Subject Sessions: Social Sciences

The Economics of Saving the Planet: Choices, Challenges & Solutions

Year 10+ | Session duration: ~ 1hr 

When we think of economics, we often picture money, banks, inflation, or GDP figures in the news. But economics is about far more — it's the study of how individuals, firms, and governments make decisions when resources are limited. From the price of your morning coffee to climate policy and global inequality, economics helps explain the trade-offs that shape our daily lives.

In this session, students are introduced to economics through one of the most pressing issues of our time: environmental sustainability. We'll explore how economic tools and models can help explain why environmentally damaging choices often prevail — and how better understanding these trade-offs can point us toward workable solutions. Along the way, we'll also highlight the intersections between environmental choices, cost-of-living pressures, inequality, and strategic behaviour.

The session begins with a review of key global data, before introducing two economic frameworks to understand environmental challenges:

• A simple model of incentives and trade-offs (A-level friendly)
• A more advanced university-level model involving strategic interaction (game theory)

These frameworks will help students explore how well-intentioned environmental goals can clash with economic and social priorities — and how economics offers tools to navigate those tensions.

Students will work in small groups, exploring the journey from problem to potential solutions, culminating in a short discussion and Q&A about studying economics at university.

Learning objectives:

• Gain insight into the breadth and relevance of economics to real-world global challenges
• Apply economic reasoning to environmental and social dilemmas
• Develop teamwork, communication, and analytical thinking skills
• Understand how scarcity and strategic interaction can make obvious solutions counterproductive
• Learn what studying economics at university involves

How do you build a business?

Year 10+ | Session duration: ~ 1hr

In April 2025, 15-year-old Jemima from Much Wenlock in Shropshire, hit the headlines for the success of her t-shirt business ‘Mima Rose’. Jemima started out with a £700 loan from her father, which she was able to repay after three months. She has now sold more than 8,000 t-shirts with many sales coming from a pop-up shop that she opened over the summer on the Kings Road in Chelsea. Jemima now plans to scale up her business following her GCSEs. 

This session will cover some of the considerations that entrepreneurs such as Jemima face when attempting to build a business. We will explore the key business functions, including marketing, strategy, accounting & finance, human resource management, and operations management. We will also explore many of the issues faced by the contemporary entrepreneur, including trading overseas, and delve into what it is really like to start and run your own business. 

The session will include an introductory overview of business management in the form of a mini lecture that covers some of the main business functions:

• Accounting & Finance
• Marketing
• Strategy
• Human Resource Management
• Operations Management

Students will then form small groups and will be given time to work on a short business plan. The session will end with a very brief overview of studying for a BA in Business Management, International Business, or Accounting & Finance at the University of Sheffield. 

Learning objectives:

• Students will gain introductory knowledge about the study of business-related topics at university.
• Use teamworking and critical thinking skills to develop a business plan.
• Students will develop their core knowledge of the main business functions.

What is Politics? An introduction to Politics and International Relations at the University of Sheffield

Year 10-11 | Session duration: ~ 1hr

What is politics? When we see this question we often think about the formal spaces and actors associated with government, such as politicians, parliaments, elections and political debates in the news. But what else does politics feed into, and how does politics affect our everyday lives? From the clothes we wear to international security and how wealth is distributed across the globe, the study of politics covers much more than you may think.

The aim of this session is to provide students with an overview of the study of politics and international relations, and introduce them to the range of fascinating topics that fall under this discipline. We will also take a deep dive into a key issue of the day and look at the politics behind it. Why did it happen? Who were the actors involved? What are the implications of the issue, including its impact on the world but also the everyday lives of individuals?

The session will include an introductory overview of politics and international relations in the form of a mini lecture. We will then focus on a topical issue in the news that falls into one of the following research areas:

• International Relations
• Political Economy
• Political Theory
• Governance and Public Policy
• Environmental Politics

(Schools may select one of these areas prior to the session that align with their curriculum or we can choose one for you.)

Students will then form small groups and will be given time to discuss the topic and prepare to debate a set question with the rest of the class. The session will end with a very brief overview of politics at university and a short Q&A.

