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GCSE HUMANITIES 1

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Contents

WJEC GCSE in HUMANITIES

For Teaching from 2012 For Award from 2014

Page

Summary of Assessment 2 Introduction 5 Specification Content 11

Scheme of Assessment 38 Awarding and Reporting 41

Administration of Controlled Assessment 42 Grade Descriptions 53 The Wider Curriculum 55

This is a linear specification: all assessments must be taken at the end of the course.

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GCSE HUMANITIES

SUMMARY OF ASSESSMENT

UNIT 1: HUMAN PERSPECTIVES ON THE ENVIRONMENT

Centres choose to study one of the following options:

People and their environments Patterns and places

This will be assessed by one examination paper of 1 hour duration. The raw mark will be 50 and the weighting 25% (50 UMS) UNIT 2: HUMAN PERSPECTIVES ON THE PAST


Society in change: the United Kingdom, 1939-1974 Society in change: the USA, 1945-1975

This will be assessed by one examination paper of 1 hour duration. The raw mark will be 50 and the weighting 25% (50 UMS) The examination papers for Unit 1 and Unit 2 will be available in one examination session of two hours duration. UNIT 3: HUMAN PERSPECTIVES ON BELIEFS AND RIGHTS


Christianity and contemporary lifestyles Christianity and Judaism in today’s world Christianity and Islam in today’s world Christianity and Hinduism in today’s world

This will be assessed by one examination paper of 1 hour duration. The raw mark will be 50 and the weighting 25% (50 UMS)

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UNIT 4: CONTEMPORARY THEMES AND ISSUES


Tourism, travel and leisure Conflict and co-operation Rights and responsibilities The changing world of work

This will be assessed by controlled assessment and will be internally assessed. The raw mark will be 50 and the weighting 25% (50 UMS)

In the controlled assessment, candidates are required to complete an enquiry into an issue or issues arising from the content of the chosen option. The task set will enable candidates to investigate an issue which has contemporary relevance and debate. The controlled assessment will take the form of an extended response to a series of connected tasks. The emphasis must be firmly on enquiry.

OPTION / ENTRY CODES English medium

Welsh medium

GCSE Cash in entry 4320 LA UL

UNIT 1 People and their environments 4321 01 W1 Patterns and places 4321 02 W2

UNIT 2 Society in change: the United Kingdom, 1939-1974 4322 01 W1 Society in change: the USA, 1945-1975 4322 02 W2

UNIT 3 Christianity and contemporary lifestyles 4323 01 W1 Christianity and Judaism in today’s world 4323 02 W2 Christianity and Islam in today’s world 4323 03 W3 Christianity and Hinduism in today’s world 4323 04 W4

UNIT 4 Controlled assessment 4324 01 W1

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

June 2014 and each year

thereafter

Unit 1

Unit 2

Unit 3

Unit 4

Subject Award

Qualification Accreditation Number: 600/5574/1

This is a linear specification: all assessments must be taken at the end of the course.

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HUMANITIES

1 INTRODUCTION

1.1 Rationale

The specification provides opportunities for candidates to engage in a broad humanities experience thereby providing breadth, balance, differentiation and relevance.

This specification offers opportunities for centres to choose their own pathway through the course in response to the individual needs of students.

The specification presents a structured approach offering students a flexible teaching-learning programme that responds to the varying needs of candidates.

The specification emphasises process as well as content. It will, therefore, utilise the appropriate activities and teaching methods and must include enquiry based learning.

The methods of assessment will ensure that the learning experience of all candidates will be comparable irrespective of the selection of units.

The specification has been designed to make an important contribution to the whole school curriculum and, in this context, can be used to deliver a number of cross-curricular themes and key skills.

1.2 Aims and Learning Outcomes Following a course in GCSE Humanities should encourage students to: Study the key features and characteristics of issues, themes and, where appropriate, the social, cultural, religious and ethnic diversities of the societies studied, and the past and current experience of people in these societies. Explore and examine issues important to humanity at a range of different levels, such as individual, family, local, regional, national and global. Study the attitudes and values that inform human behaviour, influence human experiences and shape a sustainable future. Study a variety of cultural, economic, environmental, historical, moral, political, religious, social, spatial and spiritual factors that impact issues important to people and the world we live in.

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1.3 Rationale for selected content The WJEC GCSE Humanities course meets all the subject criteria as laid down by the regulatory authorities. It requires candidates to study:

the key features and characteristics of issues and themes and, where

appropriate, the social, cultural, religious and ethnic diversity of the various societies studied;

issues important to humanity at a range of different levels, including past and current experience of people in the societies studied;

the attitudes and values that inform human behaviour, influence human process and shape a sustainable future;

a variety of cultural, economic, environmental, historical, moral, political, religious, social, spatial and spiritual factors that impact issues important to people.

The course is structured to provide centres with the flexibility to design a pathway which is coherent, relevant, interesting and reflects the needs of their students, while maintaining rigour and demand throughout. This is reflected in the structure of the course: In Unit 1 all centres have to choose one option. Each option focuses on the ways that environmental, geographical, economic, social, cultural, political, historical, moral and religious factors influence people’s lives and their interaction with the natural environment in a variety of ways. In particular these options encourage learners to demonstrate a critical awareness of the need to implement sustainable management strategies in an attempt to reconcile human and economic development with the moral obligation of stewardship of our planet and the need for people to take preventative action at a range of scales. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live. In Unit 2 all centres have to choose one option which focuses mainly on the interaction of the political, social, economic and moral pressures that have affected a society in the past. Each option concentrates on the theme of change in a society in the recent past and ensures a number of learning outcomes. It considers the ways that historical, political, moral, cultural, religious, economic, social and geographical factors interacted to shape and change aspects of the chosen society. It examines issues that affected the quality and nature of human life, including an appreciation of diversity and similarities and differences of attitudes, values and beliefs in society. It considers the experiences of war, economic, political and social issues, changes in culture and lifestyle and how people have contributed to society. It also enables the changes that affected this society to be studied with a degree of hindsight. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live. In Unit 3 all centres have to choose one option focussing mainly on the interaction of religious, spiritual and moral beliefs and their effect on human responsibilities In following their chosen option, learners should be able to relate to people of different cultures and faiths within their own community and from the wider world. Learners should also be aware of the limitations on their own actions and the actions of others if we are to live in a world that is both tolerant and sustainable. This will lead them to assess the factors that affect human life both now and in the future. Through individual investigation and insight as well as collaborative work they should consider their role in wider society and their own broader contribution to human life.

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In Unit 4, all centres have to choose one option considering a contemporary theme which explores how a range of factors have interacted to have an influence on people’s lives today. The option also allows learners to consider the opportunities and constraints that influence society and issues that affect the quality of life. In particular, the controlled assessment nature of this unit will allow learners to actively engage in the process of humanities to develop as effective and independent thinkers with enquiring minds. Consequently this course gives centres the opportunity to study a range of inspirational topics that reflect aspects of people’s lives in society today. It ensures study from a range of perspectives that are coherent, holistic and stretch well beyond single subject remits. Ensuring a coherent and holistic approach The WJEC course is designed to enable centres to develop a GCSE experience which fulfils the needs and interests of its students and staff. It has a large degree of coherence without being too prescriptive. The need to address issues from a range of perspectives gives it a coherent and holistic flavour which goes beyond the remit of any single subject discipline. There is a degree of overlap with certain other GCSE subjects, but the range of options on offer to centres extends beyond the remit of single subject disciplines and ensures discussion of a range of perspectives on issues that currently affect and have affected people and society. The Humanities course in its entirety also ensures coverage of the range of learning outcomes specified in the subject criteria. Learners have to explore issues from a wide range of perspectives thereby ensuring a coherent and holistic experience. The whole course is underpinned by the holistic concept of influences and pressures that have affected and continue to affect society.

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REFLECTING THE LEARNING OUTCOMES THROUGH THE CONTENT The grid below demonstrates how selection of different units ensures that learners address the required range of learning outcomes. The learning outcomes are also clearly identified in the content exemplification. [The numbers relate to the option / papers in numerical order, eg: 01 is People and their Environments while 12 is The Changing World of Work.]

Main learning outcomes

01 02 03 04 05 06 07 08 09 10 11 12

How people of different cultures and societies relate to each other

√ √

√

√ √ √ √

√

How various factors have interacted to shape today’s world

√ √ √ √ √ √ √ √ √ √ √ √

Consider the opportunities and constraints that influence human societies

√ √ √ √ √ √ √ √ √ √ √

Examine issues that affect the nature and quality of human life

√ √ √ √ √ √ √ √ √ √ √ √

Develop enquiry and critical thinking skills

√ √ √ √

√ √ √ √

Consider the rights and responsibilities of individuals

√ √

√ √ √ √ √ √

√

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1.4 Prior Learning and Progression

Although there are no specific requirements for prior learning, this specification builds upon elements of the Programmes of Study for Geography, History and Religious Studies for Key Stages 1-3 as defined in the curricula for Wales, England and Northern Ireland and the Programmes of Study in locally agreed specifications for Religious Education.

This specification may be followed by any candidate, irrespective of their gender, ethnic, religious or cultural background.

This specification is not age specific and, as such, provides opportunities for candidates to extend their life-long learning.

This specification provides a basis for the study of Humanities or a related subject at Advanced Subsidiary and Advanced GCE, Vocational A Levels and a basis for future employment.

1.5 Equality and Fair Assessment

GCSEs often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised GCSE qualification and subject criteria have been reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people.

In the case of GCSE Humanities, some aspects of the assessments, especially regarding the use of visual stimuli, may present difficulties to candidates with particular disabilities. The assessments will be adjusted where appropriate to mitigate the effects of this potential barrier. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance: Access Arrangements, Reasonable Adjustments and Special Consideration. This document is available on the JCQ website (www.jcq.org.uk).

Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

1.6 Classification Codes

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 4510.

Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables.

Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

http://www.jcq.org.uk/

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2 SPECIFICATION CONTENT

Examined Units

Centres must study one option from each of the three units as shown below:

Unit 1

Human Perspectives on the

Environment

People and their environments Patterns and Places

Unit 2

Human Perspectives on

the Past

A society in change: the United Kingdom, 1939-

1974 A society in change: the USA, 1945-1975

Unit 3

Human Perspectives on

Beliefs and Rights

Christianity and Contemporary Lifestyles Christianity and either Judaism, Islam or Hinduism in today’s world

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UNIT 1: HUMAN PERSPECTIVES ON THE ENVIRONMENT: PEOPLE AND THEIR ENVIRONMENTS

This unit focuses on the interrelationship between people in the UK and the wider world and their environment and ensures a number of learning outcomes. It considers the ways that environmental, geographical, economic, social, cultural, political, historical, moral and religious factors influence people’s attempts to control, exploit and modify the hydrological cycle and global ecosystems. The unit examines issues that show the impact of people on their environment at a range of scales and how the natural environment can affect aspects of the quality and nature of human life. In particular this unit encourages students to demonstrate a critical awareness of the need to implement sustainable management strategies in an attempt to reconcile human and economic development with the moral obligation of stewardship of our planet. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Examine issues that affect the nature and quality of human life

through a study of people and their relationship with water resources Key Issues

How do people have an impact on natural systems?

