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. Other modules build students’ skills, such as the study of Medicine Through Time in History which looks at a single theme across one thousand years of history. 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. Both History and Geography GCSEs have four units of equal weighting and include a Controlled Assessment. There are no modular exams for those starting courses from September 2012, so there will be three short exams at the end of the course and a longer essay or project written in controlled conditions that is completed in Year 10.

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 History B, SHP)

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.

Psychology (AQA)

In the Sixth Form, Psychology is a popular choice for many students. The course combines study of the human brain and how the body responds and reacts as well as covering a range of topics that deal with human perception and relationships, such as Attachment, Stress, Abnormality and Memory. There are regular opportunities for students to undertake experiments and share their own experiences as well as learning about the great psychologists and analysts of the last century, such as Freud, Jung and Bowlby.

History (AQA)

The History A level course in Year 12 is focussed very much on developments in Germany and the USA in the 20th century. Hitler, anti-Semitism and the Holocaust form the basis for one module, while at the same time pupils will learn about how America has changed and developed since the end of slavery. This is extended further into Year 13 when students undertake research into the Civil Rights and the experiences of Black Americans in the hundred years up to Martin Luther King and Malcolm X.

Geography (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. In Year 9 last year, students enjoyed a successful Masterclass at Birmingham University, experiencing life at a leading History Department and taking part in a highly competitive quiz. Year 12 also visited a University, this time in Wolverhampton to listen to and speak with a Holocaust survivor.

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.

Finally, we offer an optional trip open to all our Geography students to Iceland. Students travel for 3 nights in Reykjavik and get to see a range of volcanoes, glaciers and waterfalls as well as taking part in a Northern Lights tour.

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. An organised debate about the impact of the Blitz by GCSE History students generated strong opinions for both sides of the argument that brought about deep learning.

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 or the experiences of women in Britain during the 19th and 20th centuries, covered firstly in Year 9 and then extended in GCSE History.

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.

Some of the key social concerns for modern Britain are developed in lessons. Year 12 Psychology students assess theories of attachment and how these can be applied in the 21st century. The Year 13 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. History demands an understanding of others, such as that of women in WW1 during Years 9 and 11 and the experiences of different types of Americans in the first half of the 20th century. 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 (GCSE 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. Recently, an outline of World War One in the library led students to ask why the war started and why America became involved. As a result, the following lessons were altered to focus on these key questions.

• 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. The nature of historical truth based on personal memoir was particularly explored following visits to Beth Shalom Holocaust memorial Centre and the annual Holocaust memorial Lecture at Wolverhampton where students heard from and spoke with Holocaust survivors.

• A strong feature of History lessons is the encouragement 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?’ The introduction to the study of History in Year 9 began this year for some students with a ‘guess the artefact’ competition related to the History of Medicine.
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  A good understanding of the importance of values and beliefs is well developed during GCSE History through a visit to the Roman baths in Bath Spa. Students appreciate the importance the Romans placed on religion and how it benefitted their health and their society.
• 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.
• A sense of empathy is consistently extended in lessons. History demands an understanding of others, such as that of women in WW1 during Years 9 and 11 and the experiences of different types of Americans in the first half of the 20^th century.
• Cultural appreciation and understanding is fundamental to learning in History across all key stages. Students are presented with authentic accounts of cultures as diverse as Ancient Rome and Greece (Year 11), Russia (Year 12), 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.

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. This year, the debate about whether to wear a poppy put forward by former servicemen was the theme of the remembrance assembly.
• Moral questions form a key part of many of the units on offer in History at Arrow Vale. In preparation for their new A level courses, a summer taster lesson saw students discussing and attempting to come to a consensus on who was more to blame for the Holocaust; Hitler, the Nazi Party or the German people. Notions of right and wrong were explored in this session and throughout the course as students grapple with the nature of conformity and complicity.
• 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

• 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 the experiences of women in Britain during the 19^th and 20^th centuries, covered firstly in Year 9 and then extended in GCSE History.
• The position of African Americans is thoroughly debated in Year 13 and this year students will be attending a lecture and artefact handling session at the University of Birmingham in order to get even closer to understanding how society in America functioned from the mid 19^th to the mid 20^th centuries. 
• 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 Year 13 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.

