1. Follow us on Twitter @AQACPD. GCSE History New Specification Launch Jon Cloake / Richard Staton Autumn 2015 Copyright © AQA and its licensors. All rights reserved.

2. Objectives To understand the key elements of the specification structure, teaching content and assessment To start thinking about the implications for teaching and learning To review the resources and support available from AQA To enable you to ask any questions about the specification Slide 2Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

3. Structure of the session 1.Why is GCSE History changing? 2.What are the new requirements for GCSE History? 3.What is the AQA approach? 4.What are some of the important features of each unit in the new GCSE History? 5.What do the new examination papers look like? 6.What are the practical benefits of the new specification? 7.How can you plan to teach the new GCSE History? 8.How will AQA support you teaching the new specification? Slide 3Copyright © AQA and its licensors. All rights reserved.

4. Why is GCSE History changing? “New GCSEs are being introduced in England. The primary purpose of the new qualifications will be to provide evidence of students’ achievements against demanding and fulfilling content and a strong foundation for further academic and vocational study and employment. If required the qualifications should be able to provide a basis for schools and colleges to be held accountable for the performance of all their students.” GCSE History Consultation Document, OfQual, December 2014. Slide 4Copyright © AQA and its licensors. All rights reserved.

5. What are the new requirements for GCSE History? (1) History to be studied from three eras: Medieval 500–1500 Early modern 1450–1750 Modern 1700–present day And five elements to comprise the course: Thematic (1) Depth studies (2 – one British; one – Wider World) Period study (1) Historic Environment (1) Slide 5Copyright © AQA and its licensors. All rights reserved.

6. What are the new requirements for GCSE History? (2) Short (depth study); students to understand the complexity of a society or historical situation and the interplay of different aspects*, for example: social, political, religious, technological, military etc. Students should study one British and one European/wider world depth study. Medium (period study); students to understand the main developments and characteristics of a 50 year time span. Long (thematic); the study of significant characteristics of different ages to understand change and continuity; comparisons should be possible between different periods of history and aspects (see above *) of society across the centuries, i.e. from all three eras and, if appropriate, from earlier times. Slide 6Copyright © AQA and its licensors. All rights reserved.

7. What are the new requirements for GCSE History? (3) STUDENTS SHOULD HAVE THE OPPORTUNITY TO STUDY… a locality (the historic environment); with a focus on the site within its context, showing its relationship with historical events and developments 40% British history European/Wider world history BUT The British and European/Wider World depth studies are not to be taken from same period and era Only ONE depth study can overlap with a period Slide 7Copyright © AQA and its licensors. All rights reserved.

8. What are the new requirements for GCSE History? (4) Assessment ObjectiveWeightingTarget AO135%Knowledge and understanding AO235%Key concepts AO315%Source analysis AO415%Interpretations Slide 8Copyright © AQA and its licensors. All rights reserved.

9. What are the new requirements for GCSE History? (5) AO1 (35%) Knowledge and understanding Demonstrate, organise and communicate knowledge and understanding of the key features and characteristics of the periods studied and the relationships between them. Slide 9Copyright © AQA and its licensors. All rights reserved. AO2 (35%) Key concepts Explain and analyse key concepts, arriving at substantiated judgements: Cause and consequence Change/continuity Similarity/difference Significance within an historical context Assessment objectives

10. What are the new requirements for GCSE History? (6) AO3 (15%) Sources Understand, analyse, evaluate and make historical claims from a range of source material. AO4 (15%) Interpretations Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Slide 10Copyright © AQA and its licensors. All rights reserved. Assessment objectives

11. What are the new requirements for GCSE History? (7) AO4 (15%) Interpretations Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. ‘An attempt to portray and/or make meaning of the past that is a deliberate construct created after the event(s).’ Interpretations should contain sufficient information and be set in sufficient context to permit analysis and evaluation. By implication assessment should involve more than one interpretation. Slide 11Copyright © AQA and its licensors. All rights reserved.

