Jrcs Homework Online

History is not just concerned with the past; only through understanding what has gone before can we appreciate the world around us today. The GCSE History course at JRCS covers a combination of British and world history and provides a varied approach to studying history, examining topics in both breadth and depth.

Paper 1: Thematic study and historic environment (1 hour and 15 minutes) 30%

Medicine in Britain c1250 – present day and study of the British sector of the Western Front during WWI, 1914-18: injuries, treatment and the trenches.

In this section of the course, students will learn how attitudes towards disease, medicine and health have changed over time and the key individuals and factors that have led to progress. Students will investigate a variety of topics from across the 800 year period including the Black Death, the work of Florence Nightingale, the provision of medical care during WWI and the development of penicillin.

Paper 2: Period study and British depth study (1 hour and 45 minutes) 40%

The American West, c1835-c1895

Anglo-Saxon and Norman England, c1060-88

The American West topic will investigate the lives of the Native Americans before assessing the impact that early settlers, farmers, cowboys and the US government had on their traditional way of life. The unit will include among other things, a study of the life and culture of the Native American people as well as understanding the significance of the US Civil war, the problems of law and order in the West and the increasing conflict between the US government and the Native Americans.

The British depth study will analyse the nature and impact of the Norman invasion and conquest of England during the early Middle Ages as well as investigating the legacy of William I. The Battle of Hastings, castle construction, the uprisings against Norman rule and the importance of the feudal system and the Church are all topics students will explore in this unit.

Paper 3: Modern depth study (1 hour and 20 minutes) 30%

The USA, 1945-785: conflict at home and abroad

In this paper students will study the work and consequences of the civil rights movement in America as well as US involvement and reaction to the Vietnam War. Students will investigate the significance and leadership of figures such as Martin Luther King and Malcolm X as well as the roles played by Presidents Kennedy and Johnson regarding the passing of the Civil Rights Act (1964). When studying Vietnam, students will explore the threat posed by the Vietcong, the use of chemical weapons by US forces and the different reactions to the war back home.

As well as learning about many varied and interesting aspects of the past you will also develop many important skills vital to higher education and the workplace. These include:

  • Building structured arguments using order and logic
  • Using specific detailed evidence to support points
  • Analysis of historical evidence such as political cartoons and the work of historians
  • Debating
  • Thinking skills such as problem solving and reasoning
  • Communication (written and verbal)

There are five main topics that make up the course which are assessed across three exam papers. All examinations will be taken in the summer of Year 11. Please note, there is no coursework or controlled assessment element to GCSE history.

At Key Stage 4 it is the intention that students will be set a piece of homework once a fortnight. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal end of unit assessment which approximately takes place every six weeks. Key Stage 4 students are also expected to carry out their own independent research prior to certain lessons in order to help prepare them for the forthcoming topic in a process known as ‘flip-learning’. Work will be checked by the class teacher and if the homework is a practice examination question, written feedback will be provided.

05 May EGGcellent homework!

During the Easter break, two groups of Year 12 Psychologists were asked to take home an egg. The aim of the project was to care for the egg as if it were their own newborn child; they were to write a diary to show what they had been up to and create a home for them.  The prize was a big Thornton’s Easter bunny!

 

Overall, the project was to see how well the Psychologists could take care of someone else and to try to understand what that really means. Is it just about feeding the infant? Or is there more involved in forming an attachment?

 

Pictured is the attempt of Becks Holloway who nurtured ‘Archie’ by building him a shoebox home, complete with a laptop, guitar, wardrobe and bed. Along with this came an insightful diary (with pictures!) that told the story of Archie at home, where he learnt some first aid and played computer games.

A truly EGGcellent effort!

 

Well done Becks!

 

Miss Draisey

Psychology Teacher

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