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History

History Staff
Mrs J Hawthorne (Head of Team) jhawthorne@conyers.org.uk
Mr W Ahmed wahmed@conyers.org.uk
Miss S Brown sbrown@conyers.org.uk
Mr H Sandhu hsandhu@conyers.org.uk

Please select the links below to view further information about the department. The assessment programme explains how and what the students will be assessed on along with information on how to prepare.

  • Key Stage 4
  • A Level History
  • Year 7 Assessment
  • Year 8 Assessment
  • Year 9 Assessment
  • Year 10 Assessment
  • Year 11 Assessment

GCSE History

Introduction

This History course gives students the opportunity to study some of the defining moments in British and world history, studying in depth many of the key events that have shaped the world we live in. We believe in the importance of learning from history which is why we have specifically chosen a GCSE course that enables students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present.

 As one of the key individuals studied within our course put it,

“We are not makers of history.

We are made by history.” (Martin Luther King)

Skills

The course will develop not only your knowledge and understanding of history, but will also equip you with some of the most valuable academic skills, preparing you very well for any future study path you wish to pursue. Skills specific to this course include:

  • investigative and research skills,
  • analytical skills,
  • key communication skills, both written and verbal
  • the ability to form informed and well developed opinions on key issues,
  • the ability to understand a range of arguments and to arrive at judgements and conclusions of your own,
  • the ability to use evidence and examples to support your arguments, problem solving and case building etc.

Further study: This GCSE course opens doors to numerous avenues post-16 with many of our students using their GCSE in History as a foundation for Advanced Level study (A-Levels) before going onto University to study a range of courses including most popularly, History, Law, Politics, International Relations, Education and Business and Finance. Equally many of our GCSE students will go on to study a variety of alternative Level 3 qualifications post-16, and find much success in these areas, moving directly into work or further training thereafter.

Course structure

Paper 1: Understanding the modern world

  • Topic 1: America 1920–1973: Opportunity and inequality
  • Topic 2: Europe 1918–1939: Conflict and tension

Paper 2: Shaping the Nation

  • Topic 1: Britain, medicine, health and the people: c1000 to the present day
  • Topic 2: Tudor Elizabethan England, c1568–1603

Assessment

Paper 1 Examination – 1h 45 mins (10 exam questions to answer, plus 4 marks for SPaG) 50% At the end of Year 11
Paper 2 Examination – 1h 45 mins (8 exam questions to answer, plus 4 marks for SPaG) 50% At the end of Year 11

Subject Leader: Mrs Hawthorne Exam Board: AQA

What is History?

History seeks to understand past lives and societies. It takes as its field of study the entire human experience in all times and places. History analyses the past, assessing the complex web of causes that help explain why particular events and phenomena occur. History often communicates its findings in the form of narratives – stories – that make the past come alive as few things can. In this, history straddles the boundary between the sciences and the humanities.

AQA New Specification:

Under the new AQA specification the full linear A-Level lasts 2 years, with no option to study an AS for one year. All students will sit 2 exam papers (see details on the papers/topics), and all students will complete a Non-Examined Assessment (coursework) piece during the second year of study. More information can be found at: www.aqa.org.uk/subjects/history

Why study it?

Studying History at Conyers enables A-Level students to study a wide variety of historical periods. Each course has been chosen to offer a different historical perspective. By studying such disparate periods it is hoped that students will gain a thorough grounding in History. This should enable students to apply to university with confidence. This course not only prepares students for university level study of History, but vast numbers of students go on to successfully pursue undergraduate courses in Law, Politics, International Relations, and many more. Importantly for university study, an A-Level in History equips students with a developing political conscience as well as advancing their knowledge and understanding of controversial historical affairs, putting them in prime position as critical thinkers and skilled evaluators.