12. What are the new requirements for GCSE History? (8) AO4 (15%) Interpretations Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Experiences of or evidence used by author. As a result of the time/place it was created. Audience/purpose/beliefs/circumstance. Selection of knowledge/evidence – i.e. what has been deliberately used or discarded to support a particular view. Knowledge of the historical debate. ‘Everything about him was reasonable and ordinary looking; he was no shrieking fanatic in a uniform. He spoke passionately; it was hypnotic and persuasive. We were carried on a wave of enthusiasm. It swept away our doubts. Here, it seemed was hope, new ideals, a new understanding. The peril of communism could be stopped.’ Slide 12Copyright © AQA and its licensors. All rights reserved.

13. Any Questions on the requirements of the new GCSE History and its assessment objectives? Slide 13Copyright © AQA and its licensors. All rights reserved.

14. What is the AQA approach? Created a specification that has been: developed by an experienced team of teachers and examiners designed to engage young people in this subject and provide effective assessments across the ability range fulfils all new National Curriculum and Ofqual requirements submitted to Ofqual for accreditation which when gained is for teaching from September 2016 with first assessment in summer 2018. Slide 14 Copyright © AQA and its licensors. All rights reserved.

15. What is the AQA approach? AQA’s new GCSE History Specification comprises the following four elements: One period studyChoose ONE from FOUR One Wider World depth study Choose ONE from FIVE One thematic studyChoose ONE from THREE One British depth study (including the historic environment) Choose ONE from FOUR Slide 15Copyright © AQA and its licensors. All rights reserved.

16. Paper 1 – Understanding the Modern World Slide 16Copyright © AQA and its licensors. All rights reserved.

17. Structure of Paper 1: ‘Understanding the Modern World’ Section A PERIOD STUDY Choose ONE of 4 key developments in a country’s history over c.50 years 1A America, 1840–1895: Expansion and consolidation 1B Germany, 1890–1945: Democracy and dictatorship 1C Russia, 1894–1945: Tsardom and communism 1D America, 1920–1973: Opportunity and inequality Section B WIDER WORLD DEPTH STUDY Choose ONE of 5 – these focus on international conflict and tension Conflict and tension, 1894–1918 Conflict and tension, 1918–1939 Conflict and tension between East and West, 1945–1972 Conflict and tension in Asia, 1950–1975 Conflict and tension, 1990–2009 Slide 17Copyright © AQA and its licensors. All rights reserved.

18. Slide 18Copyright © AQA and its licensors. All rights reserved. Paper 2 – ‘Shaping the nation’

19. Structure of Paper 2: ‘Shaping the nation’ Section A THEMATIC STUDY - Key developments in British History over a long span of time Choose ONE of 3 2A Britain: health and the people, c1000–the present day 2B Britain: power and the people, c1170–the present day 2C Britain: migration, empires and the people c790–the present day Section B BRITISH DEPTH STUDY (including the HISTORIC ENVIRONMENT) Choose ONE of 4 Norman England, c1066–c1100 Medieval England: the reign of Edward I, 1272–1307 Elizabethan England, c1568–1603 Restoration England, 1660–1685 Slide 19Copyright © AQA and its licensors. All rights reserved.

20. What are some of the important features of each unit in the new GCSE History? AQA’s new GCSE History Specification comprises the following four elements: Slide 20Copyright © AQA and its licensors. All rights reserved. One period studyChoose ONE from FOUR One Wider World depth study Choose ONE from FIVE One thematic studyChoose ONE from THREE One British depth study (including the historic environment) Choose ONE from FOUR

21. Unpacking the History Paper 1 Section A Period studies Slide 21Copyright © AQA and its licensors. All rights reserved.

22. Unpacking the History: The period studies 1A -1D 1A America, 1840–1895: Expansion and consolidation 1B Germany, 1890–1945: Democracy and dictatorship 1C Russia, 1894–1945: Tsardom and communism 1D America, 1920–1973: Opportunity and inequality 1 Expansion: opportunities and challenges 1 Germany and the growth of democracy 1 The end of Tsardom 1 American people and the 'Boom‘ 2 Conflict across America 2 Germany and the Depression 2 Lenin's new society 2 Bust – Americans' and the Depression and New Deal 3 Consolidation – forging the nation 3 The experiences of Germans under the Nazis 3 Stalin's USSR3 Post war America Slide 22Copyright © AQA and its licensors. All rights reserved.

