Term 1 Topics: Paper 1 (Wider World History) - SFXSFX€¦ · Web viewPupils will study the...

Department: History

Department Vision:

To strive towards high quality learning across all key stages and engender an enthusiasm and passion for the study of History in as varied a way as appropriate.

We in the History department centre our thoughts and preparations on the pupils` learning. We want everyone to aim high, to have opportunities for challenge, and to be determined to achieve the best possible results throughout the Key Stages. We want pupils to enjoy History and to develop essential skills, such as evaluation and interpretation, which can be used to advantage in later life. We also strive to develop collaborative links with other local schools and organisations, and Key Stage 2 to 3 transition is a core value for us. Lastly, our vision also includes an increasingly active role for parents and Governors in the life of the department. The History team has been successful in the past, is successful now and at the forefront of new initiatives now, and we intend to be even more successful in the future, working for the benefit of our pupils and their prospects.

Boys in Year 7 follow a course of study to include The Romans and key aspects of Medieval

History. Importantly, Year 7 involves a Local History Homework Project that straight away

allows the pupils to work independently. In Year 8 the boys study Native Americans and also

Tudor and Stuart Britain. Year 9 learning concentrates on British history from 1741 - 1900

including Empire and Industrial Revolution and aspects of the Twentieth Century. Due to

split classes it is not always possible to do this in chronological order and due to the large

amount of subject content involved in all the wider course headings it is at the discretion of

the teacher which aspects of course content is studied. The emphasis is on the skills

developed in the learning and the progress made rather than course content alone. Further

details are offered below.

At SFX we endeavour to introduce pupils to what is involved in understanding and

interpreting the past; to trigger their spirit of enquiry; to capture pupils' attention and

stimulate their imagination - to carry them off into the past, evoking interest and curiosity.

We regard this as highly relevant learning as the past often informs the present and the future

and the skills learned in evaluation, research, interpretation and many others have

significance for the future learning of the pupils and their future employment.

The Place And Importance Of History In The Curriculum

“History fires students` curiosity about the past in Britain and the wider world. Students consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced the actions of people. As they do this, students develop a chronological framework for their knowledge of

significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values. In history, students find evidence, weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life. “ Source: National Curriculum documents

Our department aims to:

Guide students in learning facts about the past Promote active learning and enquiry Expand students’ knowledge of local, national and international communities Develop the skills of the historian, particularly evidence handling skills, and enrich students’

educational experience Create an awareness of evidence and key historical concepts Provide an appreciation of change and continuity Cultivate an understanding of cause, historical empathy and chronology

Department StaffS. HarrisonA. CrickettI. GreenE. Treanor

Key Stage 3 at SFX (This is the preferred model. However, due to split classes and the possibility of a class learning with more than one teacher, it is possible that the units will be done simultaneously with each teacher taking responsibility for one of the units of study for a particular year group)

General Rationale

All History learning should be conducted within the six unit headings. Pupils should be encouraged to gain a wide chronological framework from British, European and Wider World perspectives. There will also be a Local History study, which initially will be done as a Year 7 research homework project done as an independent investigation. Teachers have the flexibility to act as curriculum makers and choose the subject content within the Unit headings. Pupils should be encouraged to achieve a broad knowledge and understanding of History. Teachers should relate each aspect of the study to the skills they intend pupils to develop. Underpinning the progression of skills should be a common theme of pupils assessing themselves and being teacher/peer assessed by perceptive questioning and there should be frequent opportunities to present written narratives. This will allow for a high profile of core knowledge. Emphasis should be placed on pupils understanding why they are

learning particular topics, where it fits and how this will help their progress in terms of skills used and knowledge and understanding gained.

Teaching History : June 2014

“Michael Maddison, Ofsted`s national lead adviser for History [has highlighted] the questions that teachers ought to be asking...... with a recurring emphasis on developing a clear and convincing rationale for the choices that you make about what you are teaching and why you are teaching it at a particular time.”

Year 7

Term 1 Topics: Unit One : The Romans ; Homework Unit : Local History Project

Term 2 Topics: Unit 2 : The development of church, state and society in Medieval Britain (1066-1509)

Term 3 Topics: Unit 2 : The development of church, state and society in Medieval Britain (1066-1509)

Year 8

Term 1 Topics: Either Unit 3 : The development of church, state and society in Britain (1509-1745) or Unit 4 World History – Native Americans



Year 9

Term 1 Topics: Either Unit 5 : Britain 1745-1901 or Unit 6 : The Twentieth Century and its impact



St Francis Xavier`s CollegeKey Stage 3 Programme of Study : Outline

Year 7 Term 1 Topics and Content

Unit One: The study of an aspect or theme in British History that consolidates and extends pupils chronological knowledge from before 1066

The RomansPupils will study the nature of Roman political and military power in Britain through a selection of case studies developed by the individual teacher. The focus will be on how the Roman period led to change and development and there are possibilities for considering the depth study as an example of a significant turning point. The unit will begin the process of pupils developing a coherent, chronological narrative of Britain and how it has been influenced by the wider world. It will also engage pupils in the understanding of the nature of an ancient civilisation and the expansion and dissolution of empires. Key historical concepts such as continuity and change will be addressed and the study can also act as an historical enquiry through the use of sources combined with factual knowledge based learning.


