KS4 Options @ Abbeyfield

http://abbeyfieldhumanities.
blogspot.com

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 Content Page

Welcome to Humanities.

This document sets out in detail the subject options we offer in

Humanities. During the course of options evening we hope to answer
any questions you may have, however should anything occur to you at a
later date please don’t hesitate to make contact either by phone or e-
mail

Kind Regards

Neil Clampitt-Dix
Learning Coordinator for Humanities

Geography Pages 3 – 6
Philosophy & Ethics Pages 7 – 10
History Pages 11 – 14
Humanities Project Pages 15 - 18
A Level Government & Pages 19 - 22
Politics

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 GCSE Geography @ Abbeyfield School
Are you keen to succeed?
Do you want to take a subject where
96% of students at Abbeyfield gained an
A*-C grade in 2010 (27% above the
national average)?

Unsure which subjects to take

at GCSE?

Do you want to take a subject that

Do you want to take a versatile subject provides outstanding revision support
that sets you up for whichever route you when preparing you for the GCSE
decide to take after Year 11? exams?*

*Results of GCSE Geography Abbeyfield student survey 2010

Choose Geography!

For more information about the course and the materials available
to support you through the GCSE Geography course at Abbeyfield,
visit http://abbeyfieldhumanities.blogspot.com or
search online for ‘Abbeyfield Humanities’
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Why study GCSE Geography at Abbeyfield?

At Abbeyfield School, the aim of Geography teachers is to develop your

understanding of the world in which you live. We endeavour to instil in you, a
sense of awe and excitement when studying GCSE Geography and make it as
relevant to your life as possible.
We hope that you will learn to appreciate that you are part of a local,
national and global community and that your part in it matters.

What do we teach in GCSE Geography?

You will investigate a wide range of people, places and environments as
well as topical events. You will explore contrasting countries and
aspects of human, physical and environmental geography. You will
complete enquiry work and take part in field work activities to develop
your geographical skills.

The Units studied are entitled:

• People and Natural World Interactions
• Challenges of living in a Built Environment
• People, Work and Development

Geography is relevant to all our lives and because the course uses examples of real-life events as
they happen, resources are constantly updated. Much of the Geography you will study next year
in GCSE Geography, hasn’t even happened yet!

Formal Assessment
Internally assessed projects make up 25% of the final mark with the exam being worth 75% of the
final mark.

This course is modular and will include exams in both Year 10 and 11.

How will we assess your progress?

Your work will be marked regularly. As part of the assessment process, you will receive regular
feedback on your progress and attainment. An indication of the GCSE grade you are performing
at, will also be given regularly.

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What does GCSE Geography mean to Key Stage 4 students?

“I find Geography fascinating and

feel that my understanding of the
world has developed from taking
“Choosing Geography was a good
decision, as the subject is really
this subject at GCSE”
interesting and it helps with other
subjects such as Science. Another plus
point is the small amount of
S.H coursework”
“I’m glad I chose Geography because
I have had a good amount of support
with both the coursework and my
learning, enabling me to achieve
good results so far.” D.H

L.I

How will we support you in GCSE Geography?

We will track your progress using internal and external assessment data, providing individualised
support where necessary to help you progress, in order for you to fulfil your potential.

Which learning resources are specific to this learning area?

There is a dedicated web-resource to help you stretch your understanding. It provides lots of
materials and up-to-date examples to help you pass the exam, along with revision materials and
video clips.

This is available now at http://abbeyfieldhumanities.blogspot.com, or by using a search engine

and typing: Abbeyfield Humanities.

Where are there links with other GCSE subjects?

There are many links with other subjects, particularly with Science and Business Studies. Many
elements of physical Geography explore areas also taught in Science. In Business Studies, you
would benefit from your geographical knowledge in the human Geography units that explore
economic activities.

If you have any questions, please talk to Mr Drake or Mr Mirza who will be happy to help.

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What does the current course involve?

People. Work and Development

• Employment structures (How industry effects the wealth of countries around the world;
impact of technology on jobs)
• Trade and aid (How trade effects a country’s wealth together with the notion of ‘good’ and
‘bad’ aid, effect of globalisation on local cultures e.g. fashion, food, music etc)
• Economic activity (Types of work; changes in industry over time and the effect these changes
have on communities e.g. New investment in Swindon; changing patterns in South Wales; car
industry in Coventry)
• Economic activity and the environment (Effect of various industries on the environment e.g.
Over-fishing in the North Sea; deforestation in Amazonia; legacy of coal mining in South
Wales, tourism in the Norfolk Broads).

