Welcome to the Citizenship department at Launceston College
|To explore the concept of spirituality.To explore the link (s) between spirituality, identity and place.
|Initial humanities assessment.My spiritual place: poetry and artwork.|
|Equality: Belief and Action
|To know what is meant by the term social justice.To explore the concept of a just/fair society.
To know how our human rights are protected and understand why this can be a controversial issue.
To understand how people can campaign for social justice; protest songs, role of charities and NGO’s and individuals.; including Jesus, Maria Gomez and Martin Luther King
|Good and Evil||To understand what is meant by conscience, situation ethics, moral and natural evil and suffering.To understand the different factors that may influence our moral decisions.
To understand why evil and suffering is a problem for those people who hold a religious belief and how they respond to it.
To investigate how modern literature looks at the issues of good and evil.
To explore the role of the UN charities and individual volunteers in reducing evil and suffering.
|Piece of art the Fall. The piece of art will be accompanied with a description and explanation of the piece of art|
|Democracy in action||To examine the results of the 2015 election.To evaluate the role of the media within the election campaigns.
|Does Launceston need Church?||To investigate the impact that churches have on their local communitiesTo be able to explain why people belong to faith communities.
To evaluate the role that the Church plays within our local community of Launceston.
|This assessment is set up an hypothesis which students have to prove or disprove through an enquiry. The questions students have to answer is “Is the church in Launceston still relevant in 2015.”|
|To understand the term sustainability.
To examine the different ways that sustainability can be achieved, for example; food, transport, energy, waste.
|Written proposal for how to make Launceston College more sustainable.
|United Nations Convention on the Rights of the Child. (UNCRC)
|To know what the UNCRC
To examine examples of human rights violations for example; child trafficking, child labour, substance abuse, poverty.
To develop as an active citizen; to bring about change and campaign to protect the rights of children across the world.
|Written assessment on the UNCRC and the role of active citizens in bringing about change.|
|To understand what is meant be prejudice and discrimination.
To know how the law has tried to tackle different forms of discrimination and promote equality and evaluate impact of the changes in the law, for example; disability, sexual orientation, age and race.
To investigate the changing attitudes towards different groups of people.
|Tackling discrimination GCSE style examination question,
Research enquiry into LGBT and the law.
|To understand what community cohesion means.
To explore the viewpoints of people within different generations.
To investigate the changing attitudes towards different groups of people: young and elderly.
To understand the causes and effects of homelessness.
To develop as an active citizen, to raise awareness and bring about change
|Oral presentation: does prejudice towards the young and elderly community still exist?
Raising awareness of homelessness- active citizenship project.
|The Democratic Process.
|Written report on the 2015 general election.
|How can I make a difference?
|To understand the role of pressure groups and how they impact on the democratic process.
To evaluate the different methods used within campaigns.
To understand the factors that make some pressure groups more successful than others.
To develop as an active citizen to bring about change.
|Written assessment: Evaluate a method of campaigning. GCSE style question.|
|Political and electoral systems
|To understand how laws are made.
To compare and contrast the US and British constitutions.
To evaluate a variety of different forms of government across the world.
|Written assessment: Electoral systems and voting: GCSE style question.|
|Human Rights and Human Rights abuse.||To know how our human rights are protected within the UK.
To understand and explore examples of human rights abuse.
To evaluate the role of the international community in holding those responsible to account.
|Human rights abuse assessment: GCSE style question.
Referring to a case of human rights abuse that you have studied, to what extent did the international community hold those responsible to account?
|Identify case study
Give a brief account of the background to the case study.
What human rights violations took place?
How did the international community respond to these abuses?
How were those responsible held to/not held to account?
What conclusions can you draw?
AQA examination board.
Specification is found at http://filestore.aqa.org.uk/subjects/specifications/alevel/AQA-2100-W-SP-14.PDF
Students will be assessed on past examination questions throughout the course and in mock exams sat in January.
The A2 course is started in Year 13, however the AS course can be started in Year 12 or Year 13.
Overview of the course:
|Year 1Autumn Term
|AS Unit 2:Who holds power in the UK?- Nature of power
– Economic power
– Power of the media
– Nature of the government
– Democratic process
– Impact of the EU
How can citizens make a difference?
– Democratic process
– Electoral process
– Pressure groups
Throughout this module students will develop their active citizenship skills through a number of different topics
|AS Unit 1:British Citizenship.- What is a citizen?
– What does it mean to be British?
– How do individuals define their identities?
How socially diverse is Britain?
– Patterns of migration
– Multi-cultural Britain
Prejudice, discrimination and disadvantage.
– Prejudice and discrimination
– Disadvantage and social groups
– Poverty in Britain
– Reducing prejudice, discrimination and disadvantage – evaluating policies introduced by the government.
What are human rights and how are they protected?
– Rights and duties
– Conflicting rights
– Human rights legislation
– Data Protection Act
– Freedom of information Act
– Rights that are not protected.
The legal Framework: How do courts protect my rights:
– Criminal and civil law
– Legal representation
– Alternative dispute resolution
– Role of courts
– Judicial review
|A2 Unit 4:Human rights
– Concept of universal rights
– Attitudes towards human rights
– Human rights abuse
– Conflict resolution
Throughout the year students will also study a pre-released topic (released in Nov) which they will then be questioned on in the examination. A recent example being internet activism.
A2 Unit 3:
What is justice?
– The nature of crime and the role of the police
– The crown prosecution service
– Who makes decisions; judges, magistrates and juries
Who speaks on our behalf?
– Electing representatives
– Citizens relationship to those elected
– Political participation
– The power and influence of government
The global village
Revision and individual project for unit 4.