How do humans affect the movement of water within a drainage basin? (the main pathways for the movement of water in a drainage basin such as interception and run-off; the

effects of deforestation, land use and urbanisation on rivers) How does water pollution in rivers affect the quality of human life? (pollution from agricultural run-off, industrial processes, sewage treatment plants; specific case studies

from the UK and/or the EU; is the issue of polluted rivers a recent problem?)

How do people respond to the threat posed by natural disasters?

How do natural disasters such as flooding affect the quality of human life? (flash flooding and floods caused by prolonged rainfall using suitable case studies, including at least one

from within the UK) How can humans try to control floods? (an assessment of the costs and benefits of different methods such as levees, dams, channel alteration,

afforestation, land-use zoning)

Why is the management of natural resources necessary?

Why does water supply and demand in the UK vary? (the growth in demand for water, both domestic and industrial; water surplus and deficit areas) What is the impact of large water management schemes on the quality of human life? (the reasons for and the advantages and disadvantages of dam/reservoir construction using at least one

case study from within the UK and one from elsewhere in the world)

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Main learning outcome 2 Explore ways in which cultural, economic, environmental, moral and political factors

interact through a study of the sustainable development of tropical rainforests Key Issues

How has the tropical rainforest ecosystem evolved?

Where are tropical rainforest areas located? (the location of the world’s tropical rainforests; explanation of equatorial climates) What are the main features of the tropical rainforest? (the main features of the forest structure such as emergents and canopies; vegetation as a response to

climate; nutrient cycles; fauna)

How do people exploit the tropical rainforest ecosystem?

How did native peoples traditionally use the rainforests? (traditional lifestyle/social organisation of native peoples; shifting cultivation and its benefits and

drawbacks) What are the environmental, economic and political pressures on the rainforest ecosystem? (the extent and causes of rainforest destruction such as new settlement and farming, logging, mining,

extraction; the impact on native tribes, rubber tappers etc.)

Is sustainable development of tropical rainforests possible?

Why is the tropical rainforest such an important ecosystem in the world? (the diversity of plant and animal life; the value of rainforests; possible impact on regional and global

climate change) How can people and authorities interact to conserve tropical rainforests? (the need for protection, sustainable development, conservation methods such as national parks and eco-

tourism; how can individuals help?)

Main learning outcome 3 Consider the opportunities and constraints that influence human societies

through a study of the pressures of food supply on the global environment Key Issues

How does farming affect the landscape and environment of the United Kingdom?

How has agriculture in the United Kingdom taken advantage of new opportunities since 1950? (increased mechanisation, productivity, agribusiness; the influence of supermarkets; the impact of the EU:

CAP, subsidies, quotas, set-aside, etc.) How does farming affect the environment of the United Kingdom today? (environmental issues and farming such as hedgerow loss, the use of fertilisers and pesticides, GM

crops; farmers as custodians of the countryside; the advantages and disadvantages of organic farming)

What are the challenges facing farming in less economically developed countries?

How do people traditionally farm in LEDCs? (agricultural organisation in LEDCs including subsistence farming, cash cropping, etc.; a case study of

farming in a LEDC such as rice, coffee, cotton, etc.) What can be done to encourage take-up of new opportunities in farming in LEDCs? (the use of high-yielding varieties; increased mechanisation; irrigation and its advantages and

disadvantages)

How can people cope with the problems caused by desertification?

How does desertification constrain human life in parts of the world? (areas of the world affected; natural causes such as rainfall variability and climate change; human causes

such as population pressure, overgrazing, monoculture, deforestation) How can humans and authorities interact to help to solve desertification? (controlling run-off, reforestation, social and economic changes)

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UNIT 1: HUMAN PERSPECTIVES ON THE ENVIRONMENT: PATTERNS AND PLACES

This unit focuses on the theme of global patterns that have been produced by people and their activities and ensures a number of learning outcomes. It considers the ways that environmental, geographical, economic, social, cultural, political, historical, moral and religious factors have affected the distribution and growth of world population, the organisation and layout of urban areas and the world’s climate. The unit examines demographic patterns and trends and the impact of natural events on people; issues surrounding the social and environmental impacts of urbanisation; and explores the causes and consequences of global climate change focussing in particular on the need for people to take preventative action at a range of scales. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Examine issues that affect the nature and quality of human life through a study of the

influence of the physical environment on the distribution and activities of people. Key Issues

How can the distribution and growth of the world’s population be explained?

What factors have interacted to affect the distribution of the world’s population? (the physical factors which affect the distribution of the world’s population such as climate, relief, soil,

vegetation; how the world’s population has changed through a study of birth & death rates and the demographic cycle)

How is the nature and quality of human life being affected by changes in world population? (birth & death rates; age-sex pyramids; the demographic cycle; population trends and levels of economic

development)

How do extreme climatic events affect people?

How can the quality of human life be affected by extreme climactic events? (the causes, development and growth of tropical storms / hurricanes; major features; common hurricane

tracks) How have people interacted to deal with the threat posed by extreme climactic events? (monitoring & early warning systems; a case study of a major hurricane disaster e.g. Hurricane Katrina)

What impact do natural disasters have on people and societies?

How is the quality of human life affected by natural disasters? (the causes of earthquakes: plate tectonics and the global distribution of earthquakes) How have people interacted to deal with the threat of earthquakes? (the effectiveness of strategies involving prevention, prediction and preparedness through a comparative

study of major earthquake events in both MEDCs and LEDCs)

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Main learning outcome 2 Consider the opportunities and constraints that influence

human societies through a study of life in urban areas Key Issues

What are the causes and effects of urbanisation?

What factors have interacted to cause the growth of the world’s cities? (historical and global patterns of urbanisation; differences between LEDCs and MEDCs; the causes of rural-

urban migration in LEDCs.) What have been the main causes and patterns of urbanisation in the UK since 1945? (the growth of suburbia; the reasons for urban - rural migration, re-urbanisation and city living)

What patterns can be seen within cities in the United Kingdom?

How does land-use and quality of life vary within UK towns and cities? (simple land-use models; the characteristics of each zone e.g. CBD, inner city areas, suburbs; quality of life

indicators; variations in quality of life.) What attempts have been made to improve the quality of life of people in cities in the UK? (comprehensive redevelopment, post-war and recent; the advantages and disadvantages of high-rise

developments; urban regeneration and urban renewal schemes; success of these schemes)

How do social and environmental factors affect the lives of people living in cities?

What are the opportunities and constraints caused by car use in cities? (the growth and extent of car ownership leading to traffic congestion, air quality and smog; possible solutions

such as by-passes and ring roads, park and ride, congestion charging, public transport.) How can the problem of shanty towns/squatter settlements in LEDC cities be solved? (the problems faced by people living in shanty towns/squatter settlements, possible solutions to the problems

such as self-help schemes; a case study of a shanty town/squatter settlement in an LEDC.)

Main learning outcome 3 Explore ways in which cultural, economic, environmental, moral and political

factors interact through a study of issues connected with the world’s climate Key Issues

What factors are bringing about changes to the world’s climate?

What factors have interacted to bring about global warming? (geological evidence of past climate change – ice ages, etc.; greenhouse gases; the increasing use of fossil

fuels; growing energy use in MEDCs and LEDCs.) Is human activity responsible for global warming?

(different perspectives on the extent of human responsibility for the problem; is climate change exaggerated?)

What are the likely effects of climate change for the people and societies?

What are the most likely effects of climate change? (glaciers and ice cap melting – the plight of the polar bear; rising sea levels and its effect on communities

such as Tuvalu or Bangladesh.) How bad could the impact of global warming get? (extreme weather events; tipping points and feedback loops; coastal flooding and displaced populations.)

How should people and society respond to climate change?

What political solutions may there be to the problem of climate change? (the problems of reaching agreement on climate changing, e.g. Kyoto; sources of energy: fossil fuels v

renewable energy such as wind, water and solar power; the nuclear power debate) What can individuals do about the problem of climate change? (reducing carbon footprints through fuel-efficient transport; energy efficiency in the home; sustainable

resource use such as re-cycling and re-using.)

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UNIT 2: HUMAN PERSPECTIVES ON THE PAST: A SOCIETY IN CHANGE: THE UNITED KINGDOM, 1939-1974

This unit focuses on the theme of change in a society in the recent past and ensures a number of learning outcomes. It considers the ways that historical, political, moral, cultural, religious, economic, social and geographical factors interacted to shape and change aspects of society in the United Kingdom between 1939 and 1974. It examines issues that affected the quality and nature of human life, including an appreciation of diversity and similarities and differences of attitudes, values and beliefs in society. It considers the experiences of war, economic, political and social issues, changes in culture and lifestyle and how people contributed to society. It also enables the changes that affected this society to be studied with a degree of hindsight. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Consider the opportunities and constraints that have influenced human societies

in the past through a study of the impact of war on people’s lives 1939-1945 Key Issues

How can the lives of ordinary people be affected by the experience of war?

How can ordinary families be directly threatened by war? (the bombing of the cities of the UK e.g. London, Coventry, Liverpool, Cardiff, Swansea; the extent and

effects of the bombing campaigns; is it right to attack civilians?) What methods can be used to protect the civilian population? (use and effectiveness of air raid precautions such as gas masks, shelter, ARP, blackouts, the Home

Guard.)

How can people’s lives be influenced by government policy?

How can government policy affect people’s lives during war time? (the organisation of evacuation; the evacuees; reception and neutral zones; areas of evacuation) What impact did evacuation have on society in the UK? (experiences of evacuees and host families; the interaction of town and country; schooling; successes

and/or failure of evacuation)

How can whole populations be mobilised to fight a ‘total’ war?

How can the war effort be organised by governments? (conscription; women in the factories, homes and farms; keeping up morale; Churchill as a symbol of

defiance; propaganda) How can the people be fed during war time? (the organisation and effects of rationing; Dig for Victory; the Black Market; government policies, posters

and recipes; the effectiveness of these methods)

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Main learning outcome 2 Explore ways in which historical, political, economic, social, cultural and moral factors

interact through a study of economic, political and social issues 1945 – 1974 Key Issues

How can political and social policies help political parties achieve electoral success?