People and Natural World Interactions

• Weather (UK weather patterns; reasons for the weather we get, impact of weather events on
our lives; storms, hurricanes, droughts etc)
• Climate patterns (exploring how and why climate varies around the world)
• Climatic change (global warming; desertification; rising sea levels; acid rain; impact on people
and the environment)
• Ecosystems (Tropical rainforest ecosystems; desert ecosystems and the impact human
activity is having on the natural systems; role of sustainable development)
• Rivers (Formation of natural landforms; waterfalls, meanders and deltas; flooding problems in
the UK in last few years and reasons for this)
• Coasts (Coastal processes and landforms; formation of cliffs, caves, stacks and beaches; how
human activity is affecting the natural processes that occur along the coast; cliff erosion;
impact of tourism; coastal management schemes)
• Water Management schemes (How do we provide enough water for the needs of an ever-
growing global population?)

Challenges of living in a Built Environment

• Inequalities that exist in urban areas in the UK and further afield (Exploring reasons for
differences in quality of life in one town or city)
• Changing urban environment (Self help schemes in Kenya; redevelopment of London
Docklands; improving access to water supply; improving squatter settlements; )
• Rural-urban interaction (Effect of changing village life due to counter-urbanisation;
commuter villages; effect of holiday homes on village life; impact of refugees on host country;
access to national parks).

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 GCSE Religious Studies – Philosophy and Ethics
@ Abbeyfield School
Examination Board: Edexcel Religious Studies – Religion and Life and Society

“It is a good subject to pick

because unlike other classes you
can all say your opinion and have
a discussion about it.”
Hannah, Year 10

“ …it gives a chance to express

and explore the world from
different perspectives…”

“I think Philosophy and Ethics is “This lesson has changed my

a good subject to choose opinions on life and helped me to
because you can express your discover my own beliefs on
opinion and start arguments. All important issues.”
the topics we have covered Holly, Year 10
have been really interesting.”
Abi, Y10

Choose Philosophy!
Philosophy!
Have you ever wondered why something is right or wrong and who decides? Why some people
suffer and others live a relatively privileged life? What impact scientific advancement has had on
society and what we think is true? Have you ever considered whether medical advances are
moving society forward or allowing human beings to play God? Or even quite simply why are we
here and is there meaning to life?

These are some of the BIG QUESTIONS that Philosophy and Ethics will allow you to investigate.
The course will challenge you to consider these issues and more, developing your own ideas
whilst forming an understanding to how some of the world’s religions respond to these
questions.

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Teaching and Learning Styles

Philosophy and Ethics will be taught in a mixed ability group with all students following the same
syllabus. Students will be expected to work individually and in groups. Participation in discussions
will be encouraged as will debate. Teaching will also involve kinaesthetic learning using mechano,
playdough and peer teaching. It is important that students develop a broader knowledge of
ethical and philosophical issues by being aware of the subjects in the media and following the
Abbeyfield Philosophy blog.

Religion and Life – Year 10

In year 10 students will follow the Religion in Life course:

• Section One - Believing in God: Reasons why people

might believe in God – upbringing, miracles, the creation
of the world. Challenges to belief in God – Scientific
explanations such as evolution and the Big Bang,
unanswered prayer, evil and suffering. The media and
belief in God

• Section Two – Matters of Life and Death: Religious and

non religious beliefs in life after death including Heaven,
Hell, ghosts and the paranormal. Abortion, euthanasia,
the media and matters of life and death

• Section Three – Marriage and the Family: Changing attitudes towards marriage, divorce,
family, sex, contraception and homosexuality. Christian and Muslim attitudes to sex
outside marriage, divorce, family life, contraception and homosexuality

• Section Four – Religion and Community Cohesion: Equal rights for women, promoting
community cohesion and racial harmony, living in a multi-faith society, community
cohesion and the media

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Year Eleven – Religion in Society

In year 11 students will follow the Religion and society course:

• Section One – Rights and

Responsibilities: From where do we get
our morals? How do we make moral
decisions? Situation Ethics and
Conscience. Human rights, the electoral
process, genetic engineering

• Section Two – Environmental and

Medical Issues: Environmental
problems – global warming, pollution,
natural resources. Christian and Muslim
attitudes to stewardship. Medical
treatment for infertility and transplant
surgery.