The structure of the course

Paper 1: Breadth Study (Tsarist and Communist Russia 1855-1964)
Content The study of significant historical developments and associated controversies over a period of around 100 years.
Assessment * 2 hours and 30 minutes written exam * 80 marks * 40% of A-level
Questions Two sections: A: one compulsory question linked to interpretations (30 marks) B: two from four essays (25 marks each)
Paper 2: Depth Study (Making of Modern Britain 1951-2007)
Content The study in depth of a major historical change/development and associated primary evidence.
Assessment * 2 hours and 30 minutes written exam * 80 marks * 40% of A-level
Questions Two sections: A: one compulsory question linked to primary sources contemporary to the period (30 marks) B: two from three essays (25 marks each)

Coursework (Historical Enquiry)

The coursework is a personal study based on a topic in history which covers a 100 year period and is set by the teacher of Paper 2; The coursework looks at rebellion and disorder in Tudor England. The coursework is completed in the second year of A-level independently by the student. * Word count: 3000-3500 (500 word critical evaluation) * 40 marks * 20% of A-level * Marked by teachers * Moderated by AQA

What next?

Studying A-Level History can be extremely valuable if you wish to pursue a career in the following:

  • Law
  • Politics
  • Civil Service
  • Journalism
  • Media
  • Teaching and Education

Year 7 Assessment

Term 1

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Baseline Assessment (teacher assessed) to outline the level/depth/range of concept based understanding and skills discrete to history which Y7’s are beginning their KS3 with.
  • AO2 – change and continuity
  • AO2 – cause and consequence.
  • AO4 – significance.
  • Source analysis and evaluation.
  • No revision necessary, skills based assessment
  • No specific prior knowledge needed

Term 2

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 1: (teacher assessed) Enquiry – ‘Harold’s mistakes were the main reason William won at the Battle of Hastings’ (written answer) (45 mins & extra time where applicable)
  • AO2 – Causation
  • AO1 – Knowledge and understanding.
Review class notes (exercise book/s) and resources on iPad in relation to –

  • factors explaining why William won at the battle, including tactics and strategy, leadership and William’s skills, Harold’s mistakes and tactics, weather and misfortune (bad luck) etc.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/education/topics/zshtyrd/resources/1 (clips relatng to battle)
  2. http://www.bbc.co.uk/education/guides/zsjnb9q/revision Norman Conquest
  3. http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/1066_norman_conquest/revision/5/
  4. http://www.johndclare.net/KS3/1-1-7.htm

Term 3

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 2: (teacher verbal feedback/peer assessed piece) Enquiry – ‘Extent of change in Medieval England after 1066’ Presentation in class (student led)
  • AO2 – Change and continuity
  • AO1 – Knowledge and understanding.
Review class notes (exercise book/s) and resources on iPad in relation to –

  • all of things that changed in Medieval England post 1066; language, food, nobles, religion, towns, population, castle/defences etc. and HOW far things changed – eg. things that stayed the same.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/education/guides/zsjnb9q/revision/7
  2. http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/1066_norman_conquest/revision/7/

Term 4

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 3: (teacher assessed) Enquiry – ‘Peasants, Barons or the Church – which was the more significant threat in Medieval England?’ (written answer) (45 mins & extra time where applicable)
  • AO4 – Significance
  • AO1 – Knowledge and understanding.
Review class notes (exercise book/s) and resources on iPad in relation to –

  • King John and the Magna Carta, Henry II and Thomas Beckett, Peasants Revolt. Think about/be able to explain your judgement on which of these events was the more ‘significant’ threat to the power of the king – start with thinking about what makes events ‘significant’ or not before deciding your answer.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/peasants_revolt/revision/2/
  2. http://www.bbc.co.uk/bitesize/ks3/history/uk_through_time/popular_protest_through_time/revision/3/
  3. http://www.bbc.co.uk/bitesize/ks3/history/middle_ages/king_john_magna_carta/revision/2/
  4. http://www.historylearningsite.co.uk/medieval-england/peasants-revolt/

Term 5

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 4: (teacher verbal feedback/peer assessed piece) Enquiry – ‘What is the legacy of the Crusades in 21st C Britain?’ Presentation in class (student led)
  • AO2 – change and continuity
  • AO3/4 – significance/interpretations
  • AO1 – knowledge and understanding
Review class notes (exercise book/s) and resources on iPad in relation to –

  • Changes brought to West (UK) as a result of the Crusades; could think about looking into detail about medicine, trade, knowledge, food, etc.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/ks3/history/the_wider_world/medieval_islamic_world/revision/9/
  2. http://www.lordsandladies.org/effects-of-crusades.htm
  3. http://medievaleurope.mrdonn.org/effects_of_the_crusades.html
  4. http://study.com/academy/lesson/results-and-impact-of-the-crusades.html (clip)
  5. https://www.khanacademy.org/humanities/world-history/medieval-times/the-crusades-technology-and-culture/a/the-impact-of-the-crusades-4-of-4

