1. INTRODUCTION TO YOUR HISTORY GCSE COURSE
LESSON 1
INTRODUCTION TO YOUR HISTORY GCSE COURSE
AIM – TO INTRODUCE YOU TO THE KEY ASPECTS OF HISTORY GCSE
NEW GCSE HISTORY

2. This is a map by Heinrich Hammer in 1489, three years before Columbus sailed across the Atlantic.
In what ways is the map accurate?
In what ways is the map inaccurate?

3. Topic Paper % Type of exam Time of year
Spain and the New Word,
Period study Paper 2
20%
Students will be assessed on their knowledge and understanding. Questions will target key features and causation, and may also target change, continuity, consequence, similarity, difference and significance.
Year 10
(Revision Yr 11)
Early Elizabethan England, 1558–88
British Depth Study Paper 2
Medicine in Britain, 1250–present
and
The British sector of the Western Front,
1914–18
Thematic Study and historic environment Paper 1
30%
Student will be assessed through a question on features of the period and also through a historical enquiry; skills targeted will be analysis, evaluation and use of contemporary sources to make
judgements.
Year 10/11
Germany
Modern depth study Paper 3
Students will be assessed through questions on knowledge and understanding (causation) and their ability to analyse and evaluate contemporary sources and later interpretations.
Year 11
Give the sheet out and explain briefly the breakdown of the exams.

4. Paper 2 - Spain and the ‘New World’, 1490–1555 Specification Topics
Spain reaches the ‘New World’, 1490–1512
The Conquistadors, 1513–1528
The Spanish Empire 1528–1555
Highlight the specification material; focus on reasons for exploration, role of key individuals, key events and consequences of exploration (use different colours)

5. Specification: Key Topic 1 Spain reaches the ‘New World’, 1490–1512

6. Specification: Key Topic 2 The Conquistadors, 1513–c1528

7. Specification: Key Topic 3 The Spanish Empire 1528–c1555

8. Assessment Format

9. NEW GCSE GRADE SYSTEM - REFINED
OLD GCSE GRADE SYSTEM
NEW GCSE GRADE SYSTEM
NEW GCSE GRADE SYSTEM - REFINED A*
Grade 9, Grade 8
Half of A* becomes grade 9, the remainder grade 8 A
Grade 7, Grade 8
Grade 7
Most would get Grade 7 but some would be Grade 8 B
Grade 6, Grade 5
Grade 6
Split between Grades 5 and 6 C
Grade 5, Grade 4
Mostly Grade 4, some Grade 5 D
Grade 3
Mostly Grade 3, some Grade 2 E
Grade 2 F
Grade 1 G
Grade 1, Grade 0
Mostly grade 1, some Grade 0 U
Grade 0

10. This chart shows how we will be equating percentages to grades in History.
It is an educated guess and does NOT represent accurately what the exam board will do as we have no idea what they will do in June 2018!!! 95 90 80 70 63 55 42 30 20

11. Paper 2: Spain and the New World AND Early Elizabeth
64 marks – 1 hour and 45 mins
Question
Marks
Question Type
Section A: Spain and the New World
Answer ALL Questions 1, 2 and 3 1
8 marks / 12 mins
Explain two consequences of…
50 mins 2
8 marks / 12 mins
Write a narrative account… 3
16 marks / 25 mins
Explain two of the following…
Section B: Early Elizabeth
Answer both questions 3 and 4 and then EITHER 5 or 6 4a
4 marks / 6 mins
Describe two features of… 4b
12 marks / 18 mins
Explain why …. 4c
16 marks + 4 SPAG / 25 mins
“[insert statement]”
How far do you agree? Explain your answer.

12. Spain and the New World Writing Frames
Question 2: Write a narrative… (8 marks) 12 mins
[POINT] One of the key events that led to…(WFTQ)…was…FIRST BULLET POINT
[EVIDENCE] In this event…(describe the event)…
[EXPLAIN] This led to…(WFTQ)…because…
This meant that….
Therefore…
[LINK] This led to SECOND BULLET POINT because….
[POINT] The next key event that led to…(WFTQ)…was…SECOND BULLET POINT
[LINK] This led to OWN KNOWLEDGE because….
[POINT] The final event that led to…(WFTQ)…was … (YOUR OWN POINT).
[LINK] This led to (WFTQ) because….
(CONCLUSION) Summarise answer in brief
Question 1: Explain two consequences of… (8 marks) 12 mins
[POINT] One consequence of… {WFTQ} is…
[EVIDENCE] Evidence to support this is…
[EXPLAIN] This meant that… {insert precise own knowledge}
Therefore…
[POINT] Another consequence of… {WFTQ} is…
[EVIDENCE] Evidence to support this is…
Question 3: Explain two of the following….the importance. (2x8 marks) 25 mins
[POINT] _______ was important for (WFTQ)… because…
[EVIDENCE] Evidence to support this is…
[EXPLAIN] This shows that (WFTQ) was important for (WFTQ) because…
Therefore…
[POINT] _______ was important for (WFTQ)… because…
[EXPLAIN] This shows that (WFTQ) was important for (WFTQ) because…Therefore…
[CONCLUSION) Concluding comments needed

13. Read p8 – 10 Structured Questioning – Discuss these with your partner having read p8-10
Why were the Europeans so keen to find a new route to the Spice Islands?
The Portuguese had rounded the Cape of Good Hope in Why did this make the Spanish more determined to explore the Atlantic?
Why were people willing to invest in explorations?
Why was the Catholic church a political, as well as religious organisation?
What were the international aims of the Catholic Church?

14. Why did the Spanish want to explore the Atlantic?
Read p8 – 10 in Spain and the New World, Rees
Discuss the questions with your partner, then as a class.
Make a spider diagram answering the question below:
Why did the Spanish want to explore the Atlantic?
Why did the Spanish want to explore the Atlantic?
Find the Spice Islands to increase trade
To circumvent the Portuguese route to the Spice Islands around Africa
To cut out the land route, controlled by the Muslims, to the Spice Islands
Spread Catholicism
Strengthen Catholicism against the Muslims
To curry favour with the Pope

15. Plenary Political Economic Religious Military Social
These are the THEMES that we use in history to categorise different causes and consequences.
Political
Economic
Religious
Military
Social
Discuss the following with your neighbour.
Which of the themes provided the greatest motivation to the Spanish to explore the Atlantic?

16. Homework
Research the relationship between Queen Isabella and Columbus.
In your own words describe their relationship in a paragraph.
Include their beliefs and role in Spanish exploration.
Queen Isabella ( )
Christopher Columbus ( )
- Columbus
- Columbus
- Isabella
- Isabella