Learning objectives:

• Students will gain introductory knowledge about the study of politics and international relations.
• Use team working, analytical skills and critical thinking skills to address key political debates.
• Learn about university level study.
• The content covered in these sessions will also contribute to schools’ legal duty to promote and discuss certain ‘fundamental’ values in education, specifically democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

Navigating a World of Uncertainty. Using Politics and International Relations to Make Sense of Foundational Events

Year 12-13 | Session duration: ~ 1hr

We are currently experiencing a convergence of multiple crises that could fundamentally reshape the world as we know it. The window for avoiding catastrophic climate change is narrowing daily and, despite international agreements mandating urgent state and corporate action on the matter, rich nations have been slow to meet the challenge. 

Hot wars are now raging on multiple continents, violating the foundational norms/laws underpinning the post-war international order and, in some cases, presenting the real threat of nuclear escalation. Billionaires have blasted-off into space for personal tourism while inequality among societies appears to be rapidly increasing. 

Established liberal democracies now confront their greatest challenge for survival since World War II, as populist political actors and would-be authoritarians emerge promising quick-fixes to complex social and economic problems and to reclaim the glories of the past. These issues, alongside others, signify a world in great flux. But how do we make sense of them in an empirically-grounded and theoretically-informed way?

In this session, students will experience a mini lecture providing an overview of politics and international relations. Then, to introduce students to the fascinating range of topics within politics and international relations, we will take a deep dive into a topical issue in the news that falls into one of the following research areas:

• International Relations
• Political Economy
• Political Theory
• Governance and Public Policy
• Environmental Politics

Students will then form small groups and will be given time to discuss the topic and prepare to debate a set question with the rest of the class. The session will end with a brief overview of politics at university and a short Q&A.

Learning objectives:

• Gain introductory knowledge about the study of politics and international relations.
• Use team working, analytical skills and critical thinking skills to address key political debates.
• Learn about university level study.
• The content covered in these sessions will also contribute to schools’ legal duty to promote and discuss certain ‘fundamental’ values in education, specifically democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

What is Social Science and why is it important for society? An introduction to studying a Social Science degree at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

Social science subjects are a fascinating and important area of academic study, as well as being crucial for the smooth running of any society. Often we see social sciences studied separately, with less thought or consideration of the power of studying these disciplines together, or what the best way to study the social world might be. We might study Geography, Politics or Sociology separately- but never join this knowledge up. In this session we will consider the value and benefits of studying the social sciences and of linking subject areas together. Emphasis within the session will be on how we should study society and the approaches we could take to do this. We will use a range of case studies to think about the important contributions studying the social sciences together can have on society.

We will spend some time thinking about the overlapping and core elements of social science subjects and how we can use these to better understand problems in society. This session will involve you thinking about what social problems there are, as well as how we can investigate and understand these best.  

The session will include an introductory overview of social science study at university level and how we study the social world. This will take the form of a workshop which will involve parts where you listen to a lecture and sections where you discuss your own ideas on the topics. 

Students will be working in small groups and will be given time to discuss the topic and prepare to share their insights with the rest of the class. The session will end with a very brief overview of our BA Social Science programme at university and a short Q&A.

Learning objectives:

• Students will gain introductory knowledge about the study of Social Sciences at university
• Use team working, analytical skills and critical thinking skills to consider how we can best understand and address contemporary issues facing society.
• Learn about university level study.

What is Sociology? An introduction to Sociology and Social Policy at the University of Sheffield

Year 10-11 | Session duration: ~ 1hr

What is sociology and social policy? Sociology and social policy focuses on the relationships between individuals and society. It revolves around understanding how everyday experiences are shaped by personal attitudes and experiences, group dynamics, and broader social change and forces. Sociology also helps us to understand big societal challenges such as different forms of inequality and conflict in society and, potentially, how to tackle these challenges.

The aim of this session is to provide students with an overview of the study of sociology and social policy, and introduce them to the range of fascinating topics that fall under this discipline. In doing so, students will gain an introductory understanding of how the study of sociology and social policy shines a light on social dynamics, the impact of individual and collective actions, and the potential of social change for society as well as the ways forces like globalisation impact upon society.

Learning objectives:

• Students will gain introductory knowledge about the study of sociology and social policy.
• Students will gain an understanding of how sociological research relates to key issues in everyday life, connecting theory to practice.
• Students will experience university style teaching practices.
• The content covered in these sessions will also contribute to schools’ legal duty to promote and discuss certain ‘fundamental’ values in education, specifically democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

Understanding Sociology and Social Policy

Year 12-13 | Session duration: ~ 1hr

Sociology and social policy focuses on the relationships between individuals and society. It revolves around examining how personal attitudes and experiences relate to wider issues, understanding how group phenomena can give collective meaning to an individual's actions, and on social change and the ways forces, like globalisation, impact upon society.

