Soham Village College

Foundation Learning Tier - GCSE / BTEC

GCSE History

Click the logo or link below if you would like to view the full course specification from the Exam Board website.

Exam Board Qualification Specification
Edexcel Exam Board - GCSE History GCSE History (9-1) 1HI0
GCSE Specification (9 – 1)
     
Thematic study and historic environment
Crime & Punishment c.1000 – present day.
Whitechapel – c.1870 – 1900. 
Paper 1
Written examination: 1 hour and 15 minutes
30% of the qualification
52 marks (16 for the historic environment, 36 for the thematic study)
 
     
Period study and British depth study
The American West, c.1835 – c.1895 
Early Elizabethan England – 1558 – 1588 
Paper 2
Written examination: 1 hour and 45 minutes
40%* of the qualification
64 marks (32 for the period study and 32 for the British depth study)
 
     
Modern depth study
Weimar & Nazi Germany
Paper 3
Written examination: 1 hour and 20 minutes
30%* of the qualification
52 marks
 

The table below is a breakdown of the units studied at GCSE and the format of the assessments.

 

 Year 10

 

Units
Assessments

Autumn    

Thematic study – Crime & Punishment c.1000 – present day.
There are two main strands to the crime and punishment thematic study: the nature and changing definitions of criminal activity and the nature of law enforcement and punishment. While acts such as murder have been considered crimes throughout the period covered by this thematic study, other acts have been newly defined as crimes as a result of wider changes in society at different times – for example, vagabondage in the sixteenth century. Political, religious, economic and social changes have also affected the prevalence of different crimes at different times – for example, the increase in heresy following the Reformation. Law enforcement too saw both change and continuity, for example in the role of the Community and the development of the police force. Ideas about the purpose of punishment – deterrence and retribution, for example – and how different crimes should be punished have changed over time, with the severity of punishments meted out varying greatly in different periods. To encourage students to see broad trends over time, the timescale of c1000‒present has been divided into four sections: c1000‒c1500, c1500‒c1700, c1700‒c1900 and c1900-present day.
Regular and varied assessments throughout the unit including mock exam in spring. Marks for all assessments will be recorded on Go4Schools.
This unit makes up 20% of the final GCSE and will be assessed on Paper 1 – 1 hour 15 minutes.

Spring  

 

Historic Environment – Whitechapel – c.1870 – 1900. 
The historic environment of Whitechapel c1870‒c1900 is linked to the thematic study on Crime and punishment and focuses on that site in its historical context. It examines the relationship between Whitechapel and historical events and developments in crime and policing. Whitechapel has been chosen not only because of the interest it generates for the students but because it is an excellent case study that explores the issues of poverty and crime in Victorian London. A study of Whitechapel highlights the problems associated with policing at this time and the developments and challenges to investigative policing. Public attitudes to policing and the problems associated with regional and national policing are also highlighted through the study of this historic environment.
Regular and varied assessments throughout the unit including mock exam. Marks for all assessments will be recorded on Go4Schools.
This unit makes up 110% of the final GCSE and will be assessed on Paper 1 – 1 hour 15 minutes.)

Summer   

British Depth Study – Early Elizabethan England – 1558 – 1588 
Threats to the security of the country from home and abroad; differing views on religion; the education of young people; attitudes towards the poorest and most disadvantaged members of society. All these issues are matters which concern young people in Britain today, but they are not matters which have suddenly appeared in recent years. On the contrary, all of these were important features of early Elizabethan England in the years 1558–88. Students will thus have a general understanding of the issues involved, but will study them in a different historical context. They will investigate matters which include religious issues, especially the Catholic threat to Elizabeth’s security, relations with Philip II of Spain, several social and economic issues, and England’s changing relations with the wider world, including the first steps towards the creation of a seaborne empire.
Regular assessments throughout the unit including a mock exam in the Autumn of Year 11. Marks will be recorded on Go4schools.
This unit makes up 20% of the final GCSE and will be assessed on Paper 2 – 1 hour 45 minutes.
 