How can governments plan for peace after major conflict? (the Beveridge Report and the five giants; the 1944 Education Act; homes for all) What factors interact to win general elections for political parties? (the 1945 election: the ideals of the Labour Party; the leadership of Attlee; the khaki vote; reasons for

Labour’s victory)

What impact can economic and social policies have on the lives of ordinary people?

How can government policies radically alter a country’s economy? (reasons for nationalisation; industries affected in particular, coal, transport, iron and steel; reactions to

the policy of nationalisation) How can government policies radically alter people’s health and opportunities? (the setting up of the Welfare State; the NHS and the role of Aneurin Bevan; reactions to the setting up

of the Welfare State)

How soon can society return to ‘normal’ after the experiences of war?

What happens to people’s lives straight after the end of a war? (austerity and the continuation of rationing; the New Towns Act; the 1951 General Election; the recovery

of the economy during the 1950s and early 1960s) How can governments leave a lasting impression for future generations? (motorways and the Beeching axe; comprehensive education for all; the Profumo scandal.)

Main learning outcome 3 Examine issues that affect the nature and quality of human life through a study of change and continuity of lifestyles in the 1950s and 1960s Key Issues

How do changes in society affect the lifestyles of certain groups?

How radically did the nature and quality of life for women change? (changes in the home; educational and employment opportunities; convenience foods and

supermarkets; magazines and fashion; the pill; womens liberation; extent of this change for all women) Was childhood different in the 1950s and 1960s? (children's toys for boys and girls; Dinky toys and Meccano; board games; hobbies and out-door games;

brownies and scouts; how different was children’s life in this period?)

How does the development of popular entertainment contribute to society?

How did people’s leisure time change in the 1950s and 1960s? (radio; concerts and clubs; television; films and magazines; youth clubs and coffee bars; sport)

How did changing musical styles reflect changes in society? (how did people listen: record players, radio, dance halls and discos; musical trends such as rock'n'roll, soul and Motown, flower power; popular groups such as the Beatles, Rolling Stones etc; reactions to these changes in popular music)

How do political, social, and moral factors influence changes in society?

How did society react to growing affluence and more liberal attitudes? (Mods and Rockers; fads and fashions such as the mini-skirt; the permissive society: drugs and booze;

hippies and free love; the generation gap) What influences did political events have on the nature and quality of people’s lives? (Protest: CND and Ban the Bomb; civil unrest in Northern Ireland up to Bloody Sunday, 1972)

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UNIT 2 : HUMAN PERSPECTIVES ON THE PAST: A SOCIETY IN CHANGE: THE USA, 1945-1975 This unit focuses on the theme of change in a society in the recent past and ensures a number of learning outcomes. It considers the ways that historical, political, moral, cultural, economic, religious and social factors interacted to shape and change aspects of American society between 1945 and 1974. It examines issues that affected aspects of the quality and nature of human life, including an appreciation of diversity and similarities and differences of attitudes, values and beliefs in society. It considers the emergence of the USA as a global super-power, the challenges of living in a multi-ethnic and multi-cultural society and the impact of political, cultural, economic and social developments on the lives of the American people. It also enables the changes that affected this society to be studied with a degree of hindsight. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Explore ways in which historical, political, economic, social and moral factors interact through a study of the Cold War and its impact on American society. Key issues

Why do countries quarrel?

How can ideological differences between countries cause mistrust and suspicion? (the features of capitalism and communism: economic, political, social) How can factors interact to cause bad relations to develop? (the defeat of Germany and the Soviet takeover of Eastern Europe; the development of atomic and

nuclear weapons; the space race; the use of propaganda)

How are the lives of ordinary people affected by global events?

How do countries become embroiled in flashpoints? (case study of the Cuban missile crisis: Castro and the USSR; the USA and the Bay of Pigs invasion;

the discovery of the missiles; the USA’s attempts to resolve the crisis) How do ordinary people become caught up in such flashpoints?

(the proximity of Cuba to the USA; the role of the media; impact on society: panic buying and nuclear fall out shelters; faith in Kennedy and a political solution; a more secure world – Hot Lines and nuclear test ban treaties)

How can attitudes in society affect the conduct of conflict?

Why do countries become involved in conflicts? (the US in southern Asia; Domino theory; containment of communism; supporting ‘free peoples’; fighting a war in Vietnam: tactics and technology; the USA and the Vietnamese people)

How can a range of factors interact to affect government policy? (the role of the media; public opinion and increasing moral opposition to the war; draft ‘dodgers’ and popular protests; the cost of the war and its impact on domestic policies eg the ‘Great Society’; Nixon and the 1968 election; withdrawal from Vietnam)

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Main learning outcome 2 Consider the issue of diversity and differences of attitudes, values and beliefs in society through a study based on the challenge of achieving racial equality in the USA Key issues

Why is there a need for racial equality?

How do society’s attitudes and values affect people’s lives? (the condition of life for most black people after 1945: segregation, discrimination in housing,

employment education and politics; the influence of the KKK; the impact of war) How can people campaign against inequality and injustice? (the NAACP; the impact of the Montgomery bus boycott; Little Rock and school desegregation; the

first Civil Rights Act, 1957)

How can protest movements affect attitudes in society?

How important are leaders in protest movements? (The influence of Martin Luther King: early life; use of non-violent protests e.g. sit-ins, speeches and

marches; King's ability to affect public opinion and the media) How can protest movements affect government policy and attitudes? (passing of government legislation such as the Civil Rights Acts of 1964 and 1968; the extent of

change for black people)

How do the attitudes of some groups influence the nature of their protest?

Why are some protest groups more radical than others? (the Black Power movement: total separation of black and white, a separate black state; the roles of

Malcolm X and Stokely Carmichael) Do radical protest groups influence the attitudes, values and beliefs of society? (race riots e.g. Watts, 1965; Detroit, 1967; the 1968 Olympic protest, the Black Panthers and violence;

the white backlash)

Main learning outcome 3 Consider the opportunities and constraints that have influenced human societies through a study of political, social and economic influences on people’s lives in the USA after 1945 Key issues

How do political and economic conditions help to bring about increased prosperity?

How do favourable economic conditions give opportunities for human societies? (the Consumer Society: increased prosperity and the buying of consumer goods; advertising and

hire-purchase) How can government policies help to improve standards of living? (Kennedy and the New Frontier; Johnson and the Great Society; extent of the improvements)

How do developments in popular culture contribute to changes in society?

How did entertainment and leisure develop after 1945? (the growth of the cinema and the star system; pop music and the young; television) How can different social groups react to developments in popular culture? (student protest, youth culture, the older generation, women's liberation, religious groups)

How important are political events in influencing people and society?

How can iconic political events affect the attitudes and values of society? (Kennedy’s assassination: the events in Dallas in 1963; investigations such as the Warren

Commission; the effects on the American political system and people’s lives; conspiracy theories) How can political scandal affect the attitudes and values of society? (Watergate: the initial break-in, the role of Nixon and his advisors; the impact of Watergate on the US

political system and people’s faith in their politicians)

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UNIT 3: HUMAN PERSPECTIVES ON BELIEFS AND PRACTICES: CHRISTIANITY AND CONTEMPORARY LIFESTYLES

This unit allows the study of contemporary religious issues and provides students with the opportunity to explore how people of faith interact with the modern world around them. This will permit them to learn about how Christians consider issues of primary importance such as the environment, race relations and medical ethics. Learners should be made aware of the impact of individual and communal actions on the wider world. They should be aware of these implications in a spiritual, moral and physical context that will permit them to become better global citizens. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Examine ways in which religious, moral, spiritual and cultural factors interact

through a study of Christian beliefs and practices in contemporary society Key issues

What are the main beliefs and teachings that underpin Christian attitudes?

What beliefs underpin the Christian religion? (beliefs about God: the Trinity, birth of Jesus, Holy Week, crucifixion, life after death, miracles) Why are holy books important to a religion? (the Bible: the teachings of Jesus, the role of parables, the importance of the Sermon on the Mount)

What are the main features of Christian worship?

Why are methods of worship important to people? (nature and purpose of prayer, both communal and private; the Eucharist service and its symbolism) Why are festivals important to people? (celebration of Easter and Christmas in the modern world; the significance of such festivals to people)

How do Christians express their beliefs?

How can Christianity influence people’s lifestyles and identity? (follow Christ’s example, e.g. love thy neighbour, eye of a needle, attendance at worship) How are Christian beliefs expressed in contemporary society? (changing attendance patterns and worship, changing types of worship: sacramental, charismatic, private, public;

impact on the moral and spiritual health of society)

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Main learning outcome 2 Examine attitudes, values and beliefs in society through a study of Christian relationships with others on a range of different levels Key issues

How do Christian churches interact with the local community?

How can the Christian Church interact with the local community? (the use of the Church, both buildings and organisation within the community) How can the local minister impact on the attitudes and values of the local community? (the religious and pastoral duties of a minister)

How does Christianity impact on the day to day lives of individuals and families?

How does the Church celebrate events in people’s lives? (rites of passage in modern life, including birth, coming of age, marriage and death; the significance of each for

individuals and the family) What are Christian attitudes, values and beliefs about family life in the modern world? (Jesus' teaching on the family; different types of family life such as nuclear families, cohabiting, one parent families,

care of elderly relatives; moral and practical ways of the Church supporting family life; the importance of family life to Christians)

How does poverty impact on Christians today both spiritually and morally?

What are the Christian attitudes, values and beliefs about poverty? (Jesus' attitude to poverty; why poverty was acceptable for so long in the UK; Christian attitudes towards use and

distribution of wealth and resources) How can Christians response to the problems of poverty? (examples of actively helping the poor such as fundraising, education, religious and moral support; a case study of a

Christian response to poverty such as Barnado's, Mother Teresa)

Main learning outcome 3 Consider people’s rights and responsibilities and their contribution to humanity through a study of Christian attitudes to contemporary problems Key issues

What are the Christian approaches to the issue of racism in Britain today?

What do Christians believe about racism? (why are some people prejudiced; Jesus’ teachings on how we should treat others e.g. the Good Samaritan; has

the Church always been against racism?) What are the Christian responses to racism today? (how Christians help fight against racism today; the work of a Christian individual or organisation who has fought

against racism e.g. Martin Luther King)

What are the individual and communal implications of exploitation?