The aim of this session is to provide students with a specific exploration of how sociology and social policy applies to an area of research drawn from a current member of staff’s expertise. This case study approach will enable students to apply sociological theories and discussions to a contemporary issue in society, allowing them to connect theory to ‘real life’ and situate the role of sociological research in debates on key societal challenges.

What it covers:

The session will include an introductory overview of sociology and social policy in the form of a mini lecture. We will then focus on a topical issue that falls into one of the following research areas:

• Social policy, welfare and inequality
• Gender
• Migration
• Family
• Crime and deviance

• Digital spaces and the digital society

  Schools may select one of these areas prior to the session that align with their curriculum or we can choose one for you.

Learning objectives:

• Students will gain introductory knowledge about the study of sociology and social policy.
• Students will gain an understanding of how sociological research relates to key issues in everyday life, connecting theory to practice.
• Students will experience university style teaching practices such as lectures and group working.
• Use team working, analytical skills and critical thinking skills to address key sociological debates.
• The content covered in these sessions will also contribute to schools’ legal duty to promote and discuss certain ‘fundamental’ values in education, specifically democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

Exploring Data in the Real World

Year 10+ | Session duration: ~ 1hr

What is data science all about? It’s more than just numbers and code—it’s about using data to understand the world, solve problems, and make decisions that impact our lives. From predicting climate change trends to understanding social media’s influence on mental health, data science combines technical skills with critical thinking about real-world issues.

This session introduces students to the exciting world of data science within a social sciences context. We’ll explore how data shapes our lives and dive into real-world issues to see how data science can uncover insights and spark meaningful discussions but also to show why we must be careful when applying it to not cause harm.

What it covers:

A mini-lecture introducing data science, its key tools and principles, and its role in understanding societal issues. A focus on a topical real-world issue analysed through data, from one of these areas (schools may choose one to align with their curriculum, or we can select one):

• Data Science and Society: How do data science technologies, like those used on social media platforms and search engines, influence behaviour, and what effects does this have on people’s mental health and on society in general?
• Public Health: How has data been used to track pandemics or improve healthcare access?
• Economic Inequality: How can data uncover patterns in wealth distribution or access to opportunities?
• Ethics in AI: How do biases in data affect fairness in automated decisions (e.g., hiring, policing)?

Students will work in small groups to discuss a given real-world issue, how data science could be used in that context and potential dangers if such technology is misused. The session ends with a brief overview of studying data science at university and a Q&A.

Learning objectives:

• Gain introductory knowledge about data science and its applications in real-world contexts.
• Develop teamwork, analytical, and critical thinking skills by exploring an example of real-world data science use and discussing its societal impact.
• Understand ethical considerations in data science, such as fairness, accountability, transparency, ethics, security and sustainability.
• Learn about university-level data science study.

What is Journalism? An introduction to news reporting at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

The session is designed to give students an introduction to Journalism as a subject; and give a taster session on writing a news story. Students will attend a one-hour lecture by Journalism staff explaining what journalism and news is; how reporters find stories; and the basic rules of news writing. It will aim to debunk myths about ethics, codes of conduct and debates on privacy invasion - as well as discussing what is in the public interest versus what the public are interested in. 

We’ll also explain a little about studying Journalism at Sheffield. 

The students will then go on to take part in a mock press conference and design their own news stories.

The session will include an introductory overview of journalism and news reporting in the form of a mini lecture. We will then run an interactive mock crime press conference with the students acting as journalists, asking the questions to form the story. 

The session will end with a short Q&A about both studying journalism, and the career itself.

Learning objectives:

• Students will gain introductory knowledge about the study of news journalism
• Use teamworking, analytical skills and critical thinking skills to ask probing, insightful questions to gather key information.
• Learn about university level study.
• Learn the basic rules of news writing

What is Human Geography and Urban Planning?

Year 10-11 | Session duration: ~ 1hr

The aim of this session is to provide students with an overview of the study of human geography and urban planning, introducing them to the range of fascinating topics that fall under these disciplines. We will also take a deep dive into a key issue – promoting fair and sustainable urban futures for young people - and look at what can be done to achieve this.

