This specification allows students to develop skills that are transferable and highly valued by employers. Through the study of History, students will be able to develop their communication skills, both oral and written, their ability to formulate a balanced argument, their capacity to think objectively, their ability to carry out research and manage information and finally their independent and critical thinking skills. In some colleges History is essential for undertaking a degree in Ancient History, Economic and Social History and Modern History. It is also particularly useful for reading Archaeology, Criminology, Economics, English, Law, Politics, Sociology and Theology. History at A-Level and degree level is widely recognized for entry to teaching, Banking/Finance, Business, Journalism, Civil Service, Marketing, Museum work, Law Local and Government and Tourism. History is not as obviously vocational as some courses, but it combines excellent training in vital skills with a high degree of interest and enjoyment.
Introduction to A Level
The specification builds on the knowledge, understanding and skills developed within key stage 4 History. A-Level History provides pupils with a suitable foundation for study of a range of courses in further and higher education.
A-Level History allows student to develop skills which are transferable and highly valued by employers. The specification prepares students for a wide range of higher and further education courses and a variety of career paths.
It provides an excellent foundation for careers in:
Pupils who choose AS/A2 level History must be committed to their studies and they must be willing to carry out extra reading and research outside of the classroom. They will be challenged by the demands of the specification but this will only serve to prepare them for further study and their future careers. History is an exciting subject which provides pupils with the opportunity to develop the skills present day employers are looking for.
Introduction to GCSE
The GCSE syllabus has been designed to give students opportunities to explore key political, economic and social events that have helped shape today’s institutions, governments and societies. Students study and evaluate systems of government and learn how the actions of government impact on individuals, groups and society as a whole. They explore the values, attitudes, perceptions and ideologies that have shaped human behavior, endeavor and achievement in the past.
Scheme of Assessment
Paper 1 – 50%
Two in-depth studies on Russia 1916 - 1939 or Germany 1981 -1939 and Northern Ireland 1965-1985.
Paper 2 - 25% An outline study of The Cold War 1945-1991 which includes the study of the relations between the superpowers inside and outside Europe.
Controlled Assessment - 25%
Research and source based tasks based on JFK.
AS 1 - Option 3: Britain in the Age of Reform 1830-80
Students focus on a period of significant political, economic and social reform in Britain between 1830 and 1880. Students chart the emergence of the modern Conservative and Liberal parties and analyse the part played in that process by the great political figures of the age: Peel, Disraeli and Gladstone. The core theme of this option is reform, highlighted by the Reform Acts of 1832 and 1867, which set Britain on the road to full democracy. Students also examine the rise of the Chartist movement and the Anti-Corn Law League, as well as the reasons for their contrasting fortunes.
AS2 – Option 5: Russia 1914-41
In the first part of this option, students focus on the causes of the Russian Revolutions of 1917. They analyse reasons why the Tsarist regime collapsed in February 1917 and why the Bolsheviks were able to seize power in October 1917. Students then assess how the Bolsheviks consolidated their rule with their victory in the Civil War. Students also evaluate the aims and consequences of Lenin’s economic policies in the period 1917-1924. The option concluded with a study of Stalinist Russia. Students focus on why Stalin emerged as Lenin’s successor by 1929, assess the aims and consequences of Stalin’s economic policies and analyse the most important features of Stalin’s dictatorship.
A21 – Option 2: Ireland under the Union 1800-1900
Students focus on Ireland and its relationship with Great Britain between the Act of Union of 1800 and the end of the nineteenth century. Students examine change and continuity in Ireland itself and in the nature of the relationship with the British government. Students will analyse and understand the connections between political, economic, social, cultural and religious themes.
Students address the main developments in unionism and nationalism and key themes, such as the extent of success and failure for political movements and the relevant explanatory factors. They also assess the significance of turning points and key individuals, such as Edward Saunderson, Daniel O’Connell, Charles Stewart Parnell, Sir Robert Peel and William Ewart Gladstone.
A22 – Option 4: Partition of Ireland
In this option, students focus on how Ireland was partitioned in the early years of the
twentieth century. Students analyse the key developments in unionism and
nationalism in Ireland and the role of British governments and political parties in this
period. There is a chronological approach, from the crisis over the Third Home Rule
Bill for Ireland in the pre-war years to a study of the newly-partitioned state of
Northern Ireland 1921–25. Students also focus on individuals in Ireland and Great
Britain who played a key role in a period of immense change.
Method of Assessment:
AS1 – A written exam lasting 1hr 30mins that includes short response questions, source work and a source-based question on interpretations. (20% of A-level)
AS2 – A written exam lasting 1hr 30mins that includes both short response and extended questions. (20% of A-level)
A21 – A written exam lasting 1 hour. Students respond to a synoptic essay question analysing the period as a whole. (20% of A-level)
A22 – A written exam lasting 2hours 30mins which includes source work, a source based question on historical interpretations and an extended essay question. (40% of A-level)