Year 7: Term Two Topics and Content

Unit Two: The development of Church, state and society in Medieval Britain 1066-1509

From Hastings to Tudor timesPupils will extend and deepen secure knowledge of British History through a selection of topics and themes developed by the individual teacher. Many significant people and events will be studied which will engage pupils in making connections and the analysis of trends over a long period of time. A historically grounded understanding of abstract terms such as parliament or peasantry can also be developed. Historical concepts can focus on continuity and change, significance, cause and consequence or similarity and difference


Year 8 : Term One and Two Topics and Content

Unit Three: The development of Church, state and society in Britain 1509-1745

Tudors, Stuarts, HanoveriansPupils will develop from Year 7 and continue the broad sweep of British history from the Reformation, the first colonies in America and contact with India, the Civil Wars into the Act of Union 1707 and the early Hanoverian/Jacobite period. Society, economy and culture can also be addressed in this study. Pupils will continue to have a curiosity about the past inspired in them and they will be encouraged to further their ability to ask increasingly perceptive questions. Critical thinking will be deepened and learning can also be framed by pupils offering their own structured accounts to include written narratives and analyses.


Year 8: Term Three Topics and Content

Unit Four: The study of a significant society or issue in world history and its interconnections with other world developments

Native AmericansPupils will study the nature of life in a variety of Native American societies furthering an understanding of the process of change, the diversity of societies and the relationships between different groups. The unit can also be used to weigh evidence, sift arguments and continue the development of perspective and judgement. There is some connection (in the early period) to how Britain has influenced the wider world and the study of non-European societies is definitely developed.


Year 9 Term One Topics and Content

Unit Five: The study of ideas, political power, industry and empire : Britain 1745-1901

Britain 1745-1901Pupils will have access to a wide range of possible topics chosen at the discretion of individual teachers. The Age of Enlightenment is a possibility to establish links with Europe and beyond. This can also be done with the Seven Years War and the French Revolutionary Wars. The narrative of British history over a long time period can be continued with a study of the Industrial development and the impact this had on Society. The development of the British empire can be studied further, as can the 19th Century political developments and the beginnings of the increase in the franchise. Ireland and Home Rule can also be studied. By this stage of Key Stage 3 pupils may even be gaining a sense of the complexity of people`s lives in the past and how they faced the challenges of their time. The concept of individuals shaping Britain and beyond could be covered and the knowledge and understanding of Britain`s place in the wider world should not be lost. Pupils could draw contrasts in their use of historical concepts.


Year 9: Terms Two and Three Topics and Content

Unit Six: The study of challenges for Britain, Europe and the wider world 1901- onwards .

The Twentieth Century and its impactPupils will study the challenges faced by Britain, Europe and the wider world in the Twentieth Century and beyond. Topics could include the Suffrage movement, World War One and Two and the creation of a Welfare State. Other issues could include Indian independence and Britain`s place in the world since 1945.


Addendum

Year 7: Ideally this will be done as a separate Homework Project during Term One

Local History Unit: Term 1Pupils in Year 7 (initially) will undergo a research project for homework using special topic books to cover this unit. Teachers will be free to plan this as they see appropriate. The advice from the DfE says -:

A depth study linked to one of the six main units to be studied at KS3 A study over time, testing how far sites in their locality reflect aspects of national

history (some sites may pre-date 1066) A study of an aspect or site in local history dating from a period before 1066

History in Key Stage 3 : Skills

History is taught as a separate subject throughout the school. At this level students are taught in setted ability groups. Students will cover a number of topics whilst developing the following skills

Chronological understanding Knowledge and understanding of events, people and changes in the past Historical interpretation Historical enquiry Organisation and communication

Some examples of topics covered up to Year 9 are: The Roman Empire, Medieval England, Early Modern Britain – The Reformation, Tudors, English Civil War, England 1750 – 1900 – The Industrial Revolution, Slavery and Empire, World Wars 1 and 2, The Holocaust and the Civil Rights movement.

Key Stage 3 History : Skills

History is a compulsory subject for all students at Key Stage 3 and is taught for two hours every week. Each year has a distinct focus, whilst key skills are regularly revisited in different contexts.

‘synoptic’ year exploring the significance and change. comparing, contrasting and analysing a range of key moments of change:

knowledge and skills that will form a foundation for the GCSE and A Level courses we follow. We focus on exploring links

o Assessment must be understood by the students through the use of AfL

Department Courses: Further Detail on Skills

History at Key Stage 3 (Years 7-9)

At key stage 3 History is taught in an interesting and dynamic way taking in to account recent learning and teaching developments.Please click on the links at the bottom of this page for Year 7, 8 and 9.

significant individuals and events in the history of Britain. Connections are made between events, and changes over time are also studied. The economic, cultural, social and political developments of the different

periods and states are studied. Historical evidence is evaluated and different interpretations are analysed.

By the end of Key Stage Three, pupils will have acquired the following knowledge and skills:

1.1 Chronological understanding

Understanding and using appropriately dates, vocabulary and conventions that describe historical periods and the passing of time.

Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.

Building a chronological framework of periods and using this to place new knowledge in its historical context.

1.2 Cultural, ethnic and religious diversity

Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.

1.3 Change and continuity

Identifying and explaining change and continuity within and across periods of history.

1.4 Cause and consequence

Analysing and explaining the reasons for, and results of, historical events, situations and changes.

1.5 Significance

Considering the significance of events, people and developments in their historical context and in the present day.

1.6 Interpretation

Understanding how historians and others form interpretations. Understanding why historians and others have interpreted events, people and

situations in different ways through a range of media. Evaluating a range of interpretations of the past to assess their validity.

St Francis Xavier`s College

Learning Overview : Skills

Subject:

History Head of Subject: Mr S Harrison

Year: Seven

Organisation of the SubjectHistory is taught in set classes. The students have two lessons per week. Students are generally working between levels 4 and 6 in Year 7.

Key Concepts (The big ideas underpinning the subject)

Key ‘Learning Capacities’ in this subject

Chronological understanding. Change and continuity. Causes and consequences. Significance. Reliability, utility, relevance. Synoptic approach; finding and explaining links. Historical interpretation and historiography.

How will your son be learning?