23. Unpacking the History: the Wider World depth studies Paper 2 Section BWider World depth studies Slide 23Copyright © AQA and its licensors. All rights reserved.

24. Wider World depth studies: Conflict and tension Conflict and tension, 1894- 1918 Conflict and tension, 1918-1939 Conflict and tension –East & West, 1945-1972 Conflict and tension in Asia, 1950- 1975 Conflict and tension, 1990 – 2009 1 The causes of the First World War 1 Peace making 1 The origins of the Cold War 1 Conflict in Korea 1 Tensions in the Gulf 2 The First World War – stalemate 2 The League of Nations & international peace 2 The development of the Cold War 2 Escalation of conflict in Vietnam 2 The war on Al-Qaeda 3 Ending the war 3 The origins and outbreak of the Second World War 3 Transformation of the Cold War 3 The ending of conflict in Vietnam 3 The Iraq War Slide 24Copyright © AQA and its licensors. All rights reserved.

25. Unpacking the History: The British thematic studies 2A, 2B, 2C Paper 1 Section A British thematic studies Slide 25Copyright © AQA and its licensors. All rights reserved.

26. Unpacking the History: The British thematic studies 2A, 2B, 2C 2A Britain: Health and the people: c1000 to the present day 2B Britain: Power and the people: c1170 to the present day 2C Britain: Migration, empires and the people: c790 to the present day 1 Medicine stands still1 Challenging authority and feudalism 1 Conquered and conquerors 2 The beginnings of change 2 Challenging Royal authority 2 Looking west 3 A revolution in medicine 3 Reform and Reformers 3 Expansion and empire 4 Modern medicine4 Equality and Rights4 Britain in the twentieth century Slide 26Copyright © AQA and its licensors. All rights reserved.

27. Unpacking the History: The British depth studies Paper 2 Section B British depth studies and historic environment Slide 27Copyright © AQA and its licensors. All rights reserved.

28. Unpacking the History: The British depth studies Paper 2 Section B British depth studies and historic environment: Norman England, c1066–c1100 Medieval England: the reign of Edward I, 1272–1307 Elizabethan England, c1568–1603 Restoration England, 1660–1685 Slide 28Copyright © AQA and its licensors. All rights reserved.

29. Historic environment 1 By embedding the historic environments within the depth studies, students are able to examine the relationship between a specified site and the historical events and developments contained in the depth study. The specified sites to be studied will be identified by AQA and published three years in advance on the website. There is no requirement to visit the specified site. Slide 29Copyright © AQA and its licensors. All rights reserved.

30. Historic environment 2 The historic environment can be explored through the examination of: Norman buildings such as the cathedrals, abbeys, and castles and wider historic environments such as towns and settlements Medieval buildings such as fortified manor houses and castles and wider historic environments such as towns and villages. Elizabethan buildings such as Tudor manor houses and their gardens, theatres and wider historic environments such as villages, towns and cities Restoration buildings such as stately homes and gardens, theatres and wider historic environments such as villages, towns and cities Equally, key historical events such as battles can be shaped by the historic environment and the time in which they take place. Slide 30Copyright © AQA and its licensors. All rights reserved.

31. Unpacking the History: the British depth studies Norman England, c1066–c1100 Medieval England: the reign of Edward I, 1272– 1307 Elizabethan England, c1568– 1603 Restoration England, 1660– 1685 1 The Normans – conquest and control 1 Government, the rights of King and people 1 Elizabeth's court and Parliament 1 Crown, Parliament, plots and court life 2 Life under the Normans 2 Life in Medieval England 2 Life in Elizabethan times 3 Life in Restoration England 3 The Norman Church and monasticism 3 Edward I’s campaigns in Wales and Scotland 3 Troubles at home and abroad 2 Land, trade and war 4 The historic environment of Norman England 4 The historic environment of Medieval England 4 The historic environment of Elizabethan England 4 The historic environment of Restoration England Slide 31Copyright © AQA and its licensors. All rights reserved.