What are Christian attitudes concerning exploitation? (creation and humankind’s stewardship of the planet; is exploitation justified, (Genesis 1:26); fair trade; sustainable

use of resources, e.g. whaling, battery farming; has the Church always been against exploitation?) What can Christians do to help fight exploitation today? (the responsibilities of Christians in fighting exploitation; an example of a Christian individual or group helping to

care for the planet or alleviate child labour)

How can the Christian faith reconcile with advancing technology?

What are Christian attitudes towards contraception and abortion? (different types of contraception; 'abortion on demand'; different Christian views on this issue) What are Christian attitudes to modern medical advances? (the Church and medical advances in the past; modern attitudes to organ transplants; genetics; choosing the sex of

a child; stem cell technology)

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UNIT 3: HUMAN PERSPECTIVES ON BELIEFS AND PRACTICES: CHRISTIANITY AND JUDAISM This unit allows the study of two contemporary faith systems common to Britain today and provides students with the opportunity to explore how people of faith interact with each other and the modern world around them. This will permit them to learn about how faith impacts on society in a number of ways including their relationship with others, the environment and modern technology. Learners should be made aware of the impact of individual and communal actions on the wider world. They should be aware of these implications in a spiritual, moral and physical context that will permit them to become better global citizens. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Develop an awareness of how people of different cultures relate to each other through a study of the diversity of certain beliefs and practices Key issues


What beliefs underpin the Christian religion? (beliefs about God: the Trinity, birth of Jesus, Holy Week, crucifixion, life after death, miracles)

Why are holy books important to a religion? (the Bible: the teachings of Jesus, the role of parables, the importance of the Sermon on the Mount)

What are the main beliefs and teachings that underpin Jewish attitudes?

What beliefs underpin the Jewish religion? (there is only one God, Shema; Deuteronomy 6:4-5, Chosen People and God helping His people; Passover story)

Why are holy books important to a religion? (the Torah: the word of God; Ten Commandments; Golden Rule; Leviticus 19:18; treatment of the Torah)

What are the main similarities and differences between Christian and Jewish worship?

How and where do Christians worship? (the interior and important features of a church, the role of a minister; the importance of a church) How and where do Jews worship? (the interior and important features of a synagogue, the role of a rabbi; the importance of a synagogue)

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Main learning outcome 2 Examine the opportunities and constraints that influence human societies through a study of how people of different religions follow their faith in modern Britain Key issues

What are the most important stages in a Christian and a Jewish life?

How are birth and coming of age marked in both religions? (the significance of brit milah, bar / bat mitzvah, christening, confirmation, believer's baptism) How are marriage and death marked in both religions? (the significance of Christian and Jewish wedding ceremonies and funerals)

Why are celebrations important in both the Christian and Jewish religion?

How do Christians demonstrate their attitudes, values and beliefs through their celebrations? (celebration and significance of Easter and Christmas; the culture of materialism and pressures this may put on families at festival times)

How do Jews demonstrate their attitudes, values and beliefs through their celebrations? (the celebration and significance of Passover and Rosh Hashanah / Yom Kippur; culture of materialism and pressures this may put on families at festival times; celebrating as a minority faith)

What are the implications of practising faith in modern Britain?

What are the problems facing Christians in practising their faith in today’s society? (time off work to practice their faith, declining attendance at worship in many areas, increasing secularisation of society; have these problems always existed?)

What are the problems facing Jews in practising their faith in today’s society? (time off school/work every Friday for Shabbat; issues surrounding having a Day of Rest on Friday/Saturday,

anti-Semitism, food laws, clothing for ultra-Orthodox.) It would help if students have a basic grasp of the differences between Orthodox and Reform Judaism.

Main learning outcome 3 Appreciate diversity and similarities and differences of attitudes, values and beliefs through a comparative study of religions in the modern world Key issues

How does religion impact on the day to day lives of individuals and families?

What are Christian attitudes, values and beliefs about marriage, divorce and family life? (Ten Commandments, Jesus' teaching on marriage and divorce; different types of family life such as nuclear

families, cohabiting, one parent families, care of elderly relatives) What are Jewish attitudes, values and beliefs about marriage, divorce and family life?

(Ten Commandments, Orthodox and Reform perspectives; different types of family life such as nuclear families and one parent families, care of elderly relatives)

What are the religious and moral standpoints regarding inequality in society?

What are Christian attitudes, values and beliefs about poverty and inequality? (Beatitudes (Matthew 5); 'eye of the needle' (Matthew 19:23-24), the example of Jesus and his disciples; The Good Samaritan ( Luke 10)

What are Jewish attitudes, values and beliefs about poverty and inequality? ("Poverty in your midst will be unceasing" (Deuteronomy 15:11); there will be no poor among you" (Deuteronomy 15:4); concept of shemitah – rescinding of debts every seven years)

How can religious groups develop practical responses to inequality?

What can Christians do to help fight inequality? (pray, campaign for change; donate to organisations and participate in their work e.g. Christian Aid,

Salvation Army; the effectiveness of such methods) What can Jews do to help fight inequality? (pray; campaign for change, the idea of debt relief; donate and participate; tzedakah – charity, World Jewish

Relief; the effectiveness of such methods)

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UNIT 3: HUMAN PERSPECTIVES ON BELIEFS AND PRACTICES: CHRISTIANITY AND ISLAM This unit allows the study of two contemporary faith systems common to Britain today and provides students with the opportunity to explore how people of faith interact with each other and the modern world around them. This will permit them to learn about how faith impacts on society in a number of ways including their relationship with others, the environment and modern technology. Learners should be made aware of the impact of individual and communal actions on the wider world. They should be aware of these implications in a spiritual, moral and physical context that will permit them to become better global citizens. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.





What are the main beliefs and teachings that underpin Muslim attitudes?

What beliefs underpin the Muslim religion? (there is only one God, Shahadah; first pillar, life after death, five pillars) Why are holy books important to a religion? (the Qu’ran: the word of Allah, the role of Muhammad as the Prophet of Allah; treatment of the Qu’ran)

What are the main similarities and differences between Christian and Muslim worship?

How and where do Christians worship? (the interior and important features of a church, the role of a minister; importance of a church) How and where do Muslims worship? (the interior and important features of a mosque, the role of an imam; importance of a mosque)

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What are the most important stages in a Christian and a Muslim life?

How are birth and coming of age marked in both religions? (the significance of aqiqah, circumcision; christening, confirmation, believer’s baptism) How are marriage and death marked in both religions? (the significance of Christian and Muslim wedding ceremonies and funerals)

Why are celebrations important in both Christianity and Islam?

How do Christians demonstrate their attitudes, values and beliefs through their celebrations? (celebration and significance of Easter and Christmas; culture of materialism and pressures this may put

on families at festival times) How do Muslims demonstrate their attitudes, values and beliefs through their celebrations? (the celebration and significance of Eid ul Fitr and Eid ul Adha; culture of materialism and pressures this

may put on families at festival times, celebrating as a minority faith)


What are the problems facing Christians in practising their faith in today’s society? (time off work to practice their faith, declining attendance at worship in many areas, increasing secularisation of society) What are the problems facing Muslims in practising their faith in today’s society? (time off school/work for salah; Friday prayers; Islamophobia; food laws; clothing such as the headscarf)



What are Christian attitudes, values and beliefs about marriage, divorce and family life? (Ten Commandments, Jesus’ teaching on marriage and divorce; different types of family life such as

nuclear families, cohabitating, one parent families, care of elderly relatives) What are Muslim attitudes, values and beliefs about marriage, divorce and family life? (Muslim perspectives on arranged marriage; different types of family life such as nuclear families and

one parent families, care of elderly relatives)


What are Christian attitudes, values and beliefs about poverty and inequality? (Beatitudes (Matthew 5); ‘eye of the needle’ (Matthew 19:23-24); the example of Jesus and his disciples;

the Good Samaritan, (Luke 10) What are Muslim attitudes, values and beliefs about poverty and inequality? (Zakah; third pillar giving 2.5% of wealth to the poor and destitute)


What can Christians do to help fight inequality? (pray; campaign for change; donate to organisations and participate in their work, e.g. Christian Aid,

Salvation Army; the effectiveness of such methods) What can Muslims do to help fight inequality? (pray; campaign for change, donate and participate in the fight against poverty and inequality, Red

Crescent; the effectiveness of such methods)

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UNIT 3: HUMAN PERSPECTIVES ON BELIEFS AND PRACTICES: CHRISTIANITY AND HINDUISM This unit allows the study of two contemporary faith systems common to Britain today and provides students with the opportunity to explore how people of faith interact with each other and the modern world around them. This will permit them to learn about how faith impacts on society in a number of ways including their relationship with others, the environment and modern technology. Learners should be made aware of the impact of individual and communal actions on the wider world. They should be aware of these implications in a spiritual, moral and physical context that will permit them to become better global citizens. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.





What are the main beliefs and teachings that underpin Hindu attitudes?

What beliefs underpin the Hindu religion? (there is one God, Brahman who is worshipped in many different forms; moksha; the belief that the soul passes through many successive lives and its next incarnation is always dependent on how the previous life was lived)

Why are holy books important to a religion? (the Vedas: the most important texts to Hindus; the words of Brahman as given to scholars)

What are the main similarities and differences between Christian and Hindu worship?

How and where do Christians worship? (the interior and important features of a church, the role of a minister; importance of a church) How and where do Hindus worship? (the interior and important features of a mandir (temple), the role of a priest; importance of a temple)

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What are the most important stages in a Christian and a Hindu life?

How are birth and coming of age marked in both religions? (the significance of the first haircut, sacred thread ceremony; christening, confirmation, believer’s baptism)

How are marriage and death marked in both religions? (the significance of Christian and Hindu wedding ceremonies and funerals)

Why are celebrations important in both Christianity and Hinduism?