Using a variety of historical sources. (e.g. paintings, films, books, news reports, photos etc) Class and group discussion. Independent research. Role play. Use of the VLE.

Literacy; reading, writing, vocabulary, structure

Communication, listening and learning from others. Revising – reviewing work as you progress. Memory and recall; distilling information, empiricism/factual detail. Source analysis and evaluation.

How will learning be assessed?

Formal assessments throughout the year as well as AFL feedback in marking

What can you do to support your son?

Encourage him to read more widely and utilise the school library; including historical fiction and the quality press Visit historical sites. Watch historical televisual programmes and

documentaries. Follow current affairs; compare and contrast the world today with that of the past. Useful websites:o The Year 7 History page on the VLE.o www.historyonthenet.com / www.spartacus.scholnet.co.uk

Equipment needed for this subject Extra-Curricular / Enrichment OpportunitiesPencil case, exercise book, rough book

Reading in the LRC

Year Eight Organisation of the SubjectHistory is taught in set classes. The students have two lessons per fortnight. Students are generally working between levels 4 and 7.

Key Concepts (The big ideas underpinning the subject) Key ‘Learning Capacities’ in this subject

Chronological understanding. Change and continuity. Causes and consequences. Significance. Reliability, utility, relevance. Synoptic approach; finding and explaining links. Historical interpretation and historiography.


Using a variety of historical sources (paintings, films, books, news reports, photos etc) Class and group discussion. Independent research. Role play. Use of the Google Classroom

Literacy; reading, writing, vocabulary, structure. Communication, listening and learning from others. Revising – reviewing work as you progress. Memory and recall; distilling information, empiricism

Source analysis and evaluation.

Empathy and citizenship.



Assessment Weeks and Marking

Encourage him to read more widely and utilise the school library; including historical fiction and the quality press Visit historical sites. Watch historical televisual programmes and documentaries. Follow current affairs; compare and contrast the world today with that of the past. Useful websites:

www.historyonthenet.com / www.spartacus.scholnet.co.uk

Equipment needed for this subject

Extra-Curricular / Enrichment Opportunities

Pencil case, exercise book, rough book.

There is a wealth of reading material in the school Library closely connected to this course and on Google Classroom

Year Nine Organisation of the SubjectHistory is taught in mixed form groups of 28 students. The students have one lesson per week. Students are generally working between levels 6 and 8

Key Concepts (The big ideas underpinning the subject)

Key ‘Learning Capacities’ in this subject

Chronological understanding. Change and continuity. Causes and consequences. Significance. Reliability, utility, relevance. Synoptic approach; finding and explaining links.

Literacy; reading, writing, vocabulary, structure. Communication, listening and learning from others. Revising – reviewing work as you progress. Memory and recall; distilling information, empiricism/factual detail.

Historical interpretation and historiography.

Source analysis and evaluation. Empathy and citizenship.


Using a variety of historical sources. (paintings, films, books, photos, news reports etc) Class and group discussion. Independent research. Role play. Use of Google Classroom Analysis of sources.



Assessment Weeks and Marking

Encourage her to read more widely and utilise the school library; including historical fiction and the quality press Visit historical sites. Watch historical televisual programmes and documentaries. Follow current affairs; compare and contrast the world today with that of the past. Useful websites:o The Year 9 History page on google classroom

www.historyonthenet.com / www.spartacus.scholnet.co.uk

Equipment needed for this subject

Extra-Curricular / Enrichment Opportunities Reading in the LRC

Pencil case, exercise book, rough book.

Skills and processes to cover

History Specific Historical Enquiry

Using Evidence and Sourcework

Chronological understanding

Understanding diversity

Change and continuity

Cause and consequence

Significance

Interpretations

Making links / connections

Explores similarities and differences

Literacy Keywords identified / deployed

Extended writing

Reading to gain meaning and depth

Structured writing

Use writing to explore ideas and develop them

Learn through talk/discussion

Numeracy Numeracy opportunities in chronology or data

Activity types Creative tasks

The role of the individual

Group work

Independent research

Develop study skills

Enrichment Look for links with other departments for extra project work

Showing Progress:

Progress can be encouraged through lesson sequences within the units which ask for different knowledge acquisition and the gaining of understanding through a range of history skills and concepts being used. This can be done through a suggested Objectives and Outcomes balance.

Assessing progress and differentiation can be achieved thought the All, Most, Some framework in the outcomes. Assessing the progress through work could be done on the basis of the IDEA framework : Identify, Describe, Explain, Analyse. This will allow the teacher to determine progress and to attach scores or levels if required with Identify at the bottom of the scale and Analysis at the higher end. Teachers should keep a common theme of allowing pupils to demonstrate their knowledge and understanding in each lesson. Pupils should know when new learning is taking place and they should know why they are doing particular tasks. That way, progress is an ongoing and transparent process. Pupils could perhaps be encouraged to assess their own work based upon what a good answer should be, what a better answer could be, and what the best answer could be using the IDEA approach.

Key Stage 3 : AssessmentThe department has sought advice from the Historical Association and have created an enquiry based scheme of work in line with the most recent curriculum developments. Below are the enquires that students will follow in Key Stage Three.

Assessment at Key Stage 3

Assessment at Key Stage 3 in underpinned by these principles:

Assessment must be formative as well as summative to promote student progress.

o Assessment must be developmental focusing on showing progress throughout a Key Stage.o Assessment must be consistent across all classeso Assessment must be robust and reliable.

Success criteria grid for teachers and pupils : Example Black Death

Assessment Criteria

Developing

Old Level 3/4

Securing

Old Level 5/6

Extending

Old Level 7/8

GCSE Projection

2/3/4

GCSE Projection

5/6

GCSE Projection

7/8/ (9?)