32. 32 of x What are the practical benefits of the new specification? Benefits Simplicity Relevant, coherent and engaging Flexible and offers choice Innovative Continuity Accessible, reliable and transparent assessment Support Slide 32 Copyright © AQA and its licensors. All rights reserved.

33. How can you plan to teach the new GCSE History? Subject content based on 120 hours teaching time, i.e. 60 weeks Period study: 15 weeks/30 lessons Wider world depth study: 15 weeks/30 lessons Thematic study: 15 weeks/30 lessons British depth study plus historic environment: 15 weeks/30 lessons Slide 33Copyright © AQA and its licensors. All rights reserved.

34. How can you plan to teach the new GCSE History? A possible route through AQA’s new GCSE History Specification: One period studyChoose ONE from FOUR Germany, 1890– 1945 One Wider World depth study Choose ONE from FIVEConflict and tension, 1918–1939 One thematic studyChoose ONE from THREE Migration and Empire One British depth study (including the historic environment) Choose ONE from FOUR Elizabethan England Slide 34Copyright © AQA and its licensors. All rights reserved.

35. How can you plan to teach the new GCSE History? A possible route through AQA’s new GCSE History Specification: Slide 35Copyright © AQA and its licensors. All rights reserved. One Period studyChoose ONE from FOUR Conflict and tension, 1918-1939 One Wider World Depth study Choose ONE from FIVEGermany 1890- 1945 One Thematic study Choose ONE from THREE Migration and Empire One British Depth study (including the Historical Environment) Choose ONE from FOUR Elizabethan England

36. How can you plan to teach the new GCSE History? A possible route through AQA’s new GCSE History Specification: One Wider World depth study Choose ONE from FIVE Conflict and tension, 1894– 1918 One period studyChoose ONE from FOUR America: Expansion and Consolidation 1840–1895 One British depth study (including the historic environment) Choose ONE from FOUR The reign of Edward I, 1272– 1307 One thematic studyChoose ONE from THREE Health and the People Slide 36Copyright © AQA and its licensors. All rights reserved.

37. How can you plan to teach the new GCSE History? 1 A theoretical model of a 2 year course Slide 37Copyright © AQA and its licensors. All rights reserved. Model 1a): two year course, based on 30 teaching hours spread across 15 teaching weeks with revision time allocated at the end of Y11.

38. How can you plan to teach the new GCSE History? 2 Slide 38Copyright © AQA and its licensors. All rights reserved. A three year course, including two review/revision points in Years 10 and 11. AQA. Given that students may mature over the duration of the course, elements taught in Y9 and early Y10 have been given more time.

39. What do the new examination papers look like? Paper 1: ‘Understanding the modern world’, 50%, 1hour 45 minutes. Paper 2: ‘Shaping the nation’, 50%, 1hour 45 minutes Section A Period study 6 compulsory questions Section A Thematic study 4 compulsory questions (40 marks + 4 additional marks for SPaG) Section B Wider world depth study 4 compulsory questions (40 marks + 4 additional marks for SPaG) Section B British depth study with historic environment 4 compulsory questions (40 marks) Slide 39Copyright © AQA and its licensors. All rights reserved.

40. Slide 40Copyright © AQA and its licensors. All rights reserved. Any questions on the examinations?

41. How will AQA support you teaching the new specification? Sample schemes of work and lesson plans Student textbooks, checked by AQA Assessment training, plus subject expertise Step by step guide to our assessments Guidance and materials for the historic environment study Slide 41Copyright © AQA and its licensors. All rights reserved. AQA website e-AQA Secure Key Materials ERA (Enhanced Results Analysis) Training courses Preparing to Teach events

42. Contact points for more information and guidance ‘Preparing to Teach’ Teacher Support Manager: Robert Kirkham Tel: 0161 957 3646 teachercpd@aqa.org.uk Slide 42Copyright © AQA and its licensors. All rights reserved. History Support Team Tel: 0161 958 3861 Email: history@aqa.org.uk history@aqa.org.uk

43. Final questions Slide 43Copyright © AQA and its licensors. All rights reserved.