How do Christians demonstrate their attitudes, values and beliefs through their celebrations? (celebration and significance of Easter and Christmas; culture of materialism and pressures this may put

on families at festival times) How do Christians demonstrate their attitudes, values and beliefs through their celebrations? (celebration and significance of Diwali and Holi; culture of materialism and pressures this may put on families

at festival times; celebrating as a minority faith)


What are the problems facing Christians in practising their faith in today’s society? (time off work to practice their faith, declining attendance at worship in many areas, increasing secularisation

of society)

What are the problems facing Hindus in practising their faith in today’s society? (time off school/work for events surrounding holy days in the mandir; finding time for puja; clothing)



What are Christian attitudes, values and beliefs about marriage, divorce and family life? (Ten Commandments, Jesus’ teaching on marriage and divorce; different types of family life such as nuclear

families, cohabiting, one parent families, care of elderly relatives)

What are Hindu attitudes, values and beliefs about marriage, divorce and family life? (Hindu perspectives on arranged marriage; different types of family life such as nuclear families and one

parent families, care of elderly relatives)


What are Christian attitudes, values and beliefs about poverty and inequality? (Beatitudes (Matthew 5); ‘eye of the needle’ (Matthew 19:23-24); the example of Jesus and his disciples; the

Good Samaritan, Luke 10)

What are Hindu attitudes, values and beliefs about poverty and inequality? (the belief in moksha; duty and karma; doing what is right to attain salvation)


What can Christians do to help fight inequality? (pray, campaign for change; donate to organisations and participate in their work e.g.: Christian Aid, Salvation

Army; the effectiveness of such methods) What can Hindus do to help fight inequality? (pray, campaign for change based on Hindu ideas mentioned above, donate and participate in the fight

against poverty and inequality; the effectiveness of such methods)

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UNIT 4: CONTEMPORARY THEMES AND ISSUES

Centres must study one option from each of the four units as shown below:

Unit 4

Contemporary themes and

issues

Tourism, travel and leisure Conflict and co-operation Rights and responsibilities The world of work

The assessment of this unit will be through controlled assessment.

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UNIT 4: CONTEMPORARY THEMES AND ISSUES: TOURISM, TRAVEL AND LEISURE

This unit focuses on the development and growth of tourism, travel and leisure and ensures a number of learning outcomes. It considers the ways that environmental, geographical, economic, social, cultural, political, historical, moral and religious factors have affected the development of travel and the growth and impact of tourism. In particular it considers how historical, technological and economic changes have led to changes in the transport industry; the impact of developing tourism in a variety of popular holiday destinations; and considers the implications of changing leisure patterns on society, culture and religion both in the United Kingdom and around the world. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Explore ways in which historical, economic, political, environmental and cultural factors interact through a study of the development of transport and its links to tourism Key Issue

What were the constraints on travel before 1914?

What was travel and tourism like before 1840? (methods of transport; tourism for the wealthy – the Grand Tour; the development of spas and seaside

resorts such as Brighton) How did the industrial revolution affect travel and tourism? (the benefits of rail travel – speed, access, cost; changes to working practices; the effect on seaside

resorts such as day trips, places like Blackpool, etc.)

What factors led to changes in travel and tourism between 1914 and 1970?

What was the impact of the motor car on travel in the UK? (the growth of car ownership; road building; the decline of the railways – Beeching.) How did social and political factors impact on holidays during the mid twentieth century? (the introduction of holiday pay; outdoor holidays such as youth hostelling and camping; the popularity of

holiday camps and caravan)

What impact has the development of mass tourism had on people and society since 1970?

How significant has air travel been for tourism? (the development of air travel and its impact on tourism; package tours and foreign travel; the impact of

budget airlines; increasing carbon footprints) What are the recent environmental and cultural trends in tourism? (consider the rise of mass tourism, visitor numbers, the economic importance of tourism, global

destinations against stay at home destinations)

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Main learning outcome 2 Examine issues that affect the nature and quality of human life through a study of the impact of tourism on the physical environment of parts of the world Key Issue

What challenges and opportunities face tourist destinations in the United Kingdom?

How can tourism cause problems in the tourism in the UK? (the development of the UK’s national parks; problems such as honeypot sites, traffic congestion,

footpath erosion; conflicts between different users) How have tourist patterns caused constraints and opportunities for resorts in the UK? (the decline of the traditional seaside holiday; the development of new forms of entertainment and new

attractions; possible impact of fuel rises for British resorts)

What impact does the development of tourism have on society and the environment?

How has tourism affected coastal environments in Europe? (a case study of a Mediterranean coastal area: reasons for development such as climate and scenery;

benefits of tourism; problems caused by over-development.) What has been the impact of tourism on the mountain environments? (a case study of the Alpine environment: the growth of winter sports holidays; benefits and problems

such as employment and investment against loss of tradition, environmental degradation.)

How has the growth of tourism impacted on society and culture in LEDCs?

How has tourism developed in LEDCs? (the attraction of exotic locations such as tropical beaches, safaris, ancient cultures.) How has tourism affected the nature and quality of life in LEDCs? (the benefits and disadvantages of tourism for LEDCs; use of tourism for economic development,

environmental problems, sustainable development and eco- tourism; moral implications of impact on indigenous societies)

Main learning outcome Consider the opportunities and constraints that influence human societies through a study of the impact of changes in leisure on modern society and culture Key Issue

What factors have led to changing patterns of leisure since 1945?

What factors have interacted to influence the growth of leisure in recent years? (increased affluence, increased leisure time, paid holidays, early retirement, etc.) How have people’s attitudes to religious observance changed in recent years? (the status of religion in the earlier twentieth century; the secularisation of the UK; the decline in church

attendance and changing patterns of Sunday activities; different religious perspectives on leisure.)

How can the development of leisure and tourism lead to cultural change?

What is the impact of second home ownership? (cultural and economic advantages and disadvantages caused by second home ownership in a selected

area of the UK e.g. Wales, Lake District, Cornwall; are second homes fair?) Is leisure becoming too Americanised? (the growth of theme parks and their impact on an area e.g. Disneyland Paris, Alton Towers.)

What are the challenges facing modern society as a result of changing leisure patterns?

How should individuals use their leisure time? (current trends and concerns; health issues related to T.V. and computer games, obesity) What are the social issues raised by alcohol in today’s society? (licensing laws; alcohol & health; the problems of under-age drinking and binge drinking; addressing

these issues)

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UNIT 4: CONTEMPORARY THEMES AND ISSUES: CONFLICT AND CO-OPERATION

This unit focuses on the theme of conflict and co-operation and ensures a number of learning outcomes. It considers the way that political, historical, geographical, moral, religious, cultural, economic and social factors have interacted to determine the outbreak of conflicts and the problems of achieving co-operation and reconciliation. It examines issues that affect aspects of the quality and nature of human life in the world in which we live now and in the past. It includes an appreciation of diversity and similarities and differences of attitudes, values and beliefs in society. It considers the development of conflicts and how those conflicts affect and are affected by people and individuals.. It seeks to show how people can contribute to the resolutions of those conflicts. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 1 Consider the ways in which political, economic, social, religious and cultural factors interact through a study of the causes and impact of conflict Key issues

Why do conflicts occur?

How do factors interact to cause an outbreak of conflict? (the importance of a range of general factors, including geographical, territorial, historical, religious, economic and ideological issues)

Case study: what were the causes of World War II? (a survey of the general factors which led to the outbreak of war in 1939))

Can the use of war be justified?

Is there such a thing as a ‘just war’? (St. Thomas Aquinas; examples of justification for the declaration of war and conflict) Case study: was the United Kingdom justified in going to war with Argentina in 1982? (UK and Argentinian claims to the Falklands; imperialism; nationalism and self-determination; economic

factors: oil, gas)

Why have some groups been subjected to discrimination and persecution?

What are the causes of persecution? (a case study of a recent example of persecution e.g. Bosnia, Rwanda) What challenges were faced in bringing about an end to this persecution?

(sanctions; international involvement; reconciliation; the use of force; leadership and diplomacy)

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Main learning outcome 2 Examine similarities and differences of attitudes, values and beliefs in society through a study of the factors which influence the nature of conflict Key issues

What factors are important in determining the nature of a conflict?

Why were trenches used during World War One? (the nature of trench warfare, development of the trench system, the battle of the Somme)

Why was the UK able to fight a successful war in the Falklands? (the navy, submarines and transport; Harriers and missiles; modern battlefield technology; professional

armed forces)

Can the involvement of civilian populations in conflict be justified?

How has bombing made an impact? (the destruction of German cities during World War II; use of chemical weapons such as napalm and Agent Orange in the Vietnam war)

Why have people been forced to become refugees? (the crisis in Europe post-1945; refugee problems in latter day eastern Africa)

How important are tactics and technology in determining the outcome of conflicts?

How important was decision making in deciding the outcome of conflicts? (Haig and the battle of the Somme; Truman and the use of the A-bomb) What role has public opinion played in the resolution of conflicts?

(patriotism and 'over by Christmas' 1914; the role of public opinion in ending the war in Vietnam)

Main learning outcome 3 Develop an awareness of how people relate to each other and the world in which we live through a study of attempts at reconciliation and co-existence Key issues

What attempts have been made to bring about peace and co-operation after major conflicts?

How successful was the League of Nations? (reasons why the League was set up; successes and weaknesses ; failure to achieve lasting peace) Has the United Nations been able to maintain world peace?

(structure; aims and methods; strengths and weaknesses; peace-keeping role such as Cyprus, Kosovo etc.; how successful has the UN been?)

How have some groups and societies reacted to the issues of conflict and co-operation?

Why do some groups object to the use of force? (Conscientious objectors in World War One; the CND movement) Why can’t certain groups of people or races co-exist? (a case study of the Palestinian / Israeli situation: competing claims and attitudes; attempts at peace;

influence of world powers)

What problems still exist in achieving lasting peace and co-operation?

Why have groups that use terror tactics emerged? (reasons for the emergence of such groups – for example: oppression, nationalism, religion; the

justification for the word “terrorist”) What methods have been used by such organisations? (methods used; plane hijacks, bombing campaigns, suicide bombers, 9/11; ways of dealing with terrorist

methods e.g. increased airport security, counter-terrorism, legislation, intelligence gathering; how serious is the threat to global society?)

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UNIT 4: CONTEMPORARY THEMES AND ISSUES: RIGHTS AND RESPONSIBILITIES This unit focuses on the theme of human rights and responsibilities and ensures a number of learning outcomes. It considers the way that political, historical, moral, religious, cultural, economic and social factors have interacted to shape aspects of modern society. It examines issues that affect aspects of the quality and nature of human life, including an appreciation of diversity and similarities and differences of attitudes, values and beliefs in society. It considers the development of people’s rights and responsibilities and how people can contribute to society. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 3 Consider the rights and responsibilities that people have as individuals through a study of UK politics and position in the world Key issues

What are the key features of the political system in the UK?

How is our political system set up? (Parliament: the houses of Commons and Lords, the Prime Minister and the Cabinet, MPs; the Welsh and Scottish

Assemblies; the role of local councils) What is the role and function of political parties? (ideas and manifestos, debates and law-making, government and opposition)

How do people exercise their democratic rights?

How did people fight for the vote in the UK? (focus on the Suffragette movement: their aims and methods, reaction to them by people and government) How do people vote in elections? (elections for different bodies; methods of voting: first past the post, proportional representation; the importance of

voting for individuals and for society, why many people don’t vote

How does the UK influence world affairs?