Remembering

Pupil understands what is meant by the term Black Death

Pupil can recall an awareness of how BD was caused and how it spread

Pupil can identify the consequences of BD in short and long term

Understanding

Pupil understands and identifies the basic order of BD symptoms

Pupil explains why people at the time thought the BD was caused

Pupil explains why BD had the impact it did

Applying Pupil identifies causes of BD

Pupil explains the causes of BD and can use sources to do so

Pupil selects relevant quotes from sources to support answers

Analysing Pupil identifies effects of BD

Pupil can explain a variety of causes of BD and explain consequences

Pupil can justify why some consequences of BD are more significant than others

Evaluating Pupil can use sources of information and knowledge which goes beyond simple observations

Pupil selects and uses a range of evidence to support written work

Pupil evaluates sources to establish evidence for the consequences of BD

Creating Pupil produces structured piece of work using correct historical terms

Pupil produces structured work using the correct historical terms and dates

Pupil selects, organises and uses relevant information and uses correct historical terms

Teachers can use the above example and apply it to all areas of the six study units as appropriate. It should be used to underpin an ongoing assessment of progress rather than for marking each piece of work. Pupils can also unit in order to assess their own progress from developing, to securing to enhancing.

Key Stage 4 AQA 8145

GCSE SYLLABUS

At GCSE the AQA Modern World History (B) syllabus is followed. At this level, History is an option although a Humanities subject must make up a part of any student’s GCSE selection. The course objectives of GCSE History include an understanding of the nature and use of historical evidence, and the development of essential skills such as the handling of source materials, detection of bias, and the ability to analyse and construct a logical argument. Topics covered include:

From Tsardom to Communism: Russia, 1914-24

Hitler’s Germany, 1929-1939 Race relations in the USA, 1955-1968 International relations: The Cold war and the collapse of Communism,1945-1991 Controlled Assessment: The British people in the First and Second World Wars

GCSE History

History is an option for GCSE, with approximately three quarters of the girls opting to continue their historical studies. The students have two hours a week of History in Key Stage 4.

We follow the OCR History B (Modern World) syllabus. This course utilises information the girls have learnt in Key Stage 3 and allows them to further their skills and understanding. There is a particular focus on the skills of the historian through the construction of arguments, extended writing and the critical analysis of documents.

Year 10

Term 1 Topics: Paper 1 (Wider World History)

· Germany 1890-1945 : Democracy and Dictatorship

Content

Part one: Germany and the growth of democracy

Kaiser Wilhelm and the difficulties of ruling Germany:

the growth of parliamentary government; the influence

of Prussian militarism; industrialisation; social reform

and the growth of socialism; the domestic importance of

the Navy Laws.

Impact of the First World War: war weariness,

economic problems; defeat; the end of the monarchy;

post-war problems including reparations, the occupation

of the Ruhr and hyperinflation.

Weimar democracy: political change and unrest, 1919–

1923, including Spartacists, Kapp Putsch and the

Munich Putsch; the extent of recovery during the

Year 11

Term 1 Topics: Paper 2 (British History)

· Health and the People : 1000—present day

Content

2A Britain: Health and the people: c1000 to the present day

This thematic study will enable students to gain an

understanding of how medicine and public health

developed in Britain over a long period of time. It

considers the causes, scale, nature and consequences of

short and long term developments, their impact on

British society and how they were related to the key

features and characteristics of the periods during which

they took place. Although the focus of this study is the

development of medicine and public health in Britain, it

will draw on wider world developments that impacted

on the core themes. Students will have the opportunity

to see how some ideas and events in the wider world

Stresemann era (1924–1929): economic developments

including the new currency, Dawes Plan and the Young

Plan; the impact of international agreements on

recovery; Weimar culture.

Part two: Germany and the Depression

The impact of the Depression: growth in support for the

Nazis and other extremist parties (1928–1932),

including the role of the SA; Hitler’s appeal.

The failure of Weimar democracy: election results; the

role of Papen and Hindenburg and Hitler’s appointment

as Chancellor.

The establishment of Hitler’s dictatorship: the

Reichstag Fire; the Enabling Act; elimination of

political opposition; trade unions; Rohm and the Night

of the Long Knives; Hitler becomes Führer.


· Germany 1890-1945 : Democracy and Dictatorship

· Conflict and Tension between East and West (The Cold War) : 1945-1972

Content

Part three: The experiences of Germans under the Nazis

Economic changes: benefits and drawbacks;

employment; public works programmes; rearmament;

self-sufficiency; the impact of war on the economy and

the German people, including bombing, rationing,

labour shortages, refugees.

Social policy and practice: reasons for policies,

practices and their impact on women, young people and

affected Britain and will promote the idea that key

themes did not develop in isolation, but these ideas and

events should be referenced in terms of their effects on

the core theme for Britain and British people.

Students will study the importance of the following factors:

war

superstition and religion

chance

government

communication

science and technology

the role of the individual in encouraging or inhibiting

change.

Students will show an understanding of how factors

worked together to bring about particular developments

at a particular time, how they were related and their

impact upon society.

Students will develop an understanding of the varying

rate of change, why change happened when it did,

whether change brought progress, and the significance

of the change(s). They should also be able to distinguish

between different types of causes and consequences,

such as short/long-term causes, intended/unintended

consequences.

This option focuses on the following questions:

Why has there been progress in the health of the British

people?

How and why has the pace and scale of medical

development varied at different times?

What impact has medical progress had on people and

society?

How and why have different factors been more

important than others for individual medical

youth groups; education; control of churches and

religion; Aryan ideas, racial policy and persecution; the

Final Solution.

Control: Goebbels, the use of propaganda and

censorship; Nazi culture; repression and the police state

and the roles of Himmler, the SS and Gestapo;

opposition and resistance, including White Rose group,

Swing Youth, Edelweiss Pirates and July 1944 bomb

plot.

