, ethics, and human rights—broadening students’ moral and social awareness. These experiences not only enrich their studies but also help them to develop as thoughtful, informed citizens prepared for careers in the wider criminal justice sector.

Psychology at LAM aims to develop critical thinkers and informed communicators who can interpret human behaviour with compassion and objectivity. Students gain a robust understanding of psychological approaches; biological, cognitive, and sociocultural; and apply these to diverse, real-world contexts.

Learners acquire research literacy, data interpretation skills, and ethical reasoning through the study of topics such as memory, mental health, conformity, and development. The IB Psychology course equips students with transferable skills, including academic writing, problem-solving, and data analysis, preparing them for university study and careers in psychology, health, education, and beyond.

From 2025, all psychology students at LAM will follow the IB Psychology curriculum. This begins with core approaches: biological, cognitive, and sociocultural, and builds towards optional topics such as abnormal psychology and health and well-being. The course structure supports conceptual understanding through inquiry-led learning and exploration of both global and local contexts.

Learning is sequenced to first establish foundational understanding, then apply knowledge through themed topics and critical evaluation. Students build confidence over time through regular retrieval practice, collaborative discussion, structured essay planning, and formative feedback. This approach supports progression toward the demands of the final assessments while embedding deeper thinking and transferable skills.

Our curriculum is inclusive and aspirational. Lessons are scaffolded to support all learners, with visual prompts, tiered questioning, vocabulary instruction, and modelled responses. Targeted support is provided for SEND and disadvantaged students through differentiated resources and intervention.

Challenge is embedded through critical analysis, independent research, and the comparison of contrasting perspectives. Students are encouraged to make cross-cultural and interdisciplinary connections as part of their IB learning journey. All learners are supported to reach their full potential through high-quality feedback, guided inquiry, and stretch tasks that deepen understanding.

Psychology at LAM enriches students’ cultural capital by deepening their understanding of diverse human experiences, mental health, and ethical issues. Students engage with contemporary research, global case studies, and media representations of psychology.

Opportunities such as university visits, guest speakers (e.g., clinical or forensic psychologists), and enrichment events in areas like neuroscience expand learning beyond the classroom. Students also explore international psychological studies, fostering cultural sensitivity and global awareness.

These experiences develop students’ empathy, curiosity, and capacity for critical reflection—skills that are vital for thriving in both academic and professional life.

The aim of our Sociology curriculum is to develop deep knowledge of social institutions, patterns of inequality, and key sociological theories. Students will learn how to apply sociological perspectives to real-world issues, gaining the critical thinking and evaluative skills needed for higher education and future careers.

They will study families and households, education, crime and deviance, and beliefs in society, building understanding of how social order is maintained—and challenged. Pupils will also explore sociological research methods, enabling them to assess the strengths and limitations of different types of evidence.

Our curriculum helps students to think independently, analyse current affairs through a sociological lens, and articulate arguments with clarity, evidence, and sensitivity to diverse viewpoints.

The Sociology curriculum at LAM is carefully sequenced in line with the AQA A-Level specification to ensure a coherent progression of knowledge, skills, and understanding.

In Year 12, learners begin with the foundations of sociological theory and research methods, providing the conceptual tools to critically examine core topics such as Families and Households and Education. These units introduce key concepts—socialisation, stratification, gender roles, class and ethnic differences—which are built upon in more complex contexts later in the course.

In Year 13, students deepen their understanding through the study of Media and Crime and Deviance, revisiting and applying sociological perspectives such as Functionalism, Marxism, Feminism, and Postmodernism in greater depth. These topics promote evaluative thinking and link strongly with real-world applications and policy debates.

Across both years, research methods are embedded and revisited to strengthen students’ ability to interpret evidence, critique methodology, and design sociological investigations. Regular assessment and retrieval activities support the retention of key sociological terminology and theories, while allowing students to refine extended writing skills.

This structure ensures learners build confidence in applying their sociological understanding to increasingly sophisticated concepts and contemporary issues.

Sociology at LAM is an inclusive subject that values every student’s background and lived experience. We provide scaffolded resources, structured debate tasks, and targeted support to ensure all learners can access and engage with sociological content.

Students with SEND or from disadvantaged backgrounds benefit from additional vocabulary instruction, peer mentoring, and clear models for extended writing.

For those seeking challenge, we incorporate contemporary sociological research, academic reading, and opportunities for independent inquiry. Through high expectations and tailored support, all students are empowered to succeed, contribute meaningfully to class discussions, and reach ambitious personal and academic goals.

Our Sociology curriculum broadens students’ horizons and builds their cultural capital by connecting them to diverse social issues, thinkers, and perspectives. Pupils explore a wide range of contemporary topics such as social inequality, secularisation, youth subcultures, and the impact of globalisation.

Enrichment opportunities include guest lectures, university taster days, visits to cultural and political institutions, and access to current sociological research and media. These experiences deepen students’ understanding of society beyond the classroom, support post-18 aspirations, and foster an appreciation for diversity, democracy, and active citizenship in a modern multicultural society.