Term 6

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
End of Year 7 Exam (teacher assessed) End of Year final exam (inc. extended answer from Unit 4 Enquiry topic on Crusades) (45 mins & extra time where applicable) WEEK BEGINNING 4 JUNE 2018
  • AO1 – knowledge and understanding
  • AO2 – key concepts
  • AO3 – interpretations
  • AO4 – significance
Review class notes (exercise book/s) and resources on iPad in relation to –

  • There will be questions from all units of work from Y7 including the following key ideas/areas:
    • Battle of Hastings; key details of battle
    • The Black Death
    • Peasant and Baron’s revolts
    • Why different people go on Crusade

There will be dedicated inbuilt time for ‘revision’ and ‘revision skills’ in the weeks running up to the final end of year exams. Students are issues with specific revision areas and advice from their teacher about how best to prepare and approach the questions.

 

Year 8 Assessment

Term 1

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 1: (teacher assessed) Enquiry – ‘How far did religion change during the Tudor England?’
  • AO2 – Change and continuity
  • AO1 – Knowledge and understanding
Review class notes (exercise book/s) and resources on iPad in relation to –

  • Catholicism, Protestantism (differences), what religion was like under Henry VII and how this changed/continued under the following Tudor monarchs including Henry VIII and the Reformation, Edward VI, Mary I, Elizabeth I.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/ks3/history/uk_through_time/religion_through_time/revision/5/
  2. http://www.bbc.co.uk/bitesize/ks3/history/tudors_stuarts/reformation/revision/6/
  3. http://primaryhomeworkhelp.co.uk/tudors/religion.htm
  4. http://www.johndclare.net/KS3/TudorReligion/Tudor_religion.htm

Term 2

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 2: (teacher verbal feedback/peer assessed piece) Enquiry – ‘Cromwell – hero or villain?’ Presentation in class (student led)
  • AO3 – Interpretations
  • AO1 – knowledge and understanding
Review class notes (exercise book/s) and resources on iPad in relation to –

  • Oliver Cromwell – why some people would argue that he was a ‘hero’ for Britain (different things he did), and why some would argue that he was a ‘villain’ (different things he did. Your judgement after looking at all of the evidence, how far should he be remembered as a hero or a villain and why? Remember that you always need to be able to back up your opinions with evidence to support.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/education/guides/z8vdmp3/revision/7
  2. http://www.bbc.co.uk/bitesize/ks3/history/tudors_stuarts/oliver_cromwell/revision/7/
  3. http://historysheroes.e2bn.org/hero/weretheyahero/3
  4. https://yesterday.uktv.co.uk/blogs/article/cromwell-hero-villain/

Term 3

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 3: (teacher assessed) Enquiry – ‘Was slave resistance the main reason for abolition?’
  • AO2: Causation
  • AO1: Knowledge and Understanding
Review class notes (exercise books) and resources on iPad in relation to –

  • Factors resulting in the abolition of the slave trade including long and short term factors. Pay special attention to the role of individuals – how far Wilberforce, Clarkson, Equiano were successful in campaigning for abolition, economic reasons for abolition, moral reasons for abolition, the impact of slave resistance etc.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/education/topics/z2qj6sg/resources/1 (clips)
  2. http://www.bbc.co.uk/education/clips/z6xcjxs
  3. http://www.bbc.co.uk/education/topics/z2qj6sg/resources/3
  4. http://www.bbc.co.uk/education/clips/zyfw6sg
  5. http://www.bbc.co.uk/education/guides/zy7fr82/revision
  6. http://www.bbc.co.uk/education/clips/zph97ty

Term 4

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 4: (teacher assessed) Enquiry – ‘Did the British Empire lead to more harm than good?’
  • AO1: Knowledge and Understanding
  • Source skills; analysis and evaluation
Review class notes (exercise books) and resources on iPad in relation to –

  • Case studies of empire including, Pilgrim Fathers and the American colonies, India, African colonies. For each case study think about the IMPACT that Britain had on the different people within the Empire, including evidence of any positive or negative impacts they had (long or short term)