Conflict and tension between East and West, 1945–1972

This wider world depth study enables students to

understand the complex and diverse interests of

different states and individuals and the ideologies they

represented. It considers revolutionary movements

during this time. It focuses on the causes and events of

the Cold War and seeks to show how and why conflict

occurred and why it proved difficult to resolve the

tensions which arose during the Cold War. This study

also considers the role of key individuals and groups in

shaping change and how they were affected by and

influenced international relations.

Part one: The origins of the Cold War

The end of the Second World War: Yalta and Potsdam

Conferences; the division of Germany; contrasting

attitudes and ideologies of the USA and the USSR,

including the aims of Stalin, Churchill, Roosevelt,

Attlee and Truman; effect of the dropping of the atom

bomb on post-war superpower relations.

The Iron Curtain and the evolution of East-West rivalry:

Soviet expansion in East Europe; US policies; the

Truman Doctrine and Marshall Plan, their purpose and

Stalin’s reaction; Cominform; Comecon; Yugoslavia;

the Berlin Blockade and Airlift.

developments?

What is the significance of key individuals or events in

the history of medical development?

Part one: Medicine stands still

Medieval medicine: approaches including natural,

supernatural, ideas of Hippocratic and Galenic methods

and treatments; the medieval doctor; training, beliefs

about cause of illness.

Medical progress: the contribution of Christianity to

medical progress and treatment; hospitals; the nature

and importance of Islamic medicine and surgery;

surgery in medieval times, ideas and techniques.

Public health in the Middle Ages: towns and

monasteries; the Black Death in Britain, beliefs about

its causes, treatment and prevention.

Part two: The beginnings of change

The impact of the Renaissance on Britain: challenge to

medical authority in anatomy, physiology and surgery;

the work of Vesalius, Paré, William Harvey; opposition

to change.

Dealing with disease: traditional and new methods of

treatments; quackery; methods of treating disease;

plague; the growth of hospitals; changes to the training

and status of surgeons and physicians; the work of John

Hunter.

Prevention of disease: inoculation; Edward Jenner,

vaccination and opposition to change.

Part three: A revolution in medicine

The development of Germ Theory and its impact on the

treatment of disease in Britain: the importance of

Pasteur, Robert Koch and microbe hunting; Pasteur and

vaccination; Paul Ehrlich and magic bullets; everyday

medical treatments and remedies.

A revolution in surgery: anaesthetics, including


· · Conflict and Tension between East and West (The Cold War) : 1945-1972

Content

Part two: The development of the Cold War

The significance of events in Asia for superpower

relations: USSR's support for Mao Tse-tung and

Communist revolution in China, and the military

campaigns waged by North Korea against the UN and

by the Vietcong against France and the USA.

Military rivalries: the arms race; membership and

purposes of NATO and the Warsaw Pact; the space

race, including Sputnik, ICBMs, Polaris, Gagarin,

Apollo.

The ‘Thaw’: Hungary, the protest movement and the

reforms of Nagy; Soviet fears, how they reacted and the

effects on the Cold War; the U2 Crisis and its effects on

the Paris Peace Summit and the peace process.

Part three: Transformation of the Cold War

Berlin Wall: reasons for its construction and Kennedy’s

response.

Tensions over Cuba: Castro’s revolution, the Bay of

Pigs and the missile crisis: the roles of Castro,

Khrushchev, Kennedy; fears of the USA and reaction to

missiles on Cuba; dangers and results of crisis.

Czechoslovakia: Dubeck and the Prague Spring

movement; USSR’s response to the reforms; the effects

the Prague Spring had on East-West relations, including

the Warsaw Pact; the Brezhnev Doctrine.

Easing of tension: sources of tension, including the

Simpson and chloroform; antiseptics, including Lister

and carbolic acid; surgical procedures; aseptic surgery.

Improvements in public health: public health problems

in industrial Britain; cholera epidemics; the role of

public health reformers; local and national government

involvement in public health improvement, including

the 1848 and 1875 Public Health Acts.

Term 2 Topics: Paper 2 (British History)

· Health and the People : 1000—present day

· Elizabethan England : 1558-1603 (course begins circa 1568)

Content

Part four: Modern medicine

Modern treatment of disease: the development of the

pharmaceutical industry; penicillin, its discovery by

Fleming, its development; new diseases and treatments,

antibiotic resistance; alternative treatments.

The impact of war and technology on surgery: plastic

surgery; blood transfusions; X-rays; transplant surgery;

modern surgical methods, including lasers, radiation

therapy and keyhole surgery.

Modern public health: the importance of Booth,

Rowntree, and the Boer War; the Liberal social reforms;

the impact of two world wars on public health, poverty

and housing; the Beveridge Report and the Welfare

State; creation and development of the National Health

Service; costs, choices and the issues of healthcare in

the 21st century.

Elizabethan England, c1568–1603

This option allows students to study in depth a specified

period, the last 35 years of Elizabeth I's reign. The study

will focus on major events of Elizabeth I’s reign

Soviets' record on human rights; the reasons for Détente

and for SALT 1; the part played by key individuals

Brezhnev and Nixon.

considered from economic, religious, political, social

and cultural standpoints, and arising contemporary and

historical controversies.

Part one: Elizabeth's court and Parliament

Elizabeth I and her court: background and character of

Elizabeth I; court life, including patronage; key

ministers.

The difficulties of a female ruler: relations with

Parliament; the problem of marriage and the succession;

the strength of Elizabeth’s authority at the end of her

reign, including Essex’s rebellion in 1601.

Part two: Life in Elizabethan times

A ‘Golden Age’: living standards and fashions; growing

prosperity and the rise of the gentry; the Elizabethan

theatre and its achievements; attitudes to the theatre.

The poor: reasons for the increase in poverty; attitudes

and responses to poverty; the reasons for government

action and the seriousness of the problem.

