Humanities

All pupils study both History and Geography and are set homework tasks each half term that enhance and extend their learning. There are different topics in each subject delivered during the year, all of which are connected to young people’s lives today; for example the unit on World War One asks how and why it should be remembered and Geography lessons about the world’s billionaires encourage students to consider how they can contribute to a global society. The entire programme of study helps to prepare students for the demands of GCSE courses. This is either through the subject matter itself, such as the study of a ‘Risky World’ in Geography which includes the basics of earthquakes and volcanoes that are learnt more deeply at GCSE. Students learn in a variety of ways and will often choose their own tasks, deciding on a medium that either suits their preferred learning styles or challenges their intellect and curiosity.

The Humanities curriculum is well balanced and meets the needs of all students, with exams at the end of the course.

Geography (GCSE Specification)

Students in GCSE Geography follow the AQA Geography specification. The course is split into 3 main themes; Challenges in the Human Environment, Challenges in the Physical Environment and Geographical Skills. Students are required to cover Urban Issues and Challenges; with a focus upon rich and poor parts of the world, The Development Gap where they will study issues such as inequality and globalisation and finally, Resource Management where issues such as water and food supply are topics for discussion. The physical side of the course focuses on Natural Hazards, Physical Landscapes in the UK, including Rivers and Coasts and finally Living World where students will study Tropical Rainforests and Hot Deserts. Students will be required to undertake a fieldtrip in both a human and physical environment in order to prepare for their geographical skills exam. This takes place in Weymouth where students will undertake a coastal study and an investigation into the regeneration of the area because of the London Olympics. Throughout the course, students will develop a range of transferable skills that will lead them onto success in further education and employment. Geography results have rapidly increased over the last few years with 70% of our students making expected progress in 2015-16.

History (Edexcel)

The History syllabus enthuses and engages students and staff alike. British history in the 20th century forms a significant element of the course as students consider the impact the two world wars had on our country. The rise and rule of the Nazis also proves a thoroughly stimulating study and builds on and extends some of the work students enjoyed in Year 9. All elements of the course help pupils to better understand the world today, but none more so than the unit covering the history of medicine from the Romans to today. The key elements of what makes good historians are developed continuously; our students learn how to argue and support a case, assess the usefulness and accuracy of information and identify patterns. These skills support pupils’ work in other curriculum areas and prepare them well for further study.

AS and A Level History (AQA)

A Level History at Arrow Vale will offer students an understanding to assess some of the most significant events, people and processes of the last 200 years. Students will learn about the past in a variety of ways including collaborative work such as debates and presentations. Throughout the course students will be expected to analyse the events of the past, evaluate a variety of opinions about what happened as well as suggest and defend their own interpretations.

Unit 1— The British Empire, c1857–1967

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions: Why did the British Empire grow and contract? What influenced imperial policy? What part did economic factors play in the development of the British Empire? How did the Empire influence British attitudes and culture? How did the indigenous peoples respond to British rule? How important was the role of key individuals and groups and how were they affected by developments?

Unit 2— The Cold War, c1945–1991

This option provides for the study in depth of the evolving course of international relations during an era of tension between communist and capitalist powers which threatened nuclear Armageddon. It explores concepts such as communism and anti-communism, aggression and détente and also encourages students to reflect on the power of modern military technology, what hastens confrontation and what forces promote peace in the modern world.

Non-Examined Assessment (NEA)

Students will undertake a personal study, comprising a taught course as well as their own in-depth research to write an extended essay of 3000 words. This will focus on the Tudor time period, one of the most famous dynasties in English history, but the students’ devise their own essay question on a particular area they are passionate about.

There are regular trips and visits by Humanities students across all years and throughout the year.

Students will experience many trips through the study of Geography. All students on the GCSE course will go on a human and physical geography trip, including a day trip to Weymouth.

At A-Level, students will experience several trips undertaking a local place study in Redditch where they will consider people’s perception of the area and impacts that migration and globalisation may have had on the town centre. They will also investigate river processes in Worcester, looking at infiltration rates and channel processes. They will also undertake a residential trip to Dorset where they will look at both a coastal and urban study.