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/ks3/history/uk_through_time/british_empire_through_time/revision/2/
  2. http://www.bbc.co.uk/education/clips/zh4pb9q (clip)
  3. http://www.bbc.co.uk/education/clips/zfdy4wx
  4. http://www.bbc.co.uk/education/topics/zsnp34j/resources/1

Term 5

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 5:  (teacher verbal feedback/peer assessed piece) Enquiry – ‘Why did women get the right to vote?’ Presentation in class (student led)
  • AO3/4: Interpretations/source skills
  • AO1: Knowledge and Understanding
Review class notes (exercise books) and resources on iPad in relation to –

  • Preparation for this presentation piece will need you to examine all of the different factors which help explain why women won the right to vote. Key areas to focus on include the role of Suffragettes and the role of Suffragists (plus the different interpretations of the campaign groups) in campaigning to get the vote.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/ks3/history/20th_century/womens_suffrage/revision/3/
  2. http://www.bbc.co.uk/education/guides/zy2ycdm/revision
  3. http://www.bbc.co.uk/bitesize/higher/history/britsuff/suffrage/revision/1/
  4. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/britain/votesforwomenrev1.shtml
  5. http://www.parliament.uk/education/teaching-resources-lesson-plans/suffragettes-timeline/ (clip)

Term 6

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
End of Year 8 Exam (teacher assessed) End of Year final exam (45 mins & extra time where applicable) WEEK BEGINNING 21 MAY 2018
  • AO1 – knowledge and understanding
  • AO2 – key concepts
  • AO3 – interpretations
  • AO4 – significance
Review class notes (exercise books) and resources on iPad in relation to –

  • There will be questions from all units of work from Y8 including the following key ideas/areas:
    • Tudor monarchs, including Henry VII’s problems
    • Trans-Atlantic Slavery; conditions on the ships, transportation etc.
    • Abolition of Slavery; key factors and reasons for abolition (eg. individuals Wilberforce, Clarkson, Equiano, slave resistance movements etc.)
    • Women’s Rights including Suffragists movement and the Suffragettes, key differences between campaigning methods etc.

There will be dedicated inbuilt time for ‘revision’ and ‘revision skills’ in the weeks running up to the final end of year exams. Students are issues with specific revision areas and advice from their teacher about how best to prepare and approach the questions.

 

Year 9 Assessment

Term 1

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 1: (teacher assessed) Enquiry – ‘Which of these was the more important cause of WW1:

  • The development of the alliances
  • The assassination of Franz Ferdinand’
  • AO2 – key concepts, causation
  • AO1 – knowledge and understanding
Review class notes (exercise books) and resources on iPad in relation to –

  • Long and short term causes of war including: development of the alliance systems, Kaiser Wilhelm’s foreign policy aims, Moroccan Crisis, Nationalism, Militarism, the invasion of Belgium, the assassination of Archduke Franz Ferdinand

Useful websites/clips for extra detail:

  1. http://www.johndclare.net/causes_WWI1.htm
  2. http://www.bbc.co.uk/education/clips/z7sw6sg
  3. http://www.bbc.co.uk/education/guides/z4n4jxs/revision
  4. http://www.bbc.co.uk/bitesize/ks3/history/20th_century/first_world_war/revision/7/

Term 2

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 2:  (teacher verbal feedback/peer assessed piece) Enquiry – ‘Why was there a Red Revolution in 1917?’ Presentation in class (student led)
  • AO2 – causation
  • AO1 – knowledge and understanding
Review class notes (exercise books) and resources on iPad in relation to –

  • Factors leading to the Bolshevik seizure of power including the failure of the Provisional Government, impact of WW1, socio-economic conditions in Russia, collapse of autocracy (Feb)  leadership and promises of the Communists

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/bitesize/higher/history/russia/october/revision/1/
  2. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/leninandbolshevikrevolutionrev_print.shtml
  3. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/leninandbolshevikrevolutionrev1.shtml

Term 3

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 3: (teacher assessed) Enquiry – ‘How and why was Hitler able to rise to power?’ (& Holocaust study)’
  • AO1: knowledge and understanding
  • AO2: key concepts
  • AO3: interpretations
Review class notes (exercise books) and resources on iPad in relation to –