 Year 11

  Units
Assessments
Autumn     Modern Depth Study – Weimar & Nazi Germany 
This modern depth study offers students a fascinating analysis of how, between the First and Second World Wars, a democratic Germany became a one-party dictatorship. During this short time span students will examine various political, economic, social and cultural aspects of this change from a democratic to a one-party state. The specification content is divided into four Key topics which provide a framework for teaching and understanding this option. However, these are not in isolation from one another and there is some chronological overlap between the four Key topics, which highlights the complexity and interplay of different aspects within Germany during the years 1918–39.
Regular assessments throughout the unit including a mock exam in the Autumn of Year 11. Marks will be recorded on Go4schools. 
This unit makes up 30% of the final GCSE and will be assessed on Paper 3 – 1 hour 20 minutes.
Spring    Period study - The American West, c.1835 – c.1895 
The history of the Native Americans and the American West has long fascinated people of all ages – from the romantic view of the Indian and tribal life to the dusty and bandana-wearing image of the cowboy that has been portrayed in literature and the media. In this option, students will have the opportunity to explore what the ‘real’ America West was like and examine the impact of government-sponsored expansion in the American outback, which had far-reaching consequences for both the Indians and the many settlers of the time. This was a defining period in the history of the USA, as a huge number of people moved west to settle on the Plains and the frontier of settlement was pushed westwards – driven by the belief in Manifest Destiny to expand the United States from coast to coast. The lives of the Plains Indians changed dramatically over these 60 years, as railroads, the cattle industry and gold prospecting impacted on their previous ways of life and means of survival, and they were moved into reservations.
Regular assessments throughout the unit. Marks will be recorded on Go4schools. 
This unit makes up 20% of the final GCSE and will be assessed on Paper 2 – 1 hour 45 minutes.
Summer    Final preparation for GCSE exams GCSE Examination
Formal Assessment in exam halls.

 BTEC Level 1 Certificate in Vocational Studies

Click the logo or link below if you would like to view the full course specification from the Exam Board website.

Exam Board Qualification Specification
Edexcel Exam Board - GCSE History BTEC Vocational Studies  500/9124/4

The table below is a breakdown of the units studied at GCSE and the format of the assessments.

 

 Year 10

Year 11

 

Units Assessments
Units
Assessment

Autumn    

Self-assessment students evaluate their strengths, areas they need to develop in preparation for post-16 choices. This unit will run during the whole of the autumn term Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Career progression. Students will complete their personal statements.  Students will reflect upon what choices they have made for college and work and will produce an alternative package for themselves if their original plans do not go ahead.  As part of this unit students will speak to a careers advice expert and will participate in mock interviews to build up their skills and confidence. This unit will run during the whole of the autumn term

 

Students will take part in a credited 2 week work experience placement at the beginning of the autumn term
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark
  • During the course of the term students will take part in cooking lessons to learn basic food preparation skills
  • Additionally students will partake in PE lessons to develop individual and team skills through a variety of sporting activities
  • Student will participate in art activities to develop their presentation skills and individual and team working

Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark
  • During the course of the term students will take part in cooking lessons to learn basic food preparation skills
  • Additionally students will partake in PE lessons to develop individual and team skills through a variety of sporting activities
  • Student will participate in art activities to develop their presentation skills and individual and team working
 

Spring  

 

Students will study a unit which looks at the health and safety of the individual and others in the workplace. This unit runs during the whole of the spring term Assessment through practical work, off-site visits and continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Students will take part in a module which focuses on serving food and drink, which is linked to their preparation of basic food. Students will serve a group of people at a social event and will be credited for their team work, individual performance and cooking skills
  • During the course of the term students will take part in cooking lessons to learn basic food preparation skills
  • Additionally students will partake in PE lessons to develop individual and team skills through a variety of sporting activities
  • Student will participate in art activities to develop their presentation skills and individual and team working

Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark
  • During the course of the term students will take part in cooking lessons to learn basic food preparation skills
  • Additionally students will partake in PE lessons to develop individual and team skills through a variety of sporting activities
  • Student will participate in art activities to develop their presentation skills and individual and team working
 

Summer   

Students visit a range of post-16 providers: Cottenham Village College, College of West Anglia (Milton), Cambridge Regional College and West Suffolk College (Bury St. Edmund’s) to prepare for their potential college placements. Students will also begin preparing their Personal Statements and the UCAS online college application forms Assessment is by outcome and the completion of the whole college application process by the end of the autumn term in Year 11  

 

  • During the course of the term students will take part in cooking lessons to learn basic food preparation skills
  • Additionally students will partake in PE lessons to develop individual and team skills through a variety of sporting activities
  • Student will participate in art activities to develop their presentation skills and individual and team working

Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark

 

 

BTEC Level 1 Certificate in Health & Social Care

Click the logo or link below if you would like to view the full course specification from the Exam Board website.

Exam Board Qualification Specification
Edexcel Exam Board - GCSE History BTEC Health & Social Care  600/4782/3

 The table below is a breakdown of the units studied at GCSE and the format of the assessments.