What is the UK’s role in Europe? (the European Parliament and MEPs; the debate over the Euro; issues of immigration; the advantages and

disadvantages of membership of the EU) How does the UK interact with the wider world? (global patterns of trade, including the north-south divide; membership & responsibilities within the United nations; a

case study of the UK’s involvement in an issue of global significance)

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Main learning outcome 2 Appreciate diversity and similarities and differences of attitudes, values and beliefs through a study of participation in a multi-cultural society Key issues

What factors lead to the development of a multi-cultural society?

Why have people migrated into the UK since 1945? (economic, political, religious factors; a case study of one wave of immigration, e.g. Caribbean, East African, East

European) What influences has the creation of a multi-cultural society had? (on food, fashion, the arts and sport; a case study of a role model from an ethnic background)

How can society encourage religious tolerance?

What challenges does society face in developing religious toleration? (attitudes to religious issues e.g dress, food, employment and religious practice, religious festivals/holidays) How have multi-faith communities developed? (the provision of places of worship in specific communities; education and faith schools; multi-faith cooperation)

What attempts have been made to promote racial tolerance in society?

What legislation has been used to tackle issues of racism? (equal opportunities laws, the Commission for Racial Equality; the extent of success of legislation) How does society encourage racial integration? (educational programmes, use of the media, the role of religious groups, growth of multi-cultural festivals and

celebrations, the extent of integration)

Main learning outcome 3 Consider the opportunities and constraints that influence human societies through a study of the responsibility to care for others in the world Key issues

How factors lead to poverty and inequality in the UK?

How does poverty show itself in human society? (e.g. health problems, low educational attainment, sporadic employment, lower income, dependency culture,

loneliness and isolation, fragmentation of family life) What are the main patterns of poverty and inequality in human society? (e.g. regional variations, urban and rural; absolute or relative poverty)

How can society help people in need?

How can authorities help those in need? (historic government reforms such as education for all and the NHS; modern government initiatives such as equal

opportunities legislation; rising living standards and improving technology; evaluation of effectiveness) How have charities and religious organisations helped? (methods used to help those in need: financial, educational, moral; a case study of a particular charity or group that

helps the disadvantaged e.g. Help the Aged, The Salvation Army, Children in Need. This can be in the past or present)

How can the issue of global inequality be addressed?

What aid has been provided to LEDCs? (different types of aid: governmental or non-governmental; a case study of the work of an aid agency working in an

LEDC e.g. Oxfam, UNICEF) How can people in the UK support those in need? (can individuals help?; the promotion of long term benefits: financial, religious, moral, economic, educational; fair

trade; the dilemma of helping those in the UK or those abroad or both)

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UNIT 4: CONTEMPORARY THEMES AND ISSUES: THE CHANGING WORLD OF WORK This unit focuses on the theme of the changing nature of work and working patterns and practices and ensures a number of learning outcomes. It considers the ways that economic, historical, geographical, moral, cultural, religious and social factors have interacted to shape the development of modern working practices. It examines issues that affect aspects of the quality and nature of human life, including an appreciation of diversity and similarities and differences of attitude, values and beliefs in society. It considers the main developments in the workplace, factors influencing economic activity and how people have contributed to and been affected by these changes and developments. Learners will develop enquiry and critical thinking skills through discussion of issues that are important, real and relevant to the world in which they live.

Main learning outcome 3 Consider the opportunities and constraints that influence societies through a study of the main changes in working practices in the UK and abroad since 1960 Key issues

How has technology influenced changes in working practices since 1960?

How have working practices changed since 1960? (mass production, the growth of mechanisation and automation; CAD and CAM) What impact have developments in communications had on the work-place?

(the impact of mass-communication; computerisation and electronic communication; video conferencing; developments in credit and banking; call centre growth; working from home)

What impact has the development of technology had in the work-place?

How has technology provided opportunities in work in recent years? (speed; efficiency; re-skilling; standardisation; quality control; job opportunities) Has technology improved working practices for all? (job losses; de-skilling; changes to the working environment – time and place; ‘ageism’)

How have some communities been affected by industrial change?

What areas of the UK have seen major industrial change since 1960? (the decline of traditional industries such as coal, ship building, textiles, iron and steel in areas like

Scotland, the North East, South Wales or any selected region of the UK. How have individuals and communities taken opportunities created by this change? (the setting up of industrial and technology parks; retail and leisure developments; industrial heritage

sites; examples of community responses to closure and rationalisation)

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Main learning outcome 2 Examine issues that affect the nature and quality of human life, including an appreciation of diversity through a study of the key influences on economic and industrial activity since 1960 Key issues

What factors determine the nature of industrial activity?

What are the differences between primary, secondary and tertiary industries? (the main characteristics of extractive, manufacturing and service industries) How does industrial activity change as economies develop? (a study of the relative importance of primary, secondary and tertiary industries in MEDCs)

How has legislation affected the world of work?

How have equal opportunities in the work place developed? (the implications for workers and employers of race, gender and disability legislation) How important is the role of Trade Unions in the modern workplace? (working conditions, employment protection, education & training; government legislation, declining

membership)

How important is education and training for industry and the economy?

How have employment opportunities for men and women changed since 1960? (the social implications of employment change – decline of traditional ‘male’ work, rise of the tertiary

sector; flexibility and the need for new skills) Why have education, training and qualifications become increasingly important? (changes in the school curriculum, work-related activities, vocational qualifications, key skills)

Main learning outcome 3 Develop an awareness of how people of different cultures and societies relate to one another by a study of the global economy Key issues

What factors influence economic development in LEDCs?

What are the challenges for industrial development in LEDCs? (over-reliance on one type of export eg coffee; minerals; fluctuations in world commodity prices; balance

of trade problems) What factors have led to the growth of newly industrialising economies? (a case study of industrial development in a newly industrialising economy such as China, India, Korea)

How important are multi-national companies in the global economy?

What is meant by the term multi-national company? (the main features of a multi-national company, such as Microsoft, Coca-Cola, Nike) What are the benefits and disadvantages of multi-national companies for the economies of

LEDCs? (investment; education and training; multiplier effect; exploitation; environmental and cultural damage)

How does the UK help developing economies globally?

How does the UK government attempt to promote economic development in LEDCs? (multilateral, bilateral and unilateral aid; the effectiveness of different types of aid) How do non-governmental aid agencies help in this area? (a case study of the contribution of an aid agency in promoting economic development in LEDCs)

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3 ASSESSMENT

3.1 Scheme of Assessment Assessment for GCSE Humanities is un-tiered, i.e. all components/units cater for the full range of ability and allow access to grades A*-G for the subject award. The scheme of assessment will consist of: Unit 1: Written Examination: 25% (1 x 1 hour examination paper) Centres will choose one option from a choice of two: People and their Environments Patterns and Places Candidates will be required to answer one compulsory question in Section A and one question, from a choice of two, in Section B Unit 2: Written Examination: 25% (1 x 1 hour examination paper) Centres will choose one option from a choice of two: A Society in Change: The United Kingdom, 1939-1974 A Society in Change: The USA, 1945-1975 Candidates will be required to answer one compulsory question in Section A and one question, from a choice of two, in Section B Unit 3: Written Examination: 25% (1 x 1 hour examination paper) Centres will choose one option from a choice of four: Christianity and contemporary lifestyles Christianity and world religions (there is an opportunity to focus on either Judaism, Islam or Hinduism) Candidates will be required to answer one compulsory question in Section A and one question, from a choice of two, in Section B

The external assessment examination papers will be organised as follows:

Session 1 Unit 1 Option 2 hours Unit 2 Option (1 hour on each option) Session 2 Unit 3 Option 1 hour

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Unit 4: Contemporary themes and issues: 25% (internal assessment)

Centres will choose one option from a choice of four: Tourism, travel and leisure Conflict and co-operation Rights and responsibilities The changing world of work

This unit is assessed through controlled assessment. The controlled assessment is a compulsory part of GCSE Humanities. It complements the external examinations by offering a distinct means of assessment. It is important for a number of reasons:

it enables candidates to engage in the process of investigation and enquiry and reach substantiated conclusions

it enables candidates to analyse and evaluate information, sources, arguments and interpretations in the context of an enquiry

it enables candidates to produce extended narratives, explanations and analyses

where appropriate, it enables candidates to investigate and understand issues that have had an impact on their local community.

In the controlled assessment, candidates are required to complete a planned enquiry into an issue or issues arising from the content of the chosen option. The task set will enable candidates to investigate an issue which has contemporary relevance and debate. A planned enquiry is one in which the candidate follows a line of enquiry, involving the collection, scrutiny and interpretation of evidence and reaches a balanced conclusion.

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3.2 Assessment Objectives

Candidates will be required to demonstrate their ability to: AO1 Recall, select, use and communicate their knowledge and understanding of concepts, issues and terminology in humanities in an effective manner AO2 Apply their knowledge and understanding in a range of familiar and unfamiliar contexts AO3 Analyse and evaluate information, sources, arguments and

interpretations The weighting of assessment objectives across examination components is as follows:

AO1 AO2 AO3 Total

Unit 1 12% 8%

5%

25%

Unit 2 12% 8%

5%

25%

Unit 3 12%

8%

5%

25%

Controlled Assessment

7% 8% 10% 25%

Total Weighting

43 %

32%

25%

100%

3.3 Quality of Written Communication All the unit assessments have components involving extended writing. Candidates

will be assessed on the quality of their written communication within the overall assessment of that component.

Mark schemes for these components include the following specific criteria for the assessment of written communication:

legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning

selection of a form and style of writing appropriate to purpose and to complexity of subject matter

organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

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4 AWARDING, REPORTING AND RE-SITTING

GCSE qualifications are reported on an eight point scale from A* to G, where A* is

the highest grade. The attainment of students who do not succeed in reaching the lowest possible standard to achieve a grade is recorded as U (unclassified) and they do not receive a certificate.

This is a linear specification in which all assessments must be taken at the end of

the course. Where candidates wish to re-sit, external components must be re-taken. The controlled assessment component may also be re-taken according to guidelines given in 'Administration of Controlled Assessment'. Alternatively, the UMS mark for this component may be carried forward for aggregation with the external components when these are re-taken.

Individual unit results are reported on a uniform mark scale (UMS) with the following grade equivalences:

GRADE MAX. A* A B C D E F G

Units 1 - 4 50 45 40 35 30 25 20 15 10

Qualification 200 180 160 140 120 100 80 60 40

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5 ADMINISTRATION OF CONTROLLED ASSESSMENT

ADMINISTRATION OF CONTROLLED ASSESSMENT The WJEC GCSE Humanities specification meets all the regulations for controlled

assessment as laid down by the regulatory authorities. THE SCHEME OF ASSESSMENT The controlled assessment task is worth 25% of the total marks available for the

specification. The controlled assessment tests all the assessment objectives for GCSE

Humanities. This is within the weightings as stipulated by the regulatory authorities.