  • Factors leading to Hitler’s rise to power including long term issues with bitterness from from TOV, ineffective constitution, economic situation, propaganda, Hitler’s promises and leadership.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/hitlerpowerrev1.shtml
  2. http://www.bbc.co.uk/education/clips/zhch34j
  3. http://www.bbc.co.uk/education/clips/z2h2hyc
  4. http://www.johndclare.net/Weimar7.htm

Term 4

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 4: (teacher assessed) Enquiry – ‘How important was King in the struggle for equality?’ Knowledge based GCSE style questions

  • AO1 – knowledge and understanding
  • AO3 – interpretations
  • AO4 – significance
Review class notes (exercise books) and resources on iPad in relation to –

  • Compare and contrast the role of King in the Civil Rights movement to other individuals and factors, for example the role of Malcolm X and the Black Power movement, the campaign in the 1950’s and 60’s, Brown vs. Board of Education, Little Rock 9, Freedom Rides, Bus Boycotts, Birmingham March, Selma etc.

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/education/guides/zcpcwmn/revision
  2. http://www.bbc.co.uk/bitesize/ks3/history/20th_century/civil_rights_movement_america/activity/
  3. http://www.historylearningsite.co.uk/the-civil-rights-movement-in-america-1945-to-1968/
  4. http://www.bbc.co.uk/bitesize/ks3/history/20th_century/civil_rights_movement_america/revision/6/

Term 5

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment 5:  (teacher verbal feedback/peer assessed piece) Enquiry – How far did the USA fail in Vietnam?’ Presentation in class (student led)
  • AO1 – knowledge and understanding
  • AO3 – interpretations
  • AO4 – significance
Review class notes (exercise books) and resources on iPad in relation to –

  • Assess what factors led to the USA losing the Vietnam War including, impact and success of Guerilla warfare, US responses and tactics, the role of the media and failure at ‘home’,

Useful websites/clips for extra detail:

  1. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/vietnam/usgetsoutrev2.shtml
  2. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/vietnam/thewarinvietnamrev2.shtml

Term 6

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
End of Key Stage Exam (2 years) (teacher assessed) End of Key Stage 3 final exam(45 mins & extra time where applicable)WEEK BEGINNING 11 JUNE 2018
  • AO1 – knowledge and understanding
  • AO2 – key concepts
  • AO3 – interpretations
  • AO4 – significance
Review class notes (exercise books) and resources on iPad in relation to –

  • There will be questions from across the units of work from Y8 and Y9  and the class teacher will provide a comprehensive list of topics that will be asked in the exam. These topics can be from over the last 2 years of key stage three study.

There will be dedicated inbuilt time for ‘revision’ and ‘revision skills’ in the weeks running up to the final end of year exams. Students are issues with specific revision areas and advice from their teacher about how best to prepare and approach the questions.

 

Year 10 Assessment

See specification – GCSE History (8145) AQA – http://filestore.aqa.org.uk/resources/history/specifications/AQA-8145-SP-2016.PDF

Term 1

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment (teacher assessed) UNIT 1: Conflict and Tension 1918-39 Mid Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision area – American people and the ‘Boom’:

  • The ‘Boom’: benefits, advertising and the consumer society; hire purchase; mass production, including Ford and the motor industry; inequalities of wealth; Republican government policies; stock market boom.
  • Social and cultural developments: entertainment, including cinema and jazz; the position of women in society, including flappers.
  • Divided society: organised crime, prohibition and their impact on society; the causes of racial tension, the experiences of immigrants and the impact of immigration; the Ku Klux Klan; the Red Scare and the significance of the Sacco and Vanzetti case.

Term 2

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 1: Conflict and Tension 1918-39 End of Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision area – Americans’ experiences of the Depression and New Deal

  • American society during the Depression: unemployment; farmers; businessmen; Hoover’s responses and unpopularity; Roosevelt’s election as president.
  • The effectiveness of the New Deal on different groups in society: successes and limitations including opposition towards the New Deal from Supreme Court, Republicans and Radical politicians; Roosevelt’s contribution as president; popular culture.
  • The impact of the Second World War: America’s economic recovery; Lend Lease; exports; social developments, including experiences of African-Americans and women.