• Section Three – Peace and Conflict: Why do wars occur? World peace – the role of the
UN, Religious organisations and peace. Just war theory. Christian and Muslim attitudes to
war, bullying, conflict within families, forgiveness and reconciliation

• Section Four – Crime and

Punishment: Theories of
punishment, justice, capital
punishment, drugs and
alcohol

Examinations

Philosophy and Ethics is a modular course with the Religion and Life unit taken in the summer of
Year 10 and the Religion and Society unit taken in the summer of Y11. There is an opportunity to
retake the Y10 module in January or June of Y11. Each unit is examined by one exam which is
1hour 30 minutes long and is worth 50%. The exam assesses knowledge, understanding,
evaluation and argument skills.

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Is this course right for me?

If you can answer yes to at least some of the questions below then this might be the course for
you!
• Are you looking for a course where you can’t be told you are wrong?
• Are you looking for a subject that gives you a chance to argue and discuss your opinions?
• Are you interested in other people and what they believe?
• Do you often ask the question why?
• Are you hoping to go to university?
• Are you hoping to get a job where you will need to work with and understand different
groups of people?

What can I do with a qualification in this subject?

• Study A levels. The skills developed in this course will fit with both science and arts based
A levels especially Biology, English, Government and Politics, Law, History, Psychology and
Sociology
• Jobs working with people value this qualification especially the police, medicine, law,
media, journalism.

“The interesting discussions

touch on real life issues.
There is no doubt that that
you need this in any career
….Except maybe a pirate!”
Year 10 student

“This course helps students

to understand people more
and be considerate when
talking to people from
different religions.”
Year 10 student

For further information please see Mrs R Haig-Williams, Deputy Learning Coordinator for
Humanities or a member of the Humanities team.

www.philosophyandethicsabbeyfield.blogspot.com

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 GCSE History @ Abbeyfield School

Choose History!
History!
Humans do not learn from the past, people sometimes say.

What an extraordinary remark!

People certainly do not learn from the future. And the present is so
fleeting that everything that is learned in the present has already passed
into the past by the time it is consolidated.
Of course humans learn from the past – and that is why it is studied.
History is therefore not just about things ‘long ago and far away’ –
though it includes that – but it is about all that makes humanity human
– up close and personal

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 Why study History at Abbeyfield?

There are many different reasons why you should study history at
Abbeyfield. History helps you develop the skills to look beyond the
headlines, to ask questions properly, and to express your own opinions
with confidence. It trains your mind and teaches you how to think and
process information. Of course, it is also a window on your world; one that
allows you to discover how your world evolved helping you to understand
the origins of modern political and social problems. It makes you
appreciate that people in the past were not just ‘good’ or ‘bad’ but
motivated in complex and inconsistent ways, just like us and, arguably, that
a lack of historical knowledge prevents people from truly understanding
the world they live in.

Alongside all of this of course is a simple truth; history provides you with
the skills that employers are looking for.

What do we teach in History?

• You will learn about International Relations – what leads to conflicts

between countries and how these conflicts are settled.
• About one nation in depth (Germany) – which will help you to
understand how people in another time and place thought about
the world.
• About how historians use sources to find out about what happened.

The units studied are:

• Unit 1: Peace & War – International Relations, 1943 – 1991

• Unit 2: Germany, 1918 – 1939
• Unit 3: War and Transformation of British Society, 1931 – 1951
• Unit 4 (Controlled Assessment): Vietnam, 1960 - 1975

How will I be assessed?

For Units 1-3 you will have an exam lasting 1 hour and 15 minutes each.
Unit 4 is a controlled assessment in which you will study a unit of work
before presented with a research task to write up in class.
• There will be a variety of questions in the examination papers but
none of these should be a surprise as your teacher will show you
examples to help you practice and succeed.
• Each unit represents 25% of your overall GCSE
• Units 1 & 2 are taken in June of Year 10
• Unit 3 is taken in June of Year 11
• Unit 4 is taken in January of Year 11

Graduates of History
Jonathan Ross, Sir Howard Stringer (head of Sony), Sasha Baron Cohen, Lauryn Hill, Michael Mansfield QC, Anita Roddick (founder of Body Shop)

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What you will study in Year 10

Unit 1: Peace & War – International Relations, 1943 – 1991

Part a: How did the Cold War develop? 1943 - 1956

• Widening gulf between the Allies; the
development of the ‘iron curtain’ and the Soviet
control of Eastern Europe and the Allied
response 1945-17.
• The development of the Cold War, 1948 49
following the Berlin Airlift.
• Hungary: the tightening of Soviet control.