What it covers:

The session will include an introductory overview of human geography and urban planning, with emphasis on how these subjects are taught at the University of Sheffield. This will be followed by a mini lecture on a topical issue that relates to the everyday lives of GCSE students: promoting fair and sustainable urban futures for young people.

Students will then form small groups, along with facilitators, and will be given time to discuss the topic and prepare a youth manifesto centred on suggestions to develop youth-friendly urban places.

Learning objectives:

• Students will gain introductory knowledge about the study of human geography and urban planning
• Learn about university level study
• Use team working, analytical skills and critical thinking skills to address youth challenges in cities
• The content covered in these sessions will also contribute to key components of the GCSE curriculum, including the promotion of sustainability and democracy

Planning the healthy city

Year 12-13 | Session duration: ~ 1hr

A degree in urban studies and planning enables students to develop the skills, knowledge and experience to help shape the urban and built environment for future generations. From core knowledge and skills to key issues such as climate change and urban inequalities, this degree gives you a practical grounding and a broad intellectual understanding of concepts and practices in urbanism, spatial change and planning. 

The aim of this session is to provide students with an overview of the study of urban studies and planning, introducing them to the range of fascinating topics that fall under this discipline. We will also take a deep dive into a key issue – planning the healthy city - and look at what can be done to achieve this.

The session begins with an introduction to the School of Geography and Planning and a subject overview of urban studies and planning. This is followed by a mini lecture that introduces some ideas on how planning can impact upon people’s physical and mental health and wellbeing through housing, the provision of active travel infrastructure, access to greenspace and the creation of connected, inclusive and accessible places and spaces. You will then participate in a short exercise to explore how planners can work to create healthier places via the application of a technique known as health impact assessment. At the end, there’ll be time to talk with student ambassadors who can answer any questions you may have about studying urban studies and planning with us.

Learning objectives:

• Students will gain introductory knowledge about the study of urban studies and planning
• Learn about university level study
• Use teamworking, analytical skills and critical thinking skills to identify what planners can do to generate more healthy cities

What is energy justice? An introduction to climate and energy justice at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

What is energy justice? When we see this question we often think about global negotiations on climate change and energy transitions with involvement of government, politicians, parliaments, elections and political debates in the news. But energy justice is much more than this and deeply affects our everyday lives. From the cars we drive and homes we heat, to international security and how wealth is distributed across the globe, energy justice covers much more than you may think.

The aim of this session is to provide students with an overview of the energy and climate justice and introduce them to the range of fascinating topics that fall under this. We will also take a deep dive into a key climate and energy issue of the day and look at the politics and justice questions behind it. Why did it happen? Who were the actors involved? What are the implications of the issue, including its impact on the world but also the everyday lives of individuals?

What it covers:

The session will include an introductory overview of energy and climate justice in the form of a mini lecture. We will then focus on a topical issue in the news that falls into one of the following research areas:

• International Relations
• Geography
• Cultural change
• Governance and Public Policy
• Environmental Politics

(Schools may select one of these areas prior to the session that align with their curriculum or we can choose one for you.)

Students will then form small groups and will be given time to discuss the topic and prepare to debate a set question with the rest of the class. The session will end with a very brief overview of Geography at university and a short Q&A.

Learning objectives:

• Students will gain introductory knowledge about climate and energy justice.
• Use team working, analytical skills and critical thinking skills to address key geographical debates.
• Learn about university level study.

Why does the Jetstream matter? An introduction to Physical Geography at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

What is the Jetstream? How is it relevant to weather in the UK? What might influence the Jetstream? What might happen to the Jetstream with climate change?

The Jetstream is often mentioned on weather forecasts and can appear in reports of extreme weather. This session explains what the Jetstream is and why it is important in influencing our weather. The session will also outline some factors that can nudge the Jetstream in one direction or another, giving it an element of predictability. Finally, the session will discuss whether the Jetstream might be affected by climate change.

What it covers:

• An introductory overview of the Jetstream and why it is important for UK weather, to be covered in a mini-lecture.
• Students could then split into groups and use the online resources with facilitators to identify days when the Jetstream has a different configuration over the UK/ Western Europe and then explore weather associated with these configurations. 

Learning objectives:

• Students will gain introductory knowledge about the study of geography.
• Use team working, analytical skills and critical thinking skills to address key political debates.
• Learn about university level study.