AO1 Recall, selection and communication of knowledge and understanding of concepts, issues and terminology

14 marks (7% of total)

AO2 Application of knowledge and understanding


AO3 Analysis and evaluation of information, sources, arguments and interpretations


LEVELS OF CONTROL The regulation of controlled assessment in GCSE Humanities is split into three

stages:

task setting

task taking

task marking

For each stage, the regulatory authorities have specified a certain level of control to ensure authenticity and reliability.

RATIONALE FOR CONTROLLED ASSESSMENT The controlled assessment is a compulsory part of GCSE Humanities. It

complements the external examinations by offering a distinct means of assessment. It is important for a number of reasons:

it enables candidates to develop enquiry, critical thinking and decision-making skills through investigation of real and relevant issues

it enables candidates to engage in the process of investigation and enquiry and reach substantiated conclusions

it enables candidates to analyse and evaluate information, sources, arguments and interpretations in the context of an enquiry

it enables candidates to produce extended narratives, explanations and analyses

where appropriate, it enables candidates to investigate and understand issues that have had an impact on their local community.

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TASK SETTING Overall this aspect has a high level of control.

Candidates must complete an enquiry into an issue of contemporary relevance or significance. This should arise naturally out of the teaching of the chosen option for unit 4. The enquiry must enable candidates to explore ways in which varying factors have interacted to influence society and to develop enquiry and investigative skills. The assessment will take the form of an extended response to a series of connected tasks. It is worth 25% of the total mark for the examination.

The completed controlled assessment must take the form of a planned enquiry in which the candidate follows a line of enquiry, involving the collection, scrutiny and interpretation of evidence and reaches a balanced conclusion

WJEC will provide one controlled assessment for each option in unit 4. These will be published in the GCSE Humanities specification. Each controlled assessment will be comparable in terms of structure, learning outcomes, assessment weightings and accessibility. Centres are permitted to contextualise the controlled assessments to suit their specific circumstances in relation to the availability and access to resources. The latter is of particular importance when investigating issues of local significance and importance. WJEC will issue a new set of tasks for each cohort at the commencement of the course each year. This meets the regulators’ requirement that tasks should be replaced each year. A generic mark scheme is provided for the controlled assessment. This reflects the assessment objectives for GCSE Humanities. As centres will sometimes need to contextualise the controlled assessment, the generic mark schemes must also be contextualised to reflect the structure of the enquiry and any specific examples that are used in completing the controlled assessment. This contextualised mark scheme must maintain the assessment weightings given in this specification and must include task-specific levels of response descriptors.

PLEASE NOTE THAT THE CONTROLLED ASSESSMENT TASKS UNDERTAKEN BY CANDIDATES MUST BE REPLACED FOR EVERY EXAMINATION CYCLE.

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EXAMPLES OF CONTROLLED ASSESSMENT TASKS FOR GCSE HUMANITIES The controlled assessment tasks arise naturally from the contemporary themes and issues studied for Unit 4. Centres must teach the whole option chosen and it will be assessed through the completion of the controlled assessment task. The content for these options appears on pages 29 – 37. Each one of the tasks outlined below addresses the aims and learning outcomes of the subject criteria for humanities. Each example ensures a holistic approach to the study of humanities. Each example ensures that the learning outcomes for GCSE Humanities are addressed clearly and consistently. Each controlled assessment will ensure that learners:

explore the interactivity of a range of factors

consider how society is influenced by various opportunities and constraints

examine a range of issues that affect the nature and quality of human life

develop enquiry, critical thinking and decision making skills

investigate issues that are important, real and relevant to young people In addition, each example will require learners to:

study the key features and characteristics of the themes studied

examine issues important to humans from a range of perspectives

study attitudes and values that have influenced human behaviour

study the ways in which a range of factors have interacted to impact on issues that are important to people and the world in which we live.

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TASK TAKING RESEARCH, DATA COLLECTION AND PREPARATION Overall this aspect has a limited level of control. Authenticity control: The criteria specify that preparation for the controlled assessment has limited supervision. However, it is envisaged that the majority of preparatory work for the controlled assessment is done in lesson time under teacher supervision. It is permissible for some preparatory work to be undertaken outside the lesson situation. This is particularly important when any individual research or data collection is needed. The teacher must be able to authenticate this work and there must be acknowledgement and referencing of any sources gained from individual research outside the classroom situation. Both teacher and candidates will be required to confirm in writing that the work has been completed unaided. Feedback control: In the preparatory stage, the teacher can teach. It is permissible to give the same degree of assistance as in a normal lesson situation. The chosen topic area needs to be introduced and specific issues taught and discussed. Guidance will be needed on specific background to the related title, the nature of the resources available and particular enquiry techniques. Teachers may wish to comment on preparatory work completed by candidates and can offer feedback on its suitability, where appropriate. Some candidates may need more assistance than others. Any support, both oral and written, given to candidates at this stage should be recorded by teachers. This record should indicate clearly the exact nature of the advice. The extent of support will need to be considered when awarding the final levels and marks. Time control: It is recommended that the preparation stage, including teaching time, should be a maximum of 10 weeks. This time span is designed to accommodate the needs of those candidates who may need extra time due to issues such as learning difficulties or disabilities. (This complies with the JCQ document Access Arrangements and Special Consideration) Collaboration control: The work of individual candidates may be informed by working with others at this stage, but candidates must produce an individual response ultimately. The teacher needs to be clear that the work is the candidate’s own. Resource control: Candidates should be given access to the same initial resource material. There will be opportunities to select relevant and appropriate information from the provided material. Candidates should also be encouraged to research and collect material of their own to utilise, as part of the controlled assessment. Candidates should create a file / folder of work and material carried out during this stage which they will use in the analysis and evaluation stage.

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ANALYSIS AND EVALUATION OF FINDINGS Overall this aspect has a high level of control. Authenticity control: The completion of the controlled assessment must be undertaken under formal supervision, normally in lesson time. Candidates are permitted to bring with them the following items:

a collection of resources which were gathered independently by the candidate during the research stage. This material will have been authenticated by the teacher as the candidate’s own

any other material such as questionnaires and surveys were constructed and utilised independently during the research stage. This material will have been authenticated by the teacher as the candidate’s own

any relevant class notes and materials which were produced independently by candidates during the research stage. These materials will have been authenticated by the teacher as the candidate’s own

Candidates can complete the work in hand-written form or by using ICT, where appropriate. Feedback control: During the completion of the controlled assessment, teachers are allowed to communicate with candidates to clarify issues, but not to offer suggestions or solutions. Teachers can give help regarding technical issues such as use of ICT equipment or using library systems. Time control: The controlled assessment must be normally completed in a maximum of six hours of formal supervised time. This does not need to be in one block. It can be spread over a series of sessions. This time span is designed to accommodate the needs of candidates who may need extra time due to issues such as learning difficulties or disabilities. Research material and any written work left unfinished after a session must be collected in and given out at the start of the next session. The evaluation and communication of findings must not exceed 2000 words. This can be hand-written or word-processed. If the work is word-processed the spell-checker must be switched off. Collaboration control: All candidates must complete the controlled assessment task independently. Resource control: During the analysis and evaluation stage, candidates will be allowed to use only the material collected during the research and preparation stage to complete the controlled assessment. This is listed in the authenticity control. No other sources of support will be allowed at this stage.

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TASK MARKING Overall this aspect has a medium level of control. Initial marking Teachers at the centre mark the controlled assessment using the mark scheme set or approved by WJEC. The work of candidates must be annotated. Annotation of the work may be achieved by writing in the text or on a cover sheet or by a combination of both. Annotation needs to be expressed in terms of levels of response and needs to justify the levels and marks awarded. The annotation needs to be addressed to the moderator not to the candidate. The marking criteria for the controlled assessments are based on the assessment objectives for GCSE Humanities and the general requirement for the assessment of quality of written communication. The marking criteria on pages 59-62 should be used to assess the candidates’ work. Marks awarded must be based exclusively on the assessment criteria. The marking criteria are presented in Levels of Response. Teachers must read the candidates’ work and assign an appropriate level and allocate a mark for each of the assessment criterion, adopting the principle of ‘best fit.’ To select the most appropriate mark within the level, teachers should:

award the highest mark available if the piece of work assessed fully meets the descriptor

award a mark in the mid-range if a piece of work does not fully meet the descriptor but exceeds the minimum required

award the lowest mark in the level if a piece of work only just meets the descriptor. Internal moderation Internal moderation is the process whereby the work of candidates in different teaching groups within a centre are checked for accuracy and consistency. This has to be done before the sample is chosen. A teacher responsible for the course should check that the agreed standards of marking have been consistently applied, and adjust the marks if necessary. The results of any internal moderation should be clearly shown on the coursework report forms and details provided with the necessary documentation when the sample is sent to the WJEC moderator. Authentication of Controlled Assessments Candidates are required to sign that the work submitted is their own and teachers/assessors are required to confirm that the work assessed is solely that of the candidate concerned and was conducted under the required conditions. It is important to note that all candidates are required to sign the appropriate declaration and not merely those whose work forms part of the sample submitted to the moderator. Malpractice discovered prior to the candidate signing the declaration of authentication need not be reported to WJEC but must be dealt with in accordance with the centre’s internal procedures. Before any work towards the Controlled Assessment is undertaken, the attention of candidates should be drawn to the relevant JCQ Notice to Candidates. This is available on the JCQ website (www.jcq.org.uk) and included in Instructions for Conducting Coursework/Portfolios. More detailed guidance on the prevention of plagiarism is given in Plagiarism in Examinations; Guidance for Teachers/Assessors also available on the JCQ website.

http://www.jcq.org.uk/

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External moderation External moderation is the process whereby the marks awarded by the centre are checked for accuracy and consistency. This is done by checking a sample of the work from a centre. This is done by a moderator appointed by WJEC. Instructions for the administration of internally-assessed work are given in the WJEC Internal Assessment Manual. The work will have been carried out in class under the supervision of a teacher. It is the teacher's responsibility to confirm this and to authenticate the work, by signing the appropriate box on the relevant forms. Submission of the Controlled Assessment The following should be submitted to the moderator:

the HUM1 form

copies of the set assignments

any general notes of guidance given to candidates

any general resource material given to candidates

copies of the mark scheme used

the completed Controlled Assessment for each candidate in the sample, in a manilla folder, clearly labelled with the HUM2 form signed by the candidates and the teacher

Material that candidates may have gathered in their research which does not inform the controlled assessment should not be submitted. Return of Controlled Assessment Work will be returned to centres by the moderator when the moderation process is complete. A sample of work will be sent to the Chief Moderator and may be retained for use at Awarding meetings or at INSET. Centres need to retain this work until the end of the November following the summer examination.