English sailors: Hawkins and Drake; circumnavigation

1577–1580, voyages and trade; the role of Raleigh.

Term 3 Topics Paper 2 (British History)

· · Elizabethan England : 1558-1603 (course begins circa 1568)

Content

Part three: Troubles at home and abroad

Religious matters: the question of religion, English

Catholicism and Protestantism; the Northern Rebellion;

Elizabeth's excommunication; the missionaries;

Catholic plots and the threat to the Elizabethan

settlement; the nature and ideas of the Puritans and

Puritanism; Elizabeth and her government's responses

and policies towards religious matters.

Mary Queen of Scots: background; Elizabeth and

Parliament’s treatment of Mary; the challenge posed by

Mary; plots; execution and its impact.

Conflict with Spain: reasons; events; naval warfare,

including tactics and technology; the defeat of the

Spanish Armada.

Part four: The historic environment of Elizabethan England

The historic environment is 10% of the overall course,

which equates to approximately 12 hours out of 120

guided learning hours.

Students will be examined on a specific site in depth.

This site will be as specified and will be changed

annually. The site will relate to the content of the rest of

this depth study. It is intended that study of different

historic environments will enrich students’

understanding of Elizabethan England.

There is no requirement to visit the specified site.

Teachers may wish to visit a similar site in their locality

to inform their teaching, however no reward will be

given in the assessment for visiting the specified site or

any other site.

The study of the historic environment will focus on a

particular site in its historical context and should

examine the relationship between a specific place and

associated historical events and developments.

Students will be expected to answer a question that

draws on second order concepts of change, continuity,

causation and/or consequence, and to explore them in

the context of the specified site and wider events and

developments of the period studied.

Students should be able to identify key features of the

specified site and understand their connection to the

wider historical context of the specific historical period.

Sites will also illuminate how people lived at the time,

how they were governed and their beliefs and values.

The following aspects of the site should be considered:

location

function

the structure

people connected with the site eg the designer,

originator and occupants

design

how the design reflects the culture, values, fashions of

the people at the time

how important events/developments from the depth

study are connected to the site.

Students will be expected to understand the ways in

which key features and other aspects of the site are

representative of the period studied. In order to do this,

students will also need to be aware of how the key

features and other aspects of the site have changed from

earlier periods.

Students will also be expected to understand how key

features and other aspects may have changed or stayed

the same during the period.

The numbers in the brackets below further relate to

other parts of the depth study for which the historic

environment is relevant.

The historic environment can be explored through the

examination of Elizabethan buildings such as Tudor

manor houses and their gardens (Part two), theatres

(Part two) and wider historic environments such as

villages, towns and cities (Part two). Equally key

historic developments and events such as voyages and

trade (Part two), revolts (Parts one and three), and

battles (Part three) were shaped by the historic

environment in which they took place.

For all series the specified site will be published three

years in advance at aqa.org.uk/history

Optional resource packs will accompany each site,

which teachers may wish to use to form part of their

teaching of the course. Other sources of information

about the specified sites may also be considered.

There is no coursework. Paper 1 and Paper 2 are both worth 50% of the GCSE

Key Stage 4 Assessment

Assessments

Paper 1: Understanding the modern world

What's assessed

In Section A there is a choice of four period studies, each with a focus on two key developments in a country's

history over at least a 50 year period.

In Section B there is a choice of five wider world depth studies. These focus on international conflict and tension.

How it's assessed

Written exam: 1 hour 45 minutes

84 marks (including 4 marks for spelling, punctuation and grammar

50% of GCSE

Questions

Section A – six compulsory questions (40 marks)

Section B – four compulsory questions (40 marks)

Plus 4 marks for spelling, punctuation and grammar

Paper 2: Shaping the nation

What's assessed

In Section A there is a choice of three thematic studies, which look at key developments in Britain over a long

period.

In Section B there is a choice of four British depth studies incorporating the study of a specific historic

environment.

How it's assessed

Written exam: 1 hour 45 minutes

84 marks (including 4 marks for spelling, punctuation and grammar

50% of GCSE


Questions

Section A – four compulsory questions (40 marks)

Section B – four compulsory questions (40 marks)

Plus 4 marks for spelling, punctuation and grammar

Key Stage 4 Skills


Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE History specifications and all

exam boards.

The exams will measure how students have achieved the following assessment objectives:

AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied.

AO2: explain and analyse historical events and periods studied using second-order historical concepts.

AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the

context of historical events studied.

AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why

interpretations may differ) in the context of historical events studied.

Second order historical concepts include continuity, change, cause, consequence, significance, similarity and

difference.

Key Stage 5 AQA 7041 / 7042

AS AND ‘A’LEVEL

History is a consistently popular subject in the Sixth Form at SFX. Most students complete the full A Level qualification. Each year, a number of students go on to study History at university. All students study the English Revolution as their designated British History Unit but have a choice of either The Crusades or The USA the Making of a Superpower to go with it.