What are the signs of climate change? An introduction to Physical Geography at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

What is climate change? How do we know climate is changing: what are the current signs? How do we know about future climate change?

Climate change is a major current issue, but there is a lot of confusion. In the media there are some very vocal deniers of climate change. Why might this be?

This session explains what climate change is and what the current signs of climate change are, changes in: air temperature, sea surface temperatures, sea level, the volume of ice sheets and glaciers, and sea ice thickness and extent. We will explore how these changes link to carbon dioxide levels in the atmosphere and the greenhouse effect.

Looking to the future we will explain how climate models work, and how we can use a range of different climate models running different simulations to identify the signal (i.e. our best guess at future conditions) from the noise.

What it covers:

An introductory overview of climate change as a mini-lecture. Students can then split into groups and work with student ambassadors using online resources e.g. Ed Hawkins’ #ShowYourStripes and NASA visualisations to look at how temperatures have changed over different time spans and in different regions.

Learning objectives:

• Students will gain introductory knowledge about the study of geography and climate change
• Use team working, analytical skills and critical thinking skills to examine evidence for climate change
• Learn about university level study

Monitoring our restless planet: Volcano Forecasting. An introduction to Physical Geography and Environmental Science at the University of Sheffield

Year 10+ | Session duration: ~ 1hr

What are volcanoes? How are they created? How do we monitor them? How do we then forecast future activity and why is this important?

Explore the science and implications of volcano forecasting through this session, which draws from content in our degree programmes. The session will cover how volcanoes form, how we monitor their activity, and how we then go on to forecast future activity. It will include an interactive activity where the students will role play the response to a fictitious volcanic eruption.

What it covers:

An introductory overview of volcanoes and volcanology and why monitoring them is important. Students will be split into groups to discuss monitoring data and will take part in an interactive forecasting activity.

Learning objectives:

• Students will gain introductory knowledge about the study of volcanology.
• Use teamworking, analytical skills and critical thinking skills for volcano monitoring and forecasting.
• Learn about university level study.

What is Landscape Architecture? An introduction to Landscape Architecture at the University of Sheffield.

Year 10+ | Session duration: ~ 1hr

What is Landscape Architecture? Landscape Architecture is often confused with Architecture or garden design. While it relates to these practices, Landscape Architecture is a design-based discipline of its own, which integrates art and science. Landscape architects work with landform, vegetation and water, considering the needs of all landscape users—both human and non-human.

The aim of this session is to provide students with an overview of the study of Landscape Architecture and introduce them to a range of case studies to highlight its relevance.  We will explore different scales landscape architecture works with, as well as the core areas of practice: design, planning and management. Sessions can be tailored to specific needs, with deeper focus on any of the following subjects.

What it covers:
The session will include an introductory overview of Landscape Architecture and its contributions to solutions in:

• Sustainability
• Climate change
• Nature conservation
• Public health and well-being

(Schools may select one of these areas prior to the session, or we can choose one that aligns best with your curriculum.)

After the introduction, students will take part in group work designing a new park or individual work exploring different drawing techniques for landscape architecture.

Learning outcomes:

Understanding the impact of Landscape Architecture on sustainability, health and wellbeing and resilience to climate change.
 

What is Architecture? An introduction to Architecture at the University of Sheffield.

Year 10+ | Session duration: ~ 1hr

We all experience architecture on a daily basis, from the spaces that we inhabit to live and sleep in, to the places in which we gather and exchange ideas. What are some of the social, physical and political considerations that shape the formation of these spaces?

What it covers: 

The session will include an introductory overview of architecture, covering contemporary design issues, the study of humanities and its role in architecture, environmental and technological challenges that shape our buildings (including AI), working with existing buildings, sustainable materials, routes to qualification and insights into different forms of architectural practice.

In this session, we aim to provide students with an opportunity to see one of the key components of architectural education, the project review. A student ambassador will present one of their architectural design projects, explaining different stages, from analysing their site and context, understanding their client and brief, to developing their concept and design using different techniques such as diagramming, sketching and modelling making and representing these facets in the final presentation. Students are invited to ask questions on the project and the design process and there will be a short amount of time for a more general discussion and Q and A. 

Learning outcomes:

• Students will gain introductory knowledge about the practice and study of architecture.

• Contribute to group discussion and gain experience in giving feedback

• Learn about university level study.