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GENERIC MARKING SCHEME FOR THE CONTROLLED ASSESSMENT THE SCHEME OF ASSESSMENT The controlled assessment tests all the assessment objectives for GCSE Humanities, within the weightings as stipulated by the regulatory authorities.

AO1 Recall, selection and communication of knowledge and understanding of concepts, issues and terminology


AO2 Application of knowledge and understanding


AO3 Analysis and evaluation of information, sources, arguments and interpretations


The generic marking scheme must be contextualised to meet the specific requirements of the set controlled assessment. The generic descriptors below are offered only as a guide to centres:

Knowledge and understanding of the task / issue

8 marks AO1

Level 1 0-3 marks Gives some brief statements about what the task is designed to achieve; gives some basic information about the example chosen for investigation; will show some relevant knowledge and understanding about the key concepts, issues and terminology

Level 2 4-6 marks Gives statements describing the purpose and aims of the task; gives some sound contextual information about the example chosen for investigation; can identify key concepts and issues and use appropriate terminology

Level 3 7-8 marks Gives clear statements describing the purpose and aims of the task; gives a full and clear account of the context surrounding the issue to be investigated / discussed; show a perceptive understanding of the appropriate concepts and issues with accurate use of relevant terminology

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Structure and quality of written communication

6 marks AO1

Level 1 0-2 marks Account is brief and undeveloped; little obvious plan or direction; most of the text is legible and spelling, punctuation and grammar are used to make meanings clear; needed frequent teacher support in preparation stage

Level 2 3-4 marks Account is quite well structured and tries to address the key issues; tends to ramble off the point; text is legible and spelling, punctuation and grammar are sufficiently accurate to make meaning clear; uses some specialist vocabulary; needed some teacher support at preparation stage;

Level 3 5-6 marks Account is well developed, accurate and focussed; structure is clear; the text is legible and spelling punctuation and grammar are consistently accurate to make meaning clear; uses specialist vocabulary accurately; needed minimal teacher support in preparation stage.

Explaining the reasons and importance of the factors affecting the issue

8 marks AO2

Level 1 0-3 marks Understands some key ideas and concepts; gives simple reasons for the development; gives some basic statements about the importance of the factors; will tend to mainly describe rather than explain

Level 2 4-6 marks Applies knowledge and understanding of key reasons; can list more detailed reasons for the development; gives an explanation of the importance of the factors which impact on the issue

Level 4 7-8 marks Gives a full and accurate explanation of the reasons for the development; shows clear understanding of the relative importance of all of the factors affecting the issue

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Addressing the main learning outcomes

8 marks AO2

Level 1 0-3 marks Any attempt to link factors will be weak; can show how society has dealt with its opportunities and constraints; statements about the impact on human life will be general

Level 2 4-6 marks Will attempt to consider links between factors; discusses how society has dealt with its opportunities and constraints; can show how nature and quality of life has changed due to the issue studied

Level 4 7-8 marks Can clearly demonstrate ways in which factors interact; shows a clear understanding of how society has dealt with its opportunities and constraints; clearly shows how the issue concerned has affected the nature and quality of human life

Analysis of the issue under investigation

8 marks AO3

Level 1 0-2 marks Shows some awareness of the adequacy of the arguments or interpretations used; gives a simplistic analysis of the issue under investigation; shows little awareness of its importance; may describe different attitudes and beliefs where appropriate

Level 2 3-5 marks Identifies the main debate and can recognise the main arguments and interpretations; gives a more reasoned analysis of the issue under investigation; shows greater understanding of its importance; will begin to discuss different attitudes and beliefs where appropriate

Level 3 6-8 marks Examines the main debate and comments on the strength and weaknesses of the arguments; gives a detailed analysis of the issue under consideration; shows a full understanding of its importance; includes discussion of different attitudes and beliefs where appropriate

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Arriving at an evaluation or a judgement of the issue

6 marks AO3

Level 1 0-2 marks Identifies simple connections between information to make largely generalised comments; gives a simplistic evaluation or judgement with little supporting evidence

Level 2 3-4 marks constructs a reasoned argument; gives a reasoned evaluation or judgement with some supporting evidence

Level 3 5-6 marks Analyses and evaluates the selected sources to arrive at a well-considered and informed evaluation or judgement, well supported with appropriate evidence.

Analysis of information, sources and data

6 marks AO3

Level 1 0-2 marks Present information with limited organisation; information, sources and data used are largely for illustration; expect some copying and paraphrasing

Level 2 3-4 marks Organise and present information in a structured manner; information, sources and data are well selected and analysed for their use, but not consistently

Level 3 5-6 marks Summarise, organise and present information in an effective and coherent manner; information, sources and data used are appropriate and well chosen; consistently analysed for their use in supporting findings

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6 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content in the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others. Grade A Candidates recall, select and communicate detailed knowledge and thorough understanding of a range of features, characteristics and diversities of the societies studied. They understand the factors that impact on people and their societies, and the attitudes and values that shape human behaviour. They convey a perceptive understanding of the concepts and issues important to humanity. They understand and use terminology accurately. They apply relevant knowledge and understanding of different concepts to familiar and unfamiliar contexts. They have a discriminating understanding of the complex relationships between individuals, individuals and groups, society and the environment, and of the consequences when relationships break down. They summarise, organise and present information in an effective and coherent manner to identify patterns and trends. They construct effective arguments and make informed decisions. They examine issues and debates systematically and comment on the strengths and weaknesses of arguments. They analyse and evaluate the sources and methods of investigation used to arrive at substantiated conclusions. Grade C Candidates recall sound knowledge and understanding of the key features, characteristics and diversities of the societies studied. They identify and describe the factors that have impacted on people and societies, and the attitudes and values that shape human behaviour. They identify the concepts and issues important to humanity and provide reasons for these. They use terminology appropriately. They apply knowledge and understanding of different concepts to familiar and unfamiliar contexts. They understand relationships between individuals, individuals and groups, society and the environment, and of the consequences when relationships break down. They organise and present information in a structured manner, and identify obvious patterns and/or trends. They construct reasoned arguments. They identify issues and debates, and recognise the main strengths or weaknesses in the arguments. Their evaluation of sources and/or methods of investigation is generally appropriate.

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Grade F Candidates recall some relevant knowledge and understanding about human societies, the factors that have impacted on people and societies, and the attitudes and values that shape human behaviour. They demonstrate some basic understanding of terminology. Candidates understand some key ideas and simple concepts from the specification content. They apply some basic knowledge and understanding in familiar and/or unfamiliar contexts. They understand simple relationships between individuals, individuals and groups, society and the environment, and some consequences when relationships break down. They present information with limited organisation and identify simple patterns or trends. They identify simple connections between information to make generalisations. They show some awareness of the adequacy of the arguments and/or sources and/or methods of investigation used.

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7 THE WIDER CURRICULUM

Key Skills Key Skills are integral to the study of GCSE HUMANITIES and may be assessed

through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at levels 1 and 2:

Communication Problem Solving Information and Communication Technology Working with Others Improving Own Learning and Performance Application of Number

Mapping of opportunities for the development of these skills against Key Skills

evidence requirement is provided in 'Exemplification of Key Skills for GCSE Humanities', available on WJEC website.

Opportunities for use of technology

This specification is designed to provide a range of opportunities for the use of ICT. The grid below suggests an example of a possible development opportunity.

Opportunities for the use of ICT Development opportunities

Controlled assessment Any area of enquiry for the controlled task

Accessing the internet or a CD–Rom for sources and pictorial evidence for inclusion in the controlled assessment assignment.

Controlled assessment Skills exercise using holiday data

Use a spreadsheet programme to record changes in holiday patterns over a given time period.

Controlled assessment Presentation of the assignment

Word process the assignment, incorporating visual material accessed through the use of a scanner or digital camera or materials down loaded from the Web.

All assessments How useful is the source as evidence to an enquiry?

Candidates might be asked to comment on the usefulness of a source obtained from the internet.

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Spiritual, Moral, Ethical, Social and Cultural Issues

This GCSE Humanities course is, by its nature, one that requires candidates to examine the actions and interactions of people in society, and thereby poses issues about the perspectives, motivation and reactions of people in given situations. Through the study of societies, candidates will have opportunities to reflect on a range of spiritual, moral, ethical, social, cultural and environmental issues. The grid below suggests examples of possible development opportunities.

Issue Units Work that can illustrate discussion of issues

Spiritual Christianity and one major world religion.

Much of this course deals with spiritual issues. The teaching programme will draw out the numerous opportunities.

Moral / ethical Human rights and responsibilities

A class discussion on the benefits and challenges posed by immigration.

Social Patterns and places A classroom discussion of the contrasting social problems facing people in LEDCs and MEDCs such as the UK.

Cultural Wales and England, 1939-1974

Oral interviews with older people to find out their reactions to the arrival of the evacuees into their communities during the Second World War.

Citizenship This specification is designed to make a contribution to the development of

knowledge, skills and understanding of Citizenship. The grid below suggests examples of possible development opportunities.

Citizenship programme of study Class work that supports evidence of achievement

Rights and responsibilities

Christianity and contemporary lifestyles

The whole course deals with issues relating to citizenship The teaching programme will present a wide range of opportunities to generate evidence of achievement.

An investigation into the provision of support for the elderly in the local area.

GCSE HUMANITIES 57

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Environmental Issues Environmental People and their

Environments

Much of this course deals with environmental issues. The teaching programme will draw out the numerous opportunities.

Health and Safety Consideration

Health and Safety considerations At all times, teachers and candidates should consider Health and Safety issues arising from work undertaken both within and outside school. When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, candidates should be taught:

about hazards, risks and risk control; to recognise hazards, assess consequent risks and take steps to control

the risks to themselves and others; to use information to assess the immediate and cumulative risks; to manage their environment to ensure the health and safety of

themselves and others; to explain the steps they take to control risks;

Due regard should also be given to any appropriate LEA Guidance

The European Dimension

This GCSE Humanities specification provides opportunities for candidates to develop their awareness of European developments. The grid below suggests examples of possible development opportunities. European developments Class work that supports evidence of

achievement

Rights and responsibilities

People and their environments

A study tracing the involvement of the UK in the EU Oral interviews with farmers on the impact of the EU common agricultural policies.

GCSE Humanities – Linear Specification 2012/MLJ 14 March 2013