Part b: Three Cold War crises: Berlin, Cuba and Czechoslovakia, c1957-69
• Berlin: a divided city
• Cuba: the world on the brink of nuclear war
• Czechoslovakia: the Prague Spring

Part c: Why did the Cold War end? The invasion of Afghanistan (1979) to the collapse of
the Soviet Union (1991)
• The collapse of détente - the effects of the Soviet invasion of Afghanistan (1979)
• President Reagan and the US reaction
• President Gorbachev and Eastern Europe, the end of the Cold War and the collapse of the
Soviet Union.

Unit 2: Germany, 1918 – 1939

Part a: The Weimar Republic, 1918-1933

• The origins and early problems of the Weimar Republic, 1918-23
• The recovery of the Republic under Stressman, 1924-29
• Impact of the Great Depression, 1929-33

Part b: Adolf Hitler and the growth of the Nazi Party, 1918-33
• The founding and early growth of the Nazi Party, 1919-23
• The Munich Putsch and the lean years, 1923-29
• Increased support and political developments 1929 - January 1933

Part c: The Nazi Dictatorship, 1933-39

• The removal of opposition to the Nazi’s 1933-4
• The police state
• Censorship and Propaganda

Part d: Nazi domestic policies, 1933-39

• Nazi policies towards women and the young
• Employment and the standard of living
• The persecution of minorities

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What you will study in Year 11

Unit 3: War and Transformation of British Society,

1931 – 1951

Part a: The impact of the Great Depression, 1931-39

• The growth of unemployment and the
government response
• The experience of the unemployed
• Case Study: the Jarrow Crusade

Part b: Britain alone

• The BEF, Dunkirk and Churchill
• The Battle of Britain
• The Blitz

Part c: Britain at War

• The role of government, food supplies and
rationing
• The changing role of women
• D-Day and the defeat of Germany

Part d: Labour in power

• Labour comes to power
• Responding to Beveridge: the attack on ‘Want’
• The NHS

Unit 4 (Controlled Assessment): Vietnam, 1960 - 1975

• The reasons for US involvement in Vietnam

• The nature of the conflict and reasons for US
defeat
• The impact of the war on civilians and the
military, in the USA and in North and South
Vietnam
• The growth of protest in the USA and the end of
the conflict

Finally

If you have any questions about GCSE History please feel

free to speak to Mr Clampitt-Dix who will be very glad to
help.

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 The Humanities Project qualification
@ Abbeyfield School
http://abbeyfieldhumanities.blogspot.com

Edexcel Level 1 Foundation Project

Edexcel Level 2 Higher Project

Choose Humanities!
Humanities!
The Project is an exciting qualification, that allows students to investigate something that
interests them and go on to produce a single piece of work that presents the findings – this
could be a written report or an artifact, model, advert or news report.

The skills this qualification will equip students with such as planning, research, analysis and
evaluation will stand them in excellent stead whether they pursue further education or training,
higher education or a career.

The project is 100% internally assessed by the school and externally moderated (checked) by the
Edexcel exam board. Projects will be graded A* to B at Level 1 and A* to C at Level 2.

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How does the qualification compare to GCSEs?

Higher Projects (Level 2)

Grade Scatt Points Equivalence

A* 29 0.5 GCSE at grade A*

A 26 0.5 GCSE at grade A
B 23 0.5 GCSE at grade B
C 20 0.5 GCSE at grade C

Foundation Projects (Level 1)

Grade Scatt Points Equivalence

A* 17 0.5 GCSE at grade D

A 14 0.5 GCSE at grade E
B 9.5 0.5 GCSE at grade F/G

How does it work?

• Learners select a project which may be completed over two years.
• Learners will be assessed on their ability to plan, manage, complete and review their project.
• It is assessed by a teacher-assessor from within Abbeyfield School and externally moderated
(checked) by the Edexcel examination board.