• 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 or the experiences of women in Britain during the 19^th and 20^th centuries, covered firstly in Year 9 and then extended in GCSE History.
• Students’ ability to exercise leadership and demonstrate responsibility is promoted through team learning activities across the faculty.
• The Year 13 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

• Much of the History curriculum in year 9 and at GCSE explicitly teaches students an appreciation of the influences that have shaped their own cultural heritage in Britain. The two World Wars and the key changes brought about by these events are key. For example, a debate about the ‘Blitz spirit’ engages students in the nature of Britishness and the setting up of the NHS and its differences from other nations is also explored.
• An annual Year 9 project about a significant individual or place in Britain also encourages students to reflect on their own cultural assumptions and values. Through marking each other’s work and delivering presentations, students also are introduced to concepts, values and events they would never otherwise have encountered. This year, projects ranged from Florence Nightingale to the Hillsborough disaster to Jack the Ripper and George Cadbury.
• The History curriculum offers students opportunities to express their opinions and communicate their knowledge in varied ways from Years 9 to 13, including artistic and cultural forms. Homework about the nature of trench warfare have taken the form of artwork, assessments of continuity and change in Medicine have been demonstrated through the rewriting of song lyrics and the role of individuals through the use of social media.

• The contribution of different cultures to human development and progress is also assessed carefully, especially in the Year 11 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.
• 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.

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.

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 Psychology

• Students work in groups to role play psychological experiments- and research into obedience by Stanley Milgram. Links were made with the aim of the study investigating why Nazi Germans were obedient during the Holocaust and whether Americans showed the same characteristics. In one lesson we looked at variations of Milgram’s original research and students performed as experimenters and participants partaking in the experiment; on top of this a handful recreated the original study at sixth form open evening to advertise Psychology. Cross curricular links to drama skills as well as presentational skills considering the audience.

• There is a whole topic on social influence. One lesson focuses entirely on social change and how minorities influence societies over time; Looking at the Suffragette movement, Nazi Germany and real life examples through history. Students research how Social Change occurs, using the Snowball Effect and apply to recycling, breastfeeding, smoking and historical social change. This unit not only improves their understanding but gives them tools and techniques to further their own social skills, explore social issues and cohesiveness within society.

• Evaluating research using different societies through time as well as in the modern world. We consistently look at behaviours are acceptable in one country and not the next; Why are rates of eating disorders so high in western countries? By looking at different societies students are able to evaluate how generalisable research is to the real world.

Moral Development in Psychology

• The argument of what is right and wrong; a recurring theme in ethical issues of psychological research. Students consistently test and consider what it is to be ethical. In terms of science, as well as the wider context of case studies and real life events that we consider; Nazi Germany and the Holocaust, Abu Ghraib, Suffragettes, etc.
• Theory of moral development, stages and how we can further our own moral development. When we study Kohlberg and his theories of development, we not only study morality within our society, but within ourselves. This lesson students can assess what Morality is and how we determine morality by examining social norms.

• Lessons on social influence focusing solely on the events that led up to things such as the Holocaust and looking at how the actions of the few can have massive effect on the majority in minority influence or obedience. We discuss the morality of those who claimed to be obeying a higher force as justification for their own actions.
• Moral issues surrounding abuse; physical, psychological, drug, gambling and addictions are key to A2 psychology and pupils consider the misuse of advertising or people employed by Casinos and the ethical issues that surround it.

Social Development in Psychology

• Cognitive psychology- Looking at how a set of beliefs affects a person’s behaviour. Specifically the cognitive approach within our individual differences module; students learn about how thinking and cognition directly affect how we behave in everyday life. By looking at how beliefs affect our behaviour we can better understand religious beliefs as well as other.
• Investigating religious examples in terms of conformity. For example; In our lesson on Obedience we looked at differences between catholic and protestant Christians in terms of obedience.
• Encouraging pupils to study and understand others; specifically mental illness, understanding how their lives are affected by it and how we can learn to manage and treat mental illness. Every Abnormality lesson the students increase their understanding by learning about how real people are affected by mental illness. Linking back into how thoughts and beliefs can affect our behaviour.
• Locus of control- and how changing how you think about things can improve self-esteem, confidence and quality of life.
• Positive perception of self- Promoting a healthy approach to self-image, self-worth and self confidence.
• Look at motivational values and how they affect people’s lives; characteristics of how people develop and behave. An example lesson where students discussed motivational values and its effect on academic prowess.
• Allowing them time and space to create their own thoughts and opinions on the topic.

• Understanding differences between people and finding ways to bridge the gap. We are not all so different (Jonny suffering from schizo-affective disorder)

Cultural Development in Psychology

• Looking at cross cultural studies, meta-analysis and studies of different cultures.
• Social influence- Looking at behaviours and thoughts of both the individual as well as the society all over the world.
• Evaluating research in terms of its sample- gender, age, race, religion, sexual orientation, etc. Promoting racial equality whilst learning A02 evaluative techniques for their exam and life. Discussing gender and cultural stereotypes and issues of – androcentricity, gynocentricity and ethnocentricity.

• Consistently challenging cultural stereotypes of how societies perceive mental illness and evolve their understanding of people affected by mental health issues.