Year 12

Term 1 Topics: The English Revolution (1625-1660) and The Crusades (1071-1204) or USA The Making of a Superpower (1865 – 1975 )

The English Revolution Term One

The emergence of conflict and the end of consensus, 1625–1629

The legacy of James I: religious issues and divisions;

relations between Crown and Parliament; relations with

foreign powers

Monarchy and Divine Right: the character and aims of

Charles I; the Queen and the court; the King's advisers;

ideas of royal authority

Challenges to the arbitrary government of Charles I:

reactions against financial policies; conflict over

Church; reactions against foreign policy and the role of

Buckingham

Parliamentary radicalism; personalities and policies of

parliamentary opposition to the King; the Petition of

Right; the dissolution of Parliament and the King’s

commitment to Personal Rule

The Crusades Term One

The origins of conflict and the First Crusade, c1071–c1099

Year 13


English Revolution Term One

War and radicalism, 1642–1646 (A-level only)

The First Civil War: the strengths and weaknesses of

the political and military leadership of the Royalist

cause

The First Civil War: the strengths and weaknesses of

the political and military leadership of the

Parliamentary forces; emergence of the New Model

Army; the Solemn League and Covenant; Self Denying

Ordinance

The intensification of radicalism: popular radicalism in

London; religious radicalism in the New Model Army;

pamphlets and propaganda

The end of the First Civil War: divisions amongst the

Parliamentary leaders; attempts at settlement; the

capture of Charles I

Crusades Term One

The Muslim Counter-Crusade and

Christianity in western Europe c1071; the role of the

Church in the late 11th century; the rising influence of

the Papacy

Islam c1071: Muslim expansion and the rise of the

Seljuk Turks

The Byzantine Empire c1071: the internal problems of

the Byzantine Empire; the impact of defeat in the Battle

of Manzikert

Urban II: the reasons for the calling of the First

Crusade; responding to the call for help from the

Byzantine Empire; the political and religious motives of

the Papacy

The motives of the crusaders; Raymond of Toulouse

and the Frankish knights; popular movements

The course and impact of the First Crusade and its

impact on the Muslim Near East, the Byzantine Empire

and the Latin West by 1099

USA Making of a Superpower Term One

The Era of Reconstruction and the Gilded Age, 1865–1890

The weaknesses of Federal Government: Johnson,

Grant and the failure of Radical Reconstruction

The politics of the Gilded Age and the era of weak

presidents; political corruption

Social, regional and ethnic divisions: divisions within

and between North, South and West; the position of

African-Americans

Economic growth and the rise of corporations: railways;

oil; developments in agriculture; urbanisation

Term 2 Topics: The English Revolution (1625-

Crusader states, 1149–1187 (A-level only)

The context of Islamic power in the Near East from

1149; the rise of Nureddin in Syria and Egypt and the

growth of jihad

Outremer from 1149: political developments, military

strengths and weaknesses

Relations between Outremer and wider Christendom,

the Latin West and the Byzantine Empire

Internal divisions within Outremer, including the reign

of Baldwin IV and his successors

The rise of Saladin: religion, politics and military

expansion; victory at Hattin

The crisis of Outremer: the consequences of Saladin’s

capture of Jerusalem

Making of a Superpower Term One

Crisis of identity, 1920–1945 (A-level only)

Domestic politics: Harding, Coolidge and Republican

conservatism; Hoover and the Depression

FD Roosevelt and the New Deals: conflict of ideas over

the role of the Federal Government

The economy: boom to bust and recovery; structural

weaknesses and the impact of the New Deals and the

Second World War on economic recovery

Social and cultural developments: ‘the Jazz Age’ in the

1920s; new social values and the role of women; the

failure of prohibition and its significance; social impact

of the Depression and the Second World War

1660) and The Crusades (1071-1204) or USA The Making of a Superpower (18 – 19 )

The English Revolution Term Two

An experiment in Absolutism, 1629–1640

Charles I’s Personal Rule: his chief ministers; methods

of government; financial policies and the reaction

against them

Religious issues: Laud and Arminianism in England

and Scotland; the growth of opposition from Puritans

Political issues: the role of Wentworth; policies in

Ireland and England; the reactions against the Crown;

demands for the recall of Parliament

Radicalism, dissent and the approach of war: the spread

of religious radicalism; the Scottish Covenant and the

Bishops' War; the Pacification of Berwick; the second

Bishops' war

The Crusades Term 2

The origins of conflict and the First Crusade, c1071–c1099

Christianity in western Europe c1071; the role of the

Church in the late 11th century; the rising influence of

the Papacy

Islam c1071: Muslim expansion and the rise of the

Seljuk Turks

The Byzantine Empire c1071: the internal problems of

the Byzantine Empire; the impact of defeat in the Battle

of Manzikert

Urban II: the reasons for the calling of the First

Crusade; responding to the call for help from the

Byzantine Empire; the political and religious motives of

the Papacy

The motives of the crusaders; Raymond of Toulouse

and the Frankish knights; popular movements

Term 2 Topics: The English Revolution (1625-1660) and The Crusades (1071-1204) or USA The Making of a Superpower (1865 – 1975)

English Revolution Term Two

The disintegration of the Political Nation, 1646–1649 (A-level only)

Political and religious radicalism: the politicisation of

the New Model Army; Lilburne and the Levellers; Fifth

Monarchists; Ranters and other populist groups

Political and religious divisions: the attitude and actions

of Charles I; divisions within the opposition to the

King; the failure of attempts to reach a political

settlement

The Second Civil War and the reasons for its outcome

The problem of Charles I: divisions within the army and

Parliament; the trial and execution of the King

Crusades Term Two

The Third and Fourth Crusades, 1187–1204 (A-level only)

Preaching and preparing for the Third Crusade: motives

of Pope Gregory VIII; Henry II and Richard I of

England; Philip II of France; Frederick Barbarossa

The course of the Third Crusade: leadership and

internal rivalries of the Crusaders; the reasons for the

military outcome

The impact of the Third Crusade; Saladin’s power and

prestige in the Muslim Near East

The course and impact of the First Crusade and its

impact on the Muslim Near East, the Byzantine Empire

and the Latin West by 1099

USA Making of a Superpower Term Two

Laissez-faire dominance and consequences; the impact

of the ending of the frontier

The limits of foreign engagement and continuation of

isolationism: the continuation of the Monroe Doctrine;

territorial consolidation (Alaska) and tensions over

Canada


The English Revolution Term 3

The crisis of Parliament and the outbreak of the First Civil War, 1640–1642

The Political Nation 1640: the recall of Parliament; the

strengths and weaknesses of Charles I; the strengths and

divisions of parliamentary opposition

Pym and the development of parliamentary radicalism:

Pym’s personality and aims; the Grand Remonstrance;

the London mob; popular radicalism

Conflicts between Crown and Parliament: failure of

negotiations between the King and the Long

Parliament; the execution of Strafford and its political

consequences

The slide into war: the impact of events in Ireland; the

failed arrest of the Five Members; local grievances;

attempts to impose royal authority and the development

of a Royalist Party; military preparations for war

Making of a Superpower Term Two

Social, regional and ethnic divisions: countryside versus

city; divisions between North, West and South; African-

Americans and the rise of the Ku Klux Klan

The USA and international relations: the extent of

isolationism; FDR and the end of isolationism and the

Second World War

The Superpower, 1945–1975 (A-level only)

Domestic politics: Truman, Eisenhower and post-war

reconstruction

Kennedy, Johnson and Nixon; New Frontier; the Great

Society; Nixon and Republican revival

Economic change and developments: the rise of the

consumer society and economic boom


English Revolution Term Three

Experiments in government and society, 1648–1660 (A-level only)

The Third Civil War: the attempted Royalist revival; the

defeat and exile of Prince Charles

Political radicalism: failure of the Levellers and Diggers

and the ‘Godly Society’; Quakers, Baptists and other

radical sects; the Rump Parliament as an experiment in

radical republicanism; the Parliament of the Saints

Oliver Cromwell and the Protectorate: Cromwell’s

personality and approach to government and his refusal

of the Crown; the limits of religious toleration; the

The Crusades Term 3

The foundation of new states and the Second Crusade, c1099–1149

Establishing the states of Outremer: Kings Baldwin I, II

and Queen Melisende; expansion and conquest; trade

and pilgrimage

The foundation of the military orders: Templars and

Hospitallers; their military, religious and economic

roles

Relations of the Crusader states with the Byzantine

Empire, the Latin West, the Muslim Near East and

indigenous peoples

The Islamic response to the Crusader states: Islamic

politics and the rise of ideas of jihad under Zengi

The preaching of the Second Crusade; its course and

outcome

The impact of the Second Crusade on the Muslim Near

East, the Byzantine Empire, the Latin West and

Outremer by 1149

USA Making of a Superpower Term 2/3

Populism, progressivism and imperialism, 1890–1920

Political tensions and divisions: the reaction against Big

Business at national and state level

The ideas and influence of Bryan, Roosevelt and Taft;

Populism, Progressivism and Wilson’s New Freedom

Economic change and developments: the rise of US

dominance as an economic and industrial power and the

consequences of this

Social developments: mass immigration and

urbanisation and their consequences; the position of

African-Americans

Foreign affairs: imperialism; engagement in

Major Generals; the problem of the succession to

Cromwell

The monarchy restored: political vacuum after the death

of Cromwell; negotiations for the return of the

monarchy under Charles II; the legacy of the English

Revolution by 1660

Crusades Term Three

The origins of the Fourth Crusade; the papacy of

Innocent III; the weakness of the Byzantine Empire; the

role of Venice

The course of the Fourth Crusade: military

preparations; the diversion to Zara; the failure to make

any impact on Muslim power

The legacy of the Crusades by 1204: the Muslim Near

East, the Byzantine Empire and the Latin West

USA Making of a Superpower Term Three

Ideological, social, regional and ethnic divisions:

McCarthyism; civil rights; youth culture; protest and

the mass media

The USA and international relations: the Cold War and

relations with the USSR and China; the Vietnam War

The USA by 1975: its place as a Superpower; the limits

of social cohesion; new cultural developments,

including the role of women and the position of

African-Americans

international affairs; Spain and the Philippines; the

Panama Canal; the First World War, neutrality and

entry

The USA by 1920: economic power; social and ethnic

divisions; political reaction and renewed isolationism

Key Stage 5 Assessment

Assessments

Component 1: Breadth study

What's assessed

The first part of the corresponding full A-level option. This involves the study of significant historical

developments over a period of around 50 years and associated historical interpretations.

Assessed

written exam: 1 hour 30 minutes

Two questions (one compulsory)

50 marks

50% of AS

Questions

two sections

Section A – one compulsory question linked to interpretations (25 marks)

Section B – one question from two (25 marks)

Component 2: Depth study

What's assessed

The first part of the corresponding full A-level option. This involves the study in depth of a major historical

change or development and associated primary evidence

Assessed

written exam: 1 hour 30 minutes

Component 1: Breadth study

Two questions (one compulsory)

50 marks

50% of AS

Questions

two sections

Section A – one compulsory question linked to primary sources or sources contemporary to the period (25

marks)

Section B – one question from two (25 marks)

Skills

Aims

Courses based on these specifications should encourage students to:

develop their interest in, and enthusiasm for, history and an understanding of its intrinsic value and significance

acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural,

religious and ethnic diversity, as appropriate

build on their understanding of the past through experiencing a broad and balanced course of study

improve as effective and independent students and as critical and reflective thinkers with curious and enquiring minds

develop the ability to ask relevant and significant questions about the past and to research them

acquire an understanding of the nature of historical study, for example that history is concerned with judgements

based on available evidence and that historical judgements are provisional

develop their use and understanding of historical terms, concepts and skills

make links and draw comparisons within and/or across different periods and aspects of the past

organise and communicate their historical knowledge and understanding in different ways, arguing a case and

reaching substantiated judgements

Assessment objectivesAssessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level History specifications and

all exam boards.

The exams will measure how students have achieved the following assessment objectives:

AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key

features related to the periods studied, making substantiated judgements and exploring concepts, as

relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its

historical context.

AO3 Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past

have been interpreted.

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