This qualification will enable learners to:

• Develop as inquisitive and independent learners
• Be inspired and enthused by new areas or methods of study
• Provide the opportunity to plan and review their learning

What learners are required to do:

At both levels, learners are required to:

• Select, either individually or as part of a group, an appropriate topic

• Identify a question or brief which specifies an intended project outcome
• Produce a plan for how they will deliver their intended outcome
• Conduct research into the project brief using appropriate techniques
• Develop the intended outcome using selected tools and techniques safely
• Demonstrate the capacity to see a project through to completion
• Share the outcome of the project, including a review of their own learning and performance
with others, using appropriate communication methods.

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Unit 1: Foundation Project

Introduction
Learners choose and plan a project. They will record the activities they undertake during the
project. The learner will obtain information and apply it to the project outcomes, presenting
them in an appropriate format. They will then review the project and their own performance.

Learning outcomes
On completion of this unit a learner should:
1. Be able to choose, plan and manage a project
2. Be able to obtain information and apply it to a project
3. Be able to select and apply skills to complete a project
4. Be able to review a project and own performance.

Sample Level 1 project titles:

Written reports
• Has the introduction of organic foods changed the way we shop and eat?
• Explore the use of public transport in your local area. How could it be improved?
• Explore the environment in which you live and suggest ways it could be improved

Artefact
• Design and produce a teaching aid to help young children understand basic geography, RE or
history concepts. The aid may be a toy or game, or other suitable format, but should make
learning and understanding fun and effective.
• Design an appropriate monument to commemorate those who fought in a recent conflict.
• How can we encourage people to recycle more at Abbeyfield School? Design and make a
prototype to improve recycle rates.

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Unit 2: Higher Project

Learners choose and plan a project, including identifying risks. They will record the activities
they undertake during the project and monitor the progress of the project against the original
plan. The learner will carry out research and apply it to the project outcomes, presenting them in
an appropriate format. They will then review the project, analysing information and drawing
their own conclusions and reviewing their own performance.

Learning outcomes
On completion of this unit a learner should:
1. Be able to choose, plan and manage a project
2. Be able to research information and apply it to a project
3. Be able to select and apply skills to complete a project
4. Be able to review a project and own performance, and analyse the project outcomes.

Sample Level 2 project titles:

Written reports
• What pollution issues are there in Chippenham? Is transport a major contributor?
• Should human cloning be allowed?
• Should the time window for abortion be shortened?
• Do the media do enough to promote fair trade products?
• What effect have superstores had on local shops?
• To what extent is the film ‘Good morning Vietnam’ a true representation of events during the
Vietnam war?
• Using ‘The Boy in the striped pyjamas’ as your stimulus create a set of teaching resources for
year 9 students about the Holocaust.

Artefact
• Design and make a prototype for a collection box for a charity of your choice. The box should
incorporate moving parts or mechanisms that will encourage people to make donations. The
box may be designed to be carried by someone or to be in a fixed situation such as a shop
counter.
• Create a short film to show the historical significance of your home town/village

Produce either:
• a) a series of photographs and text for a brochure or publicity leaflet
or
• b) a short video film, with commentary, for a local television news programme that will
promote a visitor attraction in the area where you live. The attraction may be a local or
farmers’ market, a country park, a museum, Wiltshire History Centre, a local sporting facility,
an area of the town, or any other suitable subject.

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 A Level Government & Politics
@ Abbeyfield School

Mine is the first generation able to contemplate the

possibility that we may live our entire lives without going to
war or sending our children to war.
Tony Blair

Politics is supposed to be the second-oldest profession. I have

come to realise that it bears a very close resemblance to the first.
Ronald Reagan

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Who should consider this option?
• Students, who find power, influence and ideas stimulating and exciting should consider
this option. Students who have an interest in the world around them – ones who want to
know more about the society they live in, how it works and how it could work.

• Enjoy debate, discussion and argument – ones who are comfortable with the fact that in
politics there are no simple ‘rights’ or ‘wrongs’.

• Like to think for themselves – ones who want to develop their own views, rather than
accept the views of others

• If you want to be stretched and challenged then taking an A level early will provide this
for you.

• If you know you want to stay on in sixth form and take A levels then getting an A level
(and UCAS points) early will be advantageous.

What are the aims of Government & Politics?

The aims of the Advance Subsidiary (AS) and Advanced (A2) GCE in Government and Politics are
to encourage students to:
• Develop a critical awareness of the nature of politics and the relationship between
political ideas, institutions and processes.
• Acquire knowledge and understanding of the structures of authority and power within
the political system of the United Kingdom, and how these may differ from those of
other political systems.
• Acquire knowledge and informed understanding of the rights and responsibilities of the
individual and encourage an interest in, and engagement with, contemporary politics.
• Acquire knowledge of global politics by examining key global political structures and
systems
• To examine key issues in recent global politics and how these issues are dealt with at a
global level

The Units studied are:

Unit 1: People and Politics
Unit 2: Governing the UK
Unit 3: Structures of Global
Unit 4: Global political Issues

Y10/12 G&P class.

Post 16 Politics Conference,
Methodist Central Hall, London,
November 2010
(Off to Pizza express after the
conference)

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What you will study in year 10?

Unit 1: People and Politics

This unit introduces students to the key channels of communication between government and
the people. It encourages them to evaluate the adequacy of existing arrangements for ensuring
representative democracy and participation. This unit is broken into 4 topics. These are:
• Democracy and Political participation in the UK
• Party Policies and ideas in the UK
• Elections and electoral systems
• Pressure Groups

Unit 2: Governing the UK

This unit introduces students to the major governmental processes within the UK. It encourages
them to develop a critical understanding of the role and effectiveness of key institutions, and the
relationship amongst them in the context of multi-level governance. This unit is broken down
into 4 topics. These are:
• The Constitution
• Parliament
• The Prime Minister and Cabinet
• Judges and Civil Liberties

What will you study in Year 11?

Unit 3: Structures of Global Politics

This unit provides an introduction to global politics by examining key global political structures
and systems. Students are introduced to the concepts of Realism and Liberalism/idealism in
political thought before analysing the nature of power and its use. The European Union is looked
at in relation to Regionalism and Globalisation and major institutions such as NATO, UN, WTO,
IMF are evaluated. This unit is broken down into 4 topics. These are:
• Approaches to Global politics
• World Order
• Global Governance
• European Union and Regionalism

Unit 4: Global Political Issues

This unit examines key issues in recent global politics and how these issues are dealt with at a
global level. Students gather a knowledge of key conflicts in the modern world, especially those
linked to 9/11 and the ‘war on terror’, nuclear proliferation and WMD’s. Alongside this, students
look at the nature and extent of global poverty, international programmes in development,
international aid and good governance. This focus is linked to the nature and development of the
global environmental crisis and the competing views on this. Finally, students look at the role
and significance of human rights in international/global politics and the growth of humanitarian
intervention. This unit is broken down into 4 topics. These are:
• Conflict, War and Terrorism
• Poverty and development
• Environmental issues
• Human Rights

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How will I be assessed?
A variety of modes of assessment will be used, including short answer questions, stimulus
response, extended writing and essays. Students will have a choice of questions within the
examination for each unit.

AS
Unit 1 = 50% of AS
25% of total GCE
Examined in January of Year 10
+
Unit 2 = 50% of AS
25% of total GCE
Examined in June of Year 10

The written examination for both Units 1 and 2 is 1 hour 20 minutes. In unit 1 students will be
required to answer two structured questions from a choice of four. Each question will have a
mark tariff of 5, 10 & 25. In unit 2, students will be required to answer one stimulus-based
question from a choice of two. These questions will be structured with a mark tariff of 5, 10 7 25.
Students will then be required to answer one extended question from a choice of two (40 marks)

A2
Unit 3 = 50% of A2
25% of total GCE
Examined in January of year 11
+
Unit 4 = 50% of A2
25% of total GCE
Examined in June of Year 11

The written examination for both Units 3 and 4 is 1 hour 30 minutes. Students are required to
answer three short questions from a choice of five (15 marks each). Students are then required to
answer one essay question from a choice of three (45 marks). In unit 4, students are required to
answer three short questions from a choice of five (15 marks each). Students are then required to
answer one essay question from a choice of three (45 marks)

Finally
If you have any questions about A level Government and
Politics please feel free to speak to Mr Clampitt-Dix or Mr
Fuller who will be very glad to help you once they stop
pretending to be statues!

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