 

 Year 10

Year 11

 

Units
Students develop and understanding that individuals have different health and social care needs, which may be met by a range of health and social care provision. They also develop a deeper understanding of how their own health may be affected by different factors
Assessments
Units
Students will research different jobs available in the different sectors of health and social care. They will also learn about the terms and conditions of employment and develop a personalised plan for starting work
Students are introduced to a range of creative and leisure activities for children and adults, within the industry. They are given the opportunity to participate in a range of activities and to develop their work-related skills
Students learn how to be effective members of a team, they identify the skills, roles and responsibilities needed to complete a team task and match their own skills accordingly
Assessment

Autumn    

Students identify physical, intellectual, emotional and social health needs and describe the significance of each of these Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Students identify jobs within different sectors of health and social care and then complete job reports for a range of employment options within health care, social care and children’s services Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark
Students will begin to describe the health needs of individuals Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Students develop an understanding of terms and conditions of employment for a range of jobs, as well as the jobs and qualifications required. They start to develop and produce a personal plan for starting their career Students will produce their final piece of work which will be assessed for their portfolio at the end of the term

Spring  

 

Students will describe and research factors, which affect their own health, as well as the health of individuals Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Students plan, participate in and evaluate a range of creative play and leisure activities suitable for children and adults Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark showing an understanding of their own skills and experiences
Students will begin to learn about local health and social care provision available to individuals Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Students are given the opportunities to develop the work-related skills required to provide children’s and adult’s creative play and leisure activities. The key skills developed are self-management, communication and the ability to work safely Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark showing an understanding of their own skills and experiences

Summer   

Students complete four case studies to summarise and consolidate the knowledge they have built up in the previous two terms of work Students produce a final case study report on the four individuals which forms the final assessment for this unit of work Students identify positive behaviours necessary for team work and analyse their own strengths and skills to enable them to complete a team task. They identify the task given and then their own roles and responsibilities, as well as the other members of the team Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark showing an understanding of their own skills and experiences
 

 

Students practice a range of team work challenges to enable them to work positively as a team member, they are then able to review their own performance as well as developing an understanding of other members of the team Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark showing an understanding of their own skills and experiences

GCSE Leisure & Tourism

Click the logo or link below if you would like to view the full course specification from the Exam Board website.

Exam Board Qualification Specification
Edexcel Exam Board - GCSE History GCSE Leisure & Tourism  2LT01

 The table below is a breakdown of the units studied at GCSE and the format of the assessments.

 

 Year 10

Year 11

 

Units
Units will familiarise students with the geography of the UK and the world. In addition students develop an in-depth knowledge of the UK travel and tourism industry, as well as a greater knowledge of UK and worldwide travel and tourism destinations
Assessments
Units
Unit 4 examines the Customers and Employment in Leisure and Tourism. The unit is part of the controlled assessment, which is worth 60% of the final mark details will be given to students when the task is handed out, otherwise it is confidential
Assessment
Students will complete 4 separate tasks, which will be internally assessed and then submitted for standardisation at the end of year 11

Autumn    

Unit 4 – Locational Geography
Students will be familiarising themselves with the geography of the UK, including a brief history of the history of its component parts. Students will also become familiar with world geography
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark The appeal and popularity of an attraction – examination of what an attraction does to ensure continued appeal  
Unit 1 – The UK Travel Industry 
Students will learn about the structure of the UK travel industry. They will develop a knowledge of the role of travel providers and the links with industry.  Students will also investigate how to make their own travel arrangements
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Evaluation of a tourist attraction – study of the reasons why people choose to go to a particular destination  

Spring  

 

Unit 1 – The UK Travel Industry – continued   Types of customer – examination of the types of customer and customer needs

 

Unit 8 – Worldwide Travel & Tourism Destinations
Students will name and locate countries, oceans and seas, physical features, islands and major island groups and capital cities of the world. Students will also become familiar with different regions and tourist attractions in Europe, including summer and winter destinations. This knowledge will expand to worldwide destinations
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Jobs in the industry – an in-depth analysis of various jobs in the leisure and tourism industry  
Summer    Unit 6 – UK Travel & Tourism Destinations
Students are introduced to the geography of the UK and the different types of destination it offers. This includes the introduction to popular destinations and the different types of destination
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark Completion of controlled assessment  
Unit 2 – The UK Tourism Industry
Students will learn about the UK tourism industry and the role of the service providers. Students will be able to define tourists and tourism, as well as the different types of tourist, their needs and expectations and how those needs are met
Continuous assessment throughout the term, students compile a portfolio of evidence, which contributes to their final assessment mark