History

Powerful Knowledge

Students will study the following units under the AQA 7042 A Level History specification:

Component 1 Breadth Study: 1D Stuart Britain & the Crisis of Monarchy, 1603-1702

This option requires students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

• How far did the monarchy change?
• To what extent and why was power more widely shared during this period?
• Why and with what results were there disputes over religion?
• How effective was opposition?
• How important were ideas and ideology?
• How important was the role of key individuals and groups and how were they affected  by developments?

Component 2 Depth Study: 2Q The American Dream: Reality & Illusion, 1945-1980

This option provides for a study in depth of the challenges faced by the USA at home and abroad as it emerged from the Second World War as a Superpower. For many Americans, post-war prosperity realised the ‘American dream’ but the prosperity was not shared by all and significant problems at home and abroad challenged the extent to which the ‘American dream’ was a reality. It explores concepts and ideas such as American identity at home and abroad, anti-communism, social equality, ethnic identities and federal versus states’ rights. It also encourages students to reflect on the nature of democracy in a pluralist society, political protest and the power of the media.

Component 3 Historical Investigation: A personal study based on Russia, 1856-1964

This unit addresses key aspects of Russia 1856-1964 to develop understanding of the process of change over a long period of time. Students will investigate issues relating to the long and short term causes and consequences of change and will demonstrate an understanding of the factors that may accelerate, consolidate or delay the process of change. The Historical investigation enables students to develop the skills, knowledge and historical understanding acquired through the study of the examined components of the specification, and in particular encourages them to:

• ask relevant and significant questions about the past and undertake research
• develop as independent learners and critical and reflective thinkers
• acquire an understanding of the nature of historical study
• organise and communicate their knowledge and understanding in a piece of sustained writing.

In each component students will learn:

• About the significance of events, individuals, issues and societies in history;
• To compare aspects of the different societies they have studied;
• How and why societies have changed over time;
• About the theories of historians and the language that they use to discuss their ideas;
• To understand the nature of historical evidence and the methods used by historians to analyse and evaluate it;
• To develop an understanding of how the past has been interpreted and represented;
• To express and organise your own historical ideas confidently and effectively

Literacy

The step up to the greater independent reading needed for research at this level is a challenge for many students in terms of the complexity of language and contextual knowledge and understanding required. In order to scaffold and support this process a range of texts are used, from the core A Level textbook to wider reading of articles and then the works of professional historians. Extracts are widely used. Students are supported in the reading of this within the teaching of lessons, with group activities and discussion based around the texts in question. Both contemporary sources and historical interpretations are widely used, mirroring the requirements of the examination. Students are encouraged to demonstrate their own independent reading, and reading recommendations for each particular section of the course are placed at the end of the relevant teaching powerpoints. These are also listed on the revision packs and resources are also linked to the Google Classrooms which are provided for each of the three course components.

Students are encouraged to develop a glossary of key subject terminology, space for which is provided in the student guides. This also includes helpful language to assist in the development of argument. Students are also supported in the planning of their writing and individualised feedback is given to help in the continual development of this.

School Context

The current A Level course reflects a combination of staff expertise and resourcing, but importantly provides a variety of historical contexts in terms of time and place in accordance with the exam board requirements. Students arrive with a knowledge of the expansion of the USA in the latter half of the 19th Century from their GCSE course at Stowupland, as well as a basic understanding of Stuart Britain from the Y8 History & RS course. They have knowledge and understanding of how countries work from their political, economic, social and religious history studied across KS3 & KS4. Russian history is studied for the NEA as it has not been studied before and therefore provides a fresh context for students to apply their understanding, but it also links well with the concepts encountered in both of the examinable components - revolutionary change in England and also the idea of change & continuity over an extended period of time, and USA in the time of the Cold War overlapping with the end of the Russia NEA coverage.

Assessment

A system is in place to track student progress at A Level in the form of key assessment tasks which are marked according to exam board mark schemes & internally coded to aid the process. Students have a tracking grid to fill in following feedback being given. This applies to components 1D (England) & 2Q (USA) where a mixture of interpretation/source analysis & conventional essays are provided through the course which reflect the final A Level examination requirements. A recommended two assessments will be set per half of the course per half term - one for each type of assessment. Students will be expected to review their marked work both on their tracking sheet and on the pink assessment feedback sheets given - these should be in the students’ own folders. For the NEA students are expected to record tutorial conversations regarding the ongoing progress of their work - these will be recorded by staff to log the development of student work & help in the setting of interim deadlines. Ongoing folder work is designed to contribute towards these assessments and as such is not formally marked. Folder checks will, however, take place periodically and sampled in a targeted way according to likely need. Students have a folder check sheet which allows this process to be recorded – this will be undertaken as a self, peer or staff check with the aim of helping students to become better organised, independent learners. Students have also been issued with course booklets for all examinable units, designed to help increase independence of study required at this level.

Careers

Students who study A Level History have access to a wide range of career and higher education opportunities. By the end of their course students will have learned how to research, evaluate and analyse information, how to weigh up evidence and how to communicate complex ideas effectively. Students will have plenty of opportunity to show evidence of their ability to work independently. All these skills are recognised and valued by employers, universities and colleges alike. History combines well with Maths and Science subjects to create an attractive portfolio of qualifications, enabling students to move on to a university science based course. Combined with English, Sociology, Geography, Drama or a Modern Foreign Language it would provide a good basis for an arts or languages based degree. History A Level provides an excellent foundation for a number of popular careers including, journalism, law, accounting and business.