HISTORY - KS4

WHO’S WHO?

Progress Leader: Mr S Watkiss
Teaching Staff: Mr McNicol, Mr J Messham
Department Examiners: GCSE Senior Examiner Germany depth studies paper and the Thematic paper,
GCSE Examiner of the British depth studies paper
Link Governor: Mrs G Sinnott

COURSE INFORMATION

History is taught under the EDUQAS syllabus. Students will complete two Studies in Depth (one British and one non-British), a Period Study and a Thematic Study. They will also undertake a piece of work focusing on an historic site. The subject staff are all experienced examiners for the GCSE papers.

COURSE SPECIFICATION

Students follow WJEC Eduqas GCSE in History specification. Click here to view the specification.

COURSE CONTENT

The two Studies in Depth are; Germany in Transition, 1919–39 (The Rise of Hitler, life in Nazi Germany and Hitler’s foreign policy) and The Elizabethan Age 1558-1603 (Elizabethan government, lifestyles of the rich and poor, the Catholic threat and the Spanish Armada). For the Period Study, students will focus on The Development of the USA, 1929-2000 (changes in American society, changing attitudes towards race and America’s role in the wider world). For the Thematic Study,students will study Changes in Health and Medicine in Britain, c.500 to present day (causes of illness, attempts to prevent illness, treatment and cure, advances in medical knowledge, developments in patient care and in public health). The historic site will be the Scutari Hospital and the treatment and care of the wounded during the Crimean War, 1853-1856.

COURSE ASSESSMENT

The course will be assessed through 2 formal examinations. To be taken at the end of year 11. The Studies in Depth will be examined in one 2 hour examination (split into two papers) accounting for 50% of the total grade. There will also be one 2 hour examination worth 50%. This will consist of a 45 minute exam of the Period Study and a 1 hour and 15 minute examination of a Thematic Study.

Component 1
AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied 15%
AO2 Explain and analyse historical events and periods studied using second-order concepts 8%
AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied 12%
A04 Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations differ) in the context of historical events studied 15%.

Component 2
AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied 20%
AO2 Explain and analyse historical events and periods studied using second-order historical concepts 27%
AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied 3%.

To read the tables please rotate to landscape or view on a larger screen.

YEAR 10
TERM	UNIT OF STUDY	KEY SKILLS / LEARNING
Autumn	The Development of the USA, 1929-2000	Analysis of evidence with particular focus on cartoons Describing/explaining Evaluating change Significance of key people/events Evaluating importance
Spring	The Elizabethan Age 1558-1603	Analysis of evidence with particular focus on inference and accuracy Knowledge and Understanding Significance of key people/events Making connections between key people/events Interpretations – explaining how and why interpretations differ
Summer	Germany in Transition, 1919–39	Analysis of evidence with particular focus on inference, utility, message and purpose Describing and explaining Interpretations – explaining how and why interpretations differ
YEAR 11
Autumn	Germany in Transition, 1919–39 (continued) Changes in Health and Medicine in Britain, c.500 to present day	Analysis of evidence with particular focus on, utility, message and purpose Describing and explaining, analysis of evidence with particular focus on reliability and making connections between sources Narrative/outline
Spring	Changes in Health and Medicine in Britain, c.500 to present day (continued)	Analysis of evidence with particular focus on reliability and making connections between sources Describing and explaining Significance
Summer	Course Complete

ENRICHMENT OPPORTUNITIES

Year 10 History and Art trip to Berlin.

A LEVEL/BTEC REQUIREMENTS:

Students are usually required to have a 9 - 5 pass at GCSE to enter AS/A2.
A Level Courses: History, Politics, English Literature.

HOW TO SUPPORT YOUR CHILD'S LEARNING

Discuss the topics being studied, encourage them to do extra reading or to watch films/documentaries on the topics studied. In terms of revision, vary it from knowledge recall that be done through websites such as BBC Bitesize or practice questions through the Eduqas website.

WHERE TO GO:

Eyam Village Museum/George Marshall Medical Museum Worcester/Alexander Fleming Lab Museum, London/The Museum of Military Medicine, Keogh Barracks Ash Vale

WHAT TO WATCH:

Historical documentaries on the units of study
Movies such as: The Grapes of Wrath / 13 Days / All the Presidents Men / Frost Nixon / Last Days in Vietnam / Malcolm X / Selma / Forrest Gump / The Ernest Green Story / Rebel Without a Cause / Elizabeth the Golden Age / Hitler Rise of Evil / Radioactive.

WHAT TO READ:

Biographies about, Elizabeth I, Martin Luther King, Malcolm X.
Elizabeth - Ian Mortimer: The Time Traveller’s Guide to Elizabethan England.
USA in the 1930/40/50/60’s and Civil Rights: Of Mice and Men, Catcher in the Rye, The Feminine Mystique, To Kill a Mocking Bird, The Help, Malcolm X autobiography.
USA in the 1930/40/50/60’s and Civil Rights: Of Mice and Men, Catcher in the Rye, The Feminine Mystique, To Kill a Mocking Bird, The Help, Malcolm X autobiography.
WW2 - Simple History: Hitler & the Rise of Nazi Germany, Access to History: Weimar and the Rise of Nazi Germany 1918-1933 - Access to History.

ONLINE:

FUTURE CAREERS:

GCSE History is a highly regarded as a strong academic qualification by employers and in further education. It gives students a wide range of transferable skills such as logical argument, research skills, analysis of data, problem solving, creative thinking and empathy. Some professions where these skills may apply include: Academic researcher/ Archaeologist/ Archivist/ Heritage manager/ Historic buildings inspector/conservation officer/ Museum education officer/ Museum or gallery curator/ Museum or gallery exhibitions officer/ Secondary school teacher/lecturer/ Police Officer/ Lawyer/ Writer/ Journalist/ Politician/ Historical advisor TV/Film/ Social Worker.