Humanities subjects are all heavily focussed on people and their relationships and as such we are well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. In every lesson across the Faculty, students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes. Teachers in Humanities encourage students to discuss and debate controversy outside the classroom. At times this is in a formal setting like educational visits or homework, but also we expect the study of Humanities subjects to affect positively the way students live their daily lives. We encourage young people to enquire, consider and question in lessons and beyond.

Moral decisions by individuals, governments and societies are central to the study of the Holocaust or globalisation, for example, both topics that students consider in all three phases of their time in the Faculty.

There is an open and safe learning environment across the Faculty which allows students to express their views.

Social issues and the needs of different groups of people are also common themes that are explicitly recognised on a regular basis, such as in the study of Energy and Waste in GCSE Geography.

Students’ ability to exercise leadership and demonstrate responsibility is promoted through team learning activities across the faculty. A Geography visit to Stratford to assess tourism saw Y11 Geographers engage with the the public to assess the impact of tourism.

Year 9 students, in playing a trading game, took on clearly defined roles and developed their knowledge and understanding of relationships between countries around the world.           

The AS and A Level History curriculum demands an understanding of the British political system and students regularly compare the key issues and debates of the 19th and 20th centuries, such as education, public health and democracy, with our concerns today.

Spiritual development is encouraged regularly by providing pupils opportunities to appreciate intangible concepts. The idea of truth is central to all History lessons that use sources. Order and beauty, and differing interpretations of these, also form a part of GCSE and AS History when assessing Nazi government and propaganda.

Being inspired and awed by the world around us is also a key facet of the study of Geography, and one that is explicitly promoted through the study of Tectonics (Y10), Coasts (Y9) and World Cities (Y13).

A sense of empathy is consistently extended in lessons. Studies of migration in year 9 and World Cities in Year 13 provide direct opportunities for Geographers at Arrow Vale to consider the experiences, feelings and respect for others.

Cultural appreciation and understanding is fundamental to learning in Humanities. Students are presented with authentic accounts of cultures as diverse as Sudan (Y9 Migration) Vietnam (A Level History), Russia (Y12 Impact of War on Nazism), China (Y10 Population), Kenya and Brazil (Y9 Development) and Ireland (Y13 Political History).

The contribution of different cultures to human development and progress is also explored and studied, especially in the Year 11 unit covering the History of Medicine which considers the role of the Christian Church, the Muslim World and Ancient cultures had on the development of medicine and treatment.

Humanities subjects are all heavily focussed on people and their relationships and as such we are well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. In every lesson across the Faculty, students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes. Teachers in Humanities encourage students to discuss and debate controversy outside the classroom. At times this is in a formal setting like educational visits or homework, but also we expect the study of Humanities subjects to affect positively the way students live their daily lives. We encourage young people to enquire, consider and question in lessons and beyond.

Spiritual Development in History

• A sense of curiosity is central to the study of History at Arrow Vale and is strongly encouraged by the staff. Lessons adapt according to students’ current knowledge and thirst for more.
• Spiritual development is encouraged regularly by providing pupils opportunities to appreciate intangible concepts. The idea of truth is central to all History lessons that use sources.
• A strong feature of History lessons is ecouragement pupils receive from each other as well as from their teachers in relating their learning to a wider frame of reference by persistently asking ‘how’? and ‘why?’.
• Spiritual development is encouraged regularly by providing pupils opportunities to appreciate intangible concepts. The idea of truth is central to all History lessons that use sources. Order and beauty, and differing interpretations of these, also form a part of GCSE History when assessing Nazi government and propaganda.
• The contribution of different cultures to human development and progress is also explored and studied, especially in the GCSE unit covering the History of Medicine which considers the role of the Christian Church, the Muslim World and Ancient cultures had on the development of medicine and treatment.

Moral Development in History

• History lends itself well to supporting the moral education and development of young people. Whole school assemblies led by the History staff encourage students to reflect on their personal values, principles and actions, in the light of historical events and commemorations.
• Moral decisions by individuals, governments and societies are central to the study of the Holocaust or globalisation, for example, both topics that students consider in all three phases of their time in the Faculty.

Social Development in History

• Students’ ability to exercise leadership and demonstrate responsibility is promoted through team learning activities in many History lessons. Sharing understanding, knowledge and ideas is crucial in order that students make informed, well reasoned arguments that are based on fact. The staff regularly employ a range of strategies and activities to facilitate these discussions and collaborations.
• The A Level History curriculum demands an understanding of the British political system and students regularly compare the key issues and debates of the 19^th and 20^th centuries, such as education, public health and democracy, with our concerns today.

Cultural Development in History

• The History curriculum offers students opportunities to express their opinions and communicate their knowledge in varied ways from Years 9 to 13.
• The contribution of different cultures to human development and progress is also assessed carefully, especially in the GCSE unit covering the History of Medicine which considers the extent of the impact that the Christian Church, the Muslim World and Ancient cultures had on the development of medicine and treatment.

Humanities subjects are all heavily focussed on people and their relationships and as such we are well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. In every lesson across the Faculty, students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes. Teachers in Humanities encourage students to discuss and debate controversy outside the classroom. At times this is in a formal setting like educational visits or homework, but also we expect the study of Humanities subjects to affect positively the way students live their daily lives. We encourage young people to enquire, consider and question in lessons and beyond.

Spiritual Development in Geography

• In Geography, we encourage spiritual development through providing opportunities for students to reflect upon the landscapes and environments we study within lessons. A-Level Geographers undertake a fieldtrip to the Dorset Coastline where they are able to appreciate the landforms and processes that they have learnt about and gain a greater understanding of their formation.

• We encourage geographers to be curious about the world in which we live and to ask questions about future events. Recently in Year 10 students have been looking at the potential eruption of Yellowstone Supervolcano and considering how it may alter the world in which we live. Students questioned the likelihood of impacts such as global temperature change and how we would have to adapt our lives to survive.
• A sense of the scale of different locations is constantly referred to in Geography lessons but also when on site during fieldwork. A recent visit to the Peak District to assess the impact of tourism also saw students impressed with and engaged by the beauty of the physical and human environment.

Moral Development in Geography

• Moral questions are present in the majority of topics that we study in Geography at Arrow Vale. They help to form a key part of Geographical Issues that are present within the world today. In both GCSE and A-Level Geography students study China’s attempts to reduce their population growth through the use of the one child policy. Students discuss the successes of this, but also question whether it is morally correct and how they would feel if they were forced to live under its rules.
• Health issues around the world forms part of a contemporary topic in A-Level Geography and addresses many moral issues. Students discover the ways in which tobacco companies target children in poor parts of the world with their products and explore the right and wrongs of this exploitation.
• In Geography we see it as important that students understand the issues faced by people in different parts of the world and develop an opinion towards them. Year 9 have recently completed a management activity where they study HIV in South Africa. They identify with the issues faced by those suffering with HIV and then develop their own management plan as to how to solve the problem.

Social Development in Geography

• Social issues and the needs of different groups of people are also common themes that are explicitly recognised on a regular basis such as the need to create a sustainable society. In year 9, students undertake a project that researches environmental issues in our local area and school and how best to manage them.
• The conflict in Afghanistan is thoroughly debated during Year 13 Geography. Students discover the key issues of the conflict and explore whether they think British involvement is necessary, helping them to understand key issues in the world.

• As part of the Worcestershire Youth School Games, students from the school ran a Geography themed session for competitors aged 7-18 to enjoy. The students ran the activities themselves, showing excellent leadership and communication skills and talking some of the key themes of Geography to pupils from across Worcestershire.

• Students’ leadership and initiative is developed in all their fieldwork tasks, but none more so that when investigating the impact of tourism in Stratford. Year 11 pupils devised their own questionnaires and then met with members of the public to take their views. Working with members of the general public required the Year 11 geography pupils to be polite, courteous and they were without exception well received and complimented.

Cultural Development in Geography

• Understanding different cultures is a key part of Geography at Arrow Vale. In both year 9 and GCSE Geography, students explore the concept of migration. Lessons are spent discovering why people migrate and why this is necessary for refugees. The topics help to give students a greater awareness of such a current issue.
• In Year 9, students take part in a trading game when studying development. This lets them take on the role of different countries and experience what it is like to have lots of resources, but little technology. This helps students to understand the issues faced by countries in developing parts of the world.