Term 3-4

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 2: America, 1920–1973: Opportunity and inequality Mid Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision area – American people and the ‘Boom’

  • The ‘Boom’: benefits, advertising and the consumer society; hire purchase; mass production, including Ford and the motor industry; inequalities of wealth; Republican government policies; stock market boom.
  • Social and cultural developments: entertainment, including cinema and jazz; the position of women in society, including flappers.
  • Divided society: organised crime, prohibition and their impact on society; the causes of racial tension, the experiences of immigrants and the impact of immigration; the Ku Klux Klan; the Red Scare and the significance of the Sacco and Vanzetti case.

Revision Area – Americans’ experiences of the Depression and New Deal

  • American society during the Depression: unemployment; farmers; businessmen; Hoover’s responses and unpopularity; Roosevelt’s election as president.
  • The effectiveness of the New Deal on different groups in society: successes and limitations including opposition towards the New Deal from Supreme Court, Republicans and Radical politicians; Roosevelt’s contribution as president; popular culture.
  • The impact of the Second World War: America’s economic recovery; Lend Lease; exports; social developments, including experiences of African-Americans and women.

Term 4-5

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 2: America, 1920–1973: Opportunity and inequality End of Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision Area – Americans’ experiences of the Depression and New Deal

  • American society during the Depression: unemployment; farmers; businessmen; Hoover’s responses and unpopularity; Roosevelt’s election as president.
  • The effectiveness of the New Deal on different groups in society: successes and limitations including opposition towards the New Deal from Supreme Court, Republicans and Radical politicians; Roosevelt’s contribution as president; popular culture.
  • The impact of the Second World War: America’s economic recovery; Lend Lease; exports; social developments, including experiences of African-Americans and women.

Revision Area – Post-war America

  • Post-war American society and economy: consumerism and the causes of prosperity; the American Dream; McCarthyism; popular culture, including Rock and Roll and television.
  • Racial tension and developments in the Civil Rights campaigns in the 1950s and 1960s: Segregation laws; Martin Luther King and peaceful protests; Malcolm X and the Black Power Movement; Civil Rights Acts of 1964 and 1968.
  • America and the ‘Great Society’: the social policies of Presidents Kennedy and Johnson relating to poverty, education and health; the development and impact of feminist movements in the 1960s and early 1970s, including the fight for equal pay; the National Organisation for Women, Roe v Wade (1973), the Supreme Court ruling on equal rights (1972) and opposition to Equal Rights Amendment.

Term 6

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Year 10 Trial Exam (teacher assessed)
  • 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.
Review class notes (exercise book/s) and resources on iPad in relation to –

  • There will be questions from all units of work studied for the GCSE so far including the following key ideas/areas:
    • What were the challenges of revising the peace settlement.
    • The causes of the Second World War – seeking to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it.
    • How far the USA between 1920-73 was a period of opportunity and inequality when some Americans lived the ‘American Dream’ whilst others grappled with the nightmare of poverty, discrimination and prejudice.

There will be dedicated inbuilt time for ‘revision’ and ‘revision skills’ in the weeks running up to the final end of year exams. Students are issued with specific revision areas and advice from their teacher about how best to prepare and approach the questions.

 

Year 11 Assessment

See specification – GCSE History (8145) AQA – http://filestore.aqa.org.uk/resources/history/specifications/AQA-8145-SP-2016.PDF

Term 1

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 3: Britain: Health and the people: c1000 to the present day Mid Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision Area – 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.

Revision Area – 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

Term 2

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 3: Britain: Health and the people: c1000 to the present day End of Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision Area – 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 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.

Revision Area – 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.

Term 3

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 4: Elizabethan England, c1568–1603 Mid Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision area – 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.

Revision area – 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 4

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
Assessment: (teacher assessed) UNIT 4: Elizabethan England, c1568–1603 End of Unit Assessment (in class – 45 mins + extra time)
  • 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.
Revision area – 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

Part four: The Historic Environment (NO REVISION NECESSARY) 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.

Term 5

Assessment Focus and Purpose Key Concepts/Skills Assessed Preparation/Key Areas to Revise
REVISION REVISION REVISION

Students on Study Leave for final linear exams – AQA – June

Unit 1 (Conflict and Tension) – exam style/technique/what to expect: Unit 2 (USA) – exam style/technique/what to expect: Unit 3 (Medicine)  – exam style/technique/what to expect: Unit 4 (Elizabeth)  – exam style/technique/what to expect: