GCE AS and A HISTORY 1

Contents

WJEC AS GCE in History

WJEC A Level GCE in History

For teaching from 2012

Page

Entry Codes and Availability of Units

Summary of Assessment

Introduction

Aims

Assessment Objectives

Specification Content

Scheme of Assessment

Key Skills

Performance Descriptions

2

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Internal Assessment Guidelines 74

Ofqual has confirmed that from September 2013 students in England will no longer be able to sit AS or A2 examinations in January.

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GCE HISTORY

Subject/Option Entry Codes

Advanced Subsidiary (AS) "Cash in" entry

A Level "Cash in" entry

HY1 : Wales & England, c.1483 - 1603


HY1 : Wales & England, c.1780-1886


HY1: Europe, c.1515 - 1621

HY1: Europe, c.1696-1815

HY1: Europe, c.1815 - 1917

HY1: Europe, c.1878 - 1989

HY2 : Wales & the Tudor State, c.1529-1588

HY2: Rebellion and Republic, c.1629-1660

HY2: Reform & Protest in Wales & England, c.1830-1848

HY2: Change and Conflict in Wales, c.1900-1918

HY2: Britain, c.1929-1939

HY2: The German Reformation, c.1500-1555

HY2: The French Revolution, c.1774-1795

HY2: The Crisis of the American Republic, c.1848-1877

HY2: Nazi Germany, c.1933-1945

HY3 : Wales & Tudor State, c.1529-1588

HY3: Rebellion and Republic, c.1629-1660

HY3: Reform and Protest in Wales & England, c.1830-1848

HY3: Change & Conflict in Wales, c.1900-1918

HY3: Britain, c.1929-39

HY3: The German Reformation, c.1500-1555

HY3: The French Revolution, c.1774-1795

HY3: The Crisis of the American Republic, c.1848-1877

HY3: Nazi Germany, c.1933-1945

1233

1233

1233

1233

1233

1233

1233

HY4 : Wales/Eng, c.1483-1603/German Reformation

HY4: Wales/Eng, c.1483-1603/French Revolution

1234

1234

HY4: Wales/Eng, c.1483-1603/The Crisis of the American Republic 1234

HY4: Wales/Eng, c.1483-1603/Nazi Germany 1234

HY4: Wales/Eng, c.1603-1715/German Reformation 1234

HY4: Wales/Eng, c.1603-1715/French Revolution 1234



HY4: Wales/Eng, c.1780-1886/German Reformation

HY4: Wales/Eng, c.1780-1886/French Revolution

1234

1234



HY4: Wales/Eng, c. 1880-1980/German Reformation 1234

HY4: Wales/Eng, c.1880-1980/French Revolution 1234



HY4: Europe, c.1515-1621/Wales & the Tudor State

HY4: Europe, c.1515-1621/Rebellion and Republic

HY4: Europe, c.1515-1621/Reform and Protest

HY4: Europe, c.1515-1621/Change & Conflict

HY4: Europe, c.1515-1621/Britain, c.1929-39

HY4: Europe, c.1696-1815/Wales & the Tudor State

HY4: Europe, c.1696-1815/Rebellion and Republic

HY4: Europe, c.1696-1815/Reform & Protest

HY4: Europe, c.1696-1815/Change & Conflict

1234

1234

1234

1234

1234

1234

1234

1234

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2231

3231

1231

1231

1231

1231

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1231

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67

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59

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66

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Welsh medium

W1

W1

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English medium

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02

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HY4 : Europe, c.1696-1815/Britain, c.1929-39

HY4 : Europe, c.1815-1917/Wales & the Tudor State

HY4 : Europe, c.1815-1917/Rebellion and Republic

HY4 : Europe, c.1815-1917/Reform & Protest

HY4 : Europe, c.1815-1917/Change & Conflict

HY4 : Europe, c.1815-1917/Britain, c.1929-39

HY4 : Europe, c.1878-1989/Wales & the Tudor State

HY4 : Europe, c.1878-1989/Rebellion and Republic

HY4 : Europe, c.1878-1989/Reform & Protest

HY4 : Europe, c.1878-1989/Change & Conflict

HY4 : Europe, c.1878-1989/ Britain 1929-39

Availability of Assessment Units

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Unit

HY1

January

2009

June

2009



*January

2010 & each subsequent year

 

26

27

28

29

30

31

32

33

34

35

36

June


HY2

  

HY3



HY4

 

* From January 2014 there will be no AS or A2 examinations for students in England.

Qualification Accreditation Numbers

Advanced Subsidiary: 500/2757/8

Advanced: 500/2487/5

76

77

78

79

80

81

82

83

84

85

86

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SUMMARY OF ASSESSMENT

This specification is divided into a total of 4 units, 2 AS units and 2 A level units. Weightings noted below are expressed in terms of the full A level qualification. Marks are given as raw and uniform marks (UMS).

AS (2 units)

HY1

30 % 1 hour 40 min Written Paper 120 marks (120UMS)

Nominated topics relating to the history of the chosen Period Study

Outline of paper structure:

Two

structured questions, from a choice of four

HY2

20 % 1 hour 20 min Written Paper 80 marks (80UMS)

A study of issues relating to the chosen In-depth Study


One

set of questions, based on the evaluation of historical sources and interpretations, from a choice of two

A Level (the above plus a further 2 units)

HY3

20 % Internal Assessment 80 marks (80UMS)

An Historical Investigation arising from the In-Depth Study

Submission of an internally-set assignment, of between 3000 – 4000 words, focussing on a specific historical problem or issue arising from the depth study

HY4

30 % 2 hours 30 min Written Paper 120 marks (120UMS)

Topics and themes relating to the history of both the chosen

Period Study AND the chosen In-Depth Study


One

open-ended essay question from a choice of two, arising from the

Period Study

One

synoptic open-ended essay question, from a choice of two, arising from the Period Study

One

open-ended essay question from a choice of two, arising from the

In-depth Study

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HISTORY

1

INTRODUCTION

1. 1 Criteria for AS and A Level GCE

This specification has been designed to meet the general criteria for GCE Advanced

Subsidiary (AS) and Advanced (A) and the subject criteria for AS/A History as issued by the regulators in July 2006. The qualifications will comply with the grading, awarding and certification requirements of the Code of Practice for 'general' qualifications (including GCE).

The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The A level qualification will be reported on a six-grade scale of A*, A, B, C, D, E. The award of A* at A level will provide recognition of the additional demands presented by the A2 units in term of 'stretch and challenge' and 'synoptic' requirements.

Candidates who fail to reach the minimum standard for grade E are recorded as U

(unclassified), and do not receive a certificate. The level of demand of the AS examination is that expected of candidates half way through a full A level course.

The AS assessment units will have equal weighting with the second half of the qualification (A2) when these are aggregated to produce the A level award. AS consists of two assessment units, referred to in this specification as HY1 and HY2.

A2 also consists of two units and these are referred to as HY3 and HY4.

Assessment units may be retaken prior to certification for the AS or A level qualifications, in which case the better result will be used for the qualification award.

Individual assessment unit results, prior to certification for a qualification, have a shelf-life limited only by the shelf-life of the specification.

The specification and assessment materials are available in English and Welsh.

1.2 Prior learning

There is no specific requirement for prior learning, although many candidates will have already gained a knowledge and understanding, and have developed a range of historical skills of selected periods of history, through their study of History at

GCSE.

Where a candidate has not previously taken a GCSE History qualification, it is anticipated potential candidates would have achieved a qualification such as a GCSE

Grade C in English or Welsh or other appropriate qualification.

This specification may be followed by any candidate, irrespective of their gender, ethnic, religious or cultural background.

This specification is not age specific and, as such, provides opportunities for candidates to extend their life-long learning.

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1.3 Progression

The four part structure of this specification (2 units for AS, and an additional 2 for the full A level) allows for both staged and end-of-course assessment and thus allows candidates to defer decisions about progression from AS to the full A level qualification.

This specification provides a suitable foundation for the study of History or a related area through a range of higher education courses e.g. progression to the next level of vocational qualifications or direct entry into employment. In addition, the specification provides a coherent, satisfying and worthwhile course of study for candidates who do not progress to further study in this subject.

1.4 Rationale

History is a subject that by its nature requires candidates to consider individual, moral, ethical, social, cultural and contemporary issues. The specification provides a framework for exploration of such issues and includes specific content through which individual courses may address these issues. For example, the specification:



offers candidates the opportunity to answer questions through the medium of either the Welsh or English languages;



provides opportunities for candidates in Wales to strengthen and broaden their awareness of the cultures and traditions of Wales, thereby enriching their experience of the Curriculum Cymreig;



provides opportunities for candidates, where appropriate, to set their knowledge and understanding of the history of Wales in a wider British, European and World context;



builds upon the National Curriculum and GCSE, whilst, at the same time, accommodating the needs of candidates who may not have studied history at these levels;



promotes progression and provides a suitable foundation for the study of history or a related area of study at further or higher education and/or a preparation for future employment and the world of work;



provides a coherent, satisfying and worthwhile course of study of selected periods, themes or topics in history, for all candidates regardless of whether they wish to progress to study further in the subject or not;



provides opportunities for candidates to develop their understanding of the nature of historical study, for example, that history is concerned with judgements based on available evidence and that historical judgements may be provisional;



encourages candidates to develop their capacity for critical thinking, to see the relationships between different aspects of the subject, and perceive their field of study in a broader perspective;



provides opportunities for candidates to develop their Key Skills and more especially their skills in Communication;



provides, where appropriate, opportunities for candidates to improve their own learning and performance, and their ability to work with others and solve problems in the context of their course of study;



provides opportunities for candidates to develop an awareness and understanding of spiritual, moral and cultural issues.

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1.5 The Wider Curriculum

The spiritual, moral, ethical, social and cultural dimensions

History is a subject that requires candidates to examine the actions of people in past societies, and thereby poses issues about the perspectives, motivation and reactions of people. Through the study of such past societies, both over a relatively long period of a hundred years or more in the period study, and in the in-depth study, candidates will have opportunities to reflect on a range of spiritual, moral, ethical, social and cultural issues. There are numerous instances throughout the specification that could be cited to show where candidates are required to study topics and historical issues from a range of perspectives. For example in Period

Study 4, Aspects of the History of Wales and England c.1880-1980, there is a requirement for candidates to consider the changing attitudes to the Welsh language and culture since 1945.

The European dimension

This AS/A level GCE specification requires candidates to study either a period study on aspects of European history or an in-depth study on European history. Through their study, candidates will strengthen and broaden their awareness of the factors that have sometimes divided and at other times drawn together the states and nationalities of Europe. For example, in Period Study 8: Aspects of the History of

Europe, c.1878-1980, candidates should study the nature of the conflicts that divided

Europe during the First and the Second World Wars. In contrast in Period Study 7:

Aspects of the History of Europe, c.1815-1917, candidates should, through the study of the workings of the Congress System, 1815-1848, consider the ways in which

European states attempted to work together.

1.6 Prohibited combinations and overlap

Every specification is assigned a national classification code indicating the subject area to which it belongs. Centres should be aware that candidates who enter for more than one GCE qualification with the same classification code will only have one grade (the highest) counted for the purpose of the School and College Performance

Tables. The classification code for this specification is 4010.

This specification does not overlap significantly with any other. There are no prohibited combinations. However, candidates will not be permitted to answer questions, across their chosen period and depth studies, exclusively on the history of

Wales/Britain, or alternatively, exclusively on non Welsh/British history.

1.7 Equality and Fair Assessment

AS/A levels often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised AS/A level qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject.

The findings of this process were discussed with disability groups and with disabled people.

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Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance

Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website ( www.jcq.org.uk

).

Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

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2

AIMS

This AS/A level GCE specification encourages candidates to:



develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance;



acquire an understanding of different identities within society and an appreciation of social, cultural, religious and ethnic diversity through the study of aspects of

British and non British history;



build on their understanding of the past through experiencing a broad and balanced course of study;



improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds;



develop the ability to ask relevant and significant questions about the past and to research them;



acquire an understanding of the nature of historical study, for example, that history is concerned with judgements based on available evidence and that historical judgements may be provisional;



develop their use and understanding of historical terms, concepts and skills;



make links and draw comparisons within and/or across different periods and aspects of the past;



organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

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3

ASSESSMENT OBJECTIVES

Candidates must meet the following assessment objectives in the context of the content detailed in Section 4 of the specification:

AO1a recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.

AO1b demonstrate their understanding of the past through explanation, analysis and arriving at substantiated judgements of:

- key concepts such as causation, consequence, continuity, change and significance within an historical context;

- the relationships between key features and characteristics of the periods studied.

AO2a as part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination.

AO2b analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways.

Weightings

Assessment objective weightings are shown below as % of the full A level, with AS weightings in brackets.

Unit % AO1a AO1b AO2a AO2b

HY1 30 (60) 10 (20) 20 (40)

HY2

HY3

HY4

Total

20 (40)

20

30

100

2.5 (5) 2.5 (5) 10 (20) 5 (10)

2.5 2.5 7 8

12

27%

18

43% 17% 13%

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4

SPECIFICATION CONTENT

4.1 Content Requirements

For AS candidates are required to choose one

period study and one

in-depth study.

For A level candidates re-visit the same period study and in-depth study.

In both the AS and A level, candidates who choose to base their period study on aspects of the history of Wales and England/Britain must choose a

European history in-depth study. Conversely, candidates who choose to base their period study on aspects of European history must base their in-depth study on the history of Wales or the history of Wales and England/Britain.

4.2 Content Approach

Period Study



The period study requires candidates to study an extended chronological period of a hundred years or more.

This places great emphasis on the need to understand the process of historical change and its causes and consequences, both long term and short term.



The nominated topic areas should not be seen as self-contained, but rather should be treated in a thematic way. This approach emphasises the importance of understanding the process of historical change over time and an appreciation of a range of historical perspectives, including political, social, cultural and ethnic. The significance and consequences of each topic should also be considered. In addition, in HY4, candidates are required, through an open-ended synoptic essay, to demonstrate their understanding of a historical change through the study of themes that run across the period as a whole.

In-depth Study



The in-depth study requires candidates to study a relatively short historical period in much greater depth.

In all aspects of their study, candidates should use a wide range of different types of historical sources.

These should include both contemporary and later sources and historical interpretations.



In HY3, candidates are required to investigate a particular historical issue arising from within the in-depth study. In this case, candidates will be required to use a range of sources, both contemporary and later and historical interpretations when answering a question set on the historical issue. In addition, in HY4, candidates are required to study a separate issue or theme arising from the in-depth study.

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4.3 Content Structure

PERIOD STUDIES (applicable to HY1 and HY4)

Candidates will be required to study one

of the following period studies:

1. ASPECTS OF THE HISTORY OF WALES AND ENGLAND c. 1483 - 1603




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5. ASPECTS OF THE HISTORY OF EUROPE, c. 1515 - 1621

6. ASPECTS OF THE HISTORY OF EUROPE c. 1696 - 1815



IN-DEPTH STUDIES (applicable to HY2, HY3 and HY4)

Candidates will be required to study one

of the following in-depth studies.

1.

2.

3.

4.

WALES AND THE TUDOR STATE, c. 1529 - 1588

REBELLION AND REPUBLIC, c. 1629 - 1660

REFORM AND PROTEST IN WALES AND ENGLAND, c. 1830-1848

CHANGE AND CONFLICT IN WALES, c. 1900 - 1918

5. BRITAIN, c. 1929 - 1939

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6. THE GERMAN REFORMATION, c. 1500 -1555

7. THE FRENCH REVOLUTION, c. 1774 - 1795

8. THE CRISIS OF THE AMERICAN REPUBLIC, c.1848 - 1877

9. NAZI GERMANY, c. 1933 - 1945

Candidates choosing their Period Study from options 1-4 (Welsh/English History) must choose their In-depth study from options 6-9 (European History); conversely, candidates choosing their

Period Study from options 5-8 (European history) must choose their In-depth study from options

1-5 (Welsh/English History).

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4.4 Rationale for selected content

WJEC History course meets all the subject criteria as laid down by the regulatory authorities. It is broad, balanced and coherent.

The whole course is structured to provide an opportunity to consider history through a study of both a period of around 100 years and a much shorter in-depth topic.

Different aspects of each of these two areas are studied at both AS and A level.

This choice of two courses enables students at both AS and A2 to study a substantial element of the history of more than one country, including that of Wales and England.

This also ensures coverage of aspects of the past in breadth and in depth. In all options, candidates are able to study the roles of significant individuals, societies, events and issues within a broad chronological framework and through a range of appropriate historical perspectives.

This approach is also offered to provide a clear and logical link between study at AS and A level, with the A level course developing out of and building clearly on the history studied at AS level. This ensures study of changes and developments over both the long term and the short term.

The coherence of the course is also enhanced by a number of central themes and issues which run through each option.

These include issues such as change in political control, the influence of economic factors and the impact of social and cultural change. Coverage and discussion of these factors will inform the approach to all options in this specification.

In addition, the structure of the specification encourages and enables centres to develop an individualised course which fits their needs and has an obvious degree of coherence without being too prescriptive.

Centres are strongly advised to consider this issue of coherence when planning their choice of courses. Some examples are provided below:



Through a similar chronological framework, eg:

Centres can follow the Period Study on Aspects of the History of Wales and England,

1483-1603 alongside the In-depth Study on the German Reformation, 1517-1555

Centres can follow the Period Study on Aspects of the History of Europe, 1815-1917 alongside the In-depth Study on Reform and Protest in Wales and England, 1815-

1830

Centres can follow the Period Study on Aspects of the History of Wales and England,

1880-1980 alongside the In-depth Study on Nazi Germany, 1933-1945

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

Through broadly similar themes and issues. Centres here can find pathways which link both Period and In-depth Studies eg:

Unit 1 topics

Unit 2

Period Study:

Wales and England, 1485-

1603

Government and protest movements

In-depth study:

Nazi Germany, 1933-1945

Politics and government; protest and rebellion

Unit 3 essay

Developments in the German state

1933-1939

An interpretive study of Hitler’s leadership style

Unit 4 topics

Mary Stuart and the Catholic powers; poverty and vagrancy

Resistance and opposition to the

Nazis

Unit 1 topics

Unit 2

Period Study:

War, its causes and impact

Wales and England, 1603-

1714

Causes and events and

In-depth study:

The American Civil War, 1848-

1878 impact of the English Civil

War

Unit 3 essay

Unit 4 topics

The causes and impact of the Glorious Revolution

Causes and events of the

American Civil War

An interpretive study of why the

North won the Civil War

The impact of Civil War and the reconstruction of the USA

Unit 1 topics

Unit 2

Society, religion and culture

Period Study: Europe

1492-1621

Luther and the spread and impact of the Reformation in

In-depth study:

Change and Conflict in Wales,

1900-1918

Europe

Unit 3 essay

Unit 4 topics

The role of religion in the

French Wars

General influences and changes in

Wales, 1900-1914

An interpretive study of Evan

Roberts and the religious revival

The impact of World War I on

Welsh society, culture and religion

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BLANK PAGE

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PERIOD STUDY 1

ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1483-1603

Candidates will be required to study a range of nominated topics relating to aspects of the history of Wales and England c.1483-1603. In their study, candidates will be required to consider the process of historical change and its causes, consequences and significance, both in the long term and the short term. Candidates will also be required to consider the diverse nature of society and the origins, nature and impact of political, social, economic, cultural and religious change, where appropriate. In addition, candidates will be required to demonstrate a synoptic overview of the period as a whole through the study of nominated outline themes.

UNIT HY1 (AS)

General topic 1:

Focus:

Politics, government and the Crown, c.1483-1543

The main changes and developments in politics and government in

Wales and England

Origins:

The state of politics and government in Wales and England, c.1483

Key issues:

The reign of Richard III and end of the Yorkist dynasty, 1483-1485

The reasons for the establishment of the Tudor dynasty under Henry

VII

The Crown and its relationship with its ministers

Thomas Cromwell and the revolution in government under Henry VIII

Developing relations between Wales and England to 1543

Significance / consequences:

The significance and consequences of the main developments affecting politics, government and the Crown to 1543


Focus:

Religious Reformation and change, c. 1529-1570

The main changes and developments in religion in Wales and

England

Origins:

Key issues:

The nature and importance of religion in Wales and England, c.1529

The Henrician Reformation and its effects

The impact of the European Reformation on religion in Wales and

England

Religious changes during reigns of Edward VI and Mary

The Elizabethan Church Settlement and religious change in

Elizabeth's reign to 1570

Reasons for translating the Scriptures into Welsh.

Reactions to religious change by government and society

Significance/ consequences:

The significance and consequences of religious change to 1570

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Focus:

Origins:

Key issues:


Protest, disorder and rebellion, c.1529-1569

A study of the threat posed by protest, disorder and opposition to the

Tudor monarchy

The reasons for political protest, social disorder and religious rebellion

The rebellion of Rhys ap Gruffudd and the end of marcher lordship in

Wales

Rebellions and protests in England, 1529-1569 including Aske, Ket,

Wyatt and the Northern Earls

Reactions of the Crown and government to rebellion and disorder

The significance and consequences of the various protests and rebellions in Wales and England


General topic 4

Focus:

Origins:

Key Issues:

Social and economic change in Wales and England, c.1525-1588

A study of the main social and economic developments in Wales and

England c. 1525-1588

The condition of society and the economy in Wales and England, c.1525

Enclosures and estate consolidation

The development of towns

The growth of trade and industry

The rise and changing role of the gentry in Wales and England

Merchant classes and tradesmen

The lower orders: labourers, the poor and vagrants

The significance and consequences of the main social and economic developments in Wales and England, 1525-1588

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Focus:

Origins:

UNIT HY4 (A Level)

Crown, council and Parliament in the reign of Elizabeth, 1558-

1603

A study of the evolving relationship between the monarch, privy council and Parliament

Key issues:


The relationship between Crown and Parliament at the start of

Elizabeth’s reign

Changes in the economic and financial power of the crown

The role of Parliament in national affairs

Parliamentary elections and the status, rights and privileges of MPs

Elizabeth's relationship with her privy council and Parliament

The role of the royal court and the Queen's ministers

The significance and consequences of the main developments in the relationship between Crown, council and Parliament to 1603


Focus:

Origins:

Key issues:


Mary Stuart and England's relations with the Catholic powers, c.1568-1588

A study of Mary Stuart, recusancy and the impact on foreign relations

The reasons for Mary Stuart's detention in 1568

The relationship between England and the Catholic powers, c.1568

The political and religious significance of the imprisonment of Mary

Stuart

Dangers posed by recusancy and Papal reaction to Elizabeth's religious policies

The causes and effects of the various plots and conspiracies

The execution of Mary Stuart and reaction to it

The threat of the Spanish Armada

The significance and consequences of Mary Stuart’s treatment on

England’s relations with the Catholic powers to 1588

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Outline theme 1:

Focus:

Origins:

Key issues:


Poverty, vagrancy and the poor in Wales and England, c.1483-

1603

Treatment and attitudes to poverty and vagrancy

The social and economic condition of Wales and England, c.1483

The general reasons for the growth of poverty and vagrancy

Economic problems and social distress

The impact of government legislation

Municipal, charitable provision and local initiatives for relief of the poor

The role of the Church and the merchant classes in providing relief

Crime and its punishment

Changing attitudes to poverty and vagrancy

The significance and consequences of the growth in poverty and vagrancy

The significance and consequences of the changing attitudes to the treatment of poverty and vagrancy to 1603


Focus:

Origins:

Key issues:


Tudor foreign policy, c.1483-1603

The nature of England's changing relations with foreign powers

Traditional relations with the continental powers, c.1483

General reasons for maritime enterprise and colonisation

Diplomatic relations with Spain, France and the Papacy

Foreign alliances, trade and commercial treaties

Religious tension and fear of foreign invasion

Relations with Scotland and rule in Ireland

English intervention in the Netherlands

Rivalry with Spain in the New World and at sea

The role of privateers and the Spanish main

The significance and consequences of the main developments in

Tudor foreign policy

© WJEC CBAC Ltd.


PERIOD STUDY 2



UNIT HY1 (AS)


Focus:

Politics, government and the Crown, c.1603-1642

The main changes and developments in politics, government and the crown in Wales and England

Origins:

The state of politics and government in 1603

Reasons for the establishment of the Stuart dynasty

Key issues:

The accession of James I

The foreign and domestic policies of James I and Charles I

Crown and Parliament and the growth of opposition to the monarchy

The causes of the Civil War

The outbreak of the Civil War


The significance and consequences of the changing relations between Crown and Parliament, 1603-1642

General Topic 2 Developments in government: Civil War, Regicide and Republic, c.1637-1660

Focus:

A study of the main developments in government in Wales and

England, 1637-1660

Origins:

The state of politics, government and the monarchy c.1637

Key Issues:

The reasons for the Civil War: political, economic, social and religious factors

The course and events of the Civil War

The trial and execution of the king

The Rump and Barebones Parliaments

Domestic affairs under Cromwell and the Protectorate

The rule of the Major Generals

Foreign affairs under Cromwell and the Protectorate


The significance and consequences of the main developments in government, 1637-1660

© WJEC CBAC Ltd.


General topic 3

Focus:

Origins:

Key Issues:



Focus:

Origins:

Key issues:


The Restoration and the reign of Charles II, 1660-1685

A study of the main developments in domestic and foreign affairs during the reign of Charles II 1660-1685

The state of politics, government and the monarchy in 1660

The reasons for the Restoration of the monarchy

The relationship between Parliament and the Crown under Charles II

Domestic affairs under Charles II

Foreign affairs under Charles II

Social and economic developments during the reign of Charles II

(including the Great Plague, the Fire of London and scientific developments)

The significance and consequences of the main developments during the reign of Charles II, 1660-1685

Religion, radicalism and dissent, c.1645-1681

The main changes and developments in religion, radicalism and dissent

The position of religion, c.1645

The causes of religious radicalism and dissent

Anglicanism and the downfall of Laud and Laudianism

Puritanism and radicalism during the Civil War

The religious policy of the Commonwealth and Protectorate

The Restoration and the restored church

The growth of dissenting sects and their importance

Radicalism and religious reform in Wales

The significance and consequences of radicalism

The significance and consequences of religious change and dissent

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:




England's relations with Ireland, Scotland and Wales, c.1603-

1649

The main changes and developments in the relationship between

England and her Celtic neighbours

The relationship between England and her Celtic neighbours in 1603

The Council of Wales, local government and Welsh representation in

Parliament

The crown's relationship with the ruling elites in Ireland, Scotland and

Wales

The crown and the English, Irish and Scottish parliaments

Religious change and tension in Ireland, Scotland and Wales to 1649

Unrest, rebellion and the Civil Wars in Ireland, Scotland and Wales

The significance and consequences of developments in England’s relations with her Celtic neighbours by 1649

Focus:

Origins:

Key issues:


James II, the Glorious Revolution and party politics, 1685-1715

The reign of James II, the causes of the Glorious Revolution and the development of party politics

The reasons for James II's accession in 1685

The reign and deposition of James II

The mounting conflict between James II and Parliament

The accession of William and Mary and the Glorious Revolution

The Bill of Rights and the Revolutionary Settlement

The search for religious toleration

The development of party politics after 1689

Issues during the reign of Anne

The consequences of James II's reign and deposition

The significance and consequences of the Glorious Revolution and

Revolutionary Settlement

© WJEC CBAC Ltd.


Outline theme 1

:

Focus:

Origins:

Key issues:

Crime, disorder and protest, c.1603-1715

A study of the causes and impact of disorder and protest

Social and economic conditions in Wales and England

The general reasons for political protest, social disorder and crime

Economic problems and threats to economic stability

Social problems involved with crime, poverty and the effects of plague

The extent of witchcraft and witch-finding

Protests over Ship Money and the royal prerogative

Parliament and protest

Breakdown of law and order during the Civil War

Restoration of law and order during and after the Republic

Opposition to the monarchy under Charles II and James II

The significance and consequences of the growth in disorder and protest to 1715


Outline theme 2

:

Focus:

Origins:

Key issues:


England's changing relations with foreign powers, c.1603-1715

A study of the main issues and developments affecting England’s relations with foreign powers

England ’s relations with foreign powers in 1603

The foreign policy of James I

The foreign policy of Charles I

Continental influence in the English Civil wars

Cromwellian foreign and commercial policies

Foreign affairs under the restored monarchy

William of Orange and English foreign policy after 1688

The significance and consequences of developments in England’s relations with foreign powers to 1715

© WJEC CBAC Ltd.


PERIOD STUDY 3



UNIT HY1 (AS)

General topic 1

Focus:

Parliamentary reform and politics 1780-1832

A study of the main developments in Parliamentary reform, 1780-

1832

Origins:

The political and electoral system in Wales and England in the late eighteenth century.

Key Issues:

The reasons for the growth of the Parliamentary reform movement

Early attempts at reform in the 1780s including the work of the

Younger Pitt

The impact of the French Revolution, 1790-1801

Lord Liverpool’s government and the radical challenge, 1812-1822

The impact of Catholic Emancipation in1828 and the election of 1830.

The Reform Bill Crisis 1830-32 and the Great Reform Act of 1832


General topic 2

The significance and consequences of the developments in

Parliamentary reform in Wales and England to 1832.

Focus:

Popular protest c.1815-1848

A study of the growth of popular protest in Wales and England, c.1815-1848

Origins:

The economic and social condition of Wales and England in 1815

Key Issues:

General reasons for unrest in the rural and urban areas

The causes of, and events connected with, popular protest in the rural areas of Wales and England with a particular focus on the

Swing Riots and Rebecca

The causes of, and events connected with, popular protest in the urban areas of Wales and England with a particular focus on the

Merthyr Rising, the trade union movement, Chartism and the Anti-

Corn Law League


The significance and consequences of popular protest in the rural and urban areas

© WJEC CBAC Ltd.

General topic 3

Focus:

Origins:

Key Issues:


General topic 4

Focus:

Origins:

Key Issues:



The campaigns for social reform c.1815-1848

A study of the main social reform campaigns and movements and government responses to them

The social condition of Wales and England in 1815

Government attitude to reform in 1815

The main reasons for the growth of social reform movements.

Key figures in the social reform movements such as Jeremy Bentham and Edwin Chadwick

The Liberal Tory reforms 1822-1830

The growth of the Factory and Mines Reform Movements

Poor Law reforms

The growth of the Public Health reform movement

Government response and reforms 1833-1848

The significance and consequences of the campaigns for social reform

British foreign policy c1793-1841

A study of the development of British foreign policy in this period

The main interests and influences on British foreign policy in the late eighteenth century

Britain’s role in the wars with France, 1793-1815

Britain and the Vienna Settlement, 1815

Castlereagh’s foreign policy, 1812-1822

Canning’s foreign policy, 1822-1827

Palmerston’s foreign policy. 1830-1841

Britain’s relations with the Great Powers, 1793-1841 including the

Eastern Question

The significance and consequences of developments in British foreign policy to 1841

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



The Conservatives in the age of Peel and Disraeli, 1834-1880

The main developments in the Conservative party in this period.

The nature and ideas of the Conservative Party in 1841

Peel’s effectiveness as a party leader, 1834-1846

The reforms of the Great Ministry, 1841-1846.

Causes and effects of the repeal of the Corn Laws.

The 1867 Reform Act and Tory Democracy.

Disraelian conservatism in action, 1874-1880.

The significance and consequences of the main developments in the Conservative Party to 1880


Focus:

Origins:

Key issues:


The development of Liberalism, 1846-1886

The main developments in the Liberal party in this period.

The main ideas of Gladstonian Liberalism.

Gladstone's role as Chancellor of the Exchequer and his attitude to Parliamentary reform.

The expanding appeal of Liberalism in Wales and the election of

1868

Gladstone's first ministry, 1868-1874

Gladstone's attitude to foreign and imperial affairs.

Gladstone's second ministry, 1880-1885.

The decision for Home Rule for Ireland, 1885-1886.

The significance and consequences of the main developments in the Liberal Party to 1886

© WJEC CBAC Ltd.


Focus:

Origins:

Key Issues:



Focus:

Origins:

Key Issues:



Social reform, c.1780-1886

A study of the attitudes to and developments in social reform

The condition of England and Wales in the late eighteenth century.

Attitudes towards social reform in the early nineteenth century

Reasons for the pressure for reform

Poverty and public health reforms

The factory and mine reforms

Reforms in elementary education

Social reform under Gladstone and Disraeli

The significance and consequences of the main developments in social reform to 1886

Parliamentary reform, c.1780-1886

A study of the main developments in Parliamentary reform

The Parliamentary and electoral systems in the late eighteenth century

Reasons for the growth of the Parliamentary reform movement.

Political protest and the radical challenge after 1815

The causes and impact of Chartism

The extent and importance of legislation on Parliamentary reform


Parliamentary reform to 1886

© WJEC CBAC Ltd.


PERIOD STUDY 4



UNIT HY1 (AS)


Focus:

Origins:

Wales and England in transition, c.1880-1929

A study of the main social and economic changes in Wales and

England

The social

– economic condition of Wales and England in the late nineteenth century

Key issues:

Living and working conditions, c.1880

The Liberal reforms, 1906-1914

The impact of World War I on the Home Front

The decline of staple industries after 1919 and the General Strike of 1926


The significance and consequences of the main social and economic developments in Wales and England to 1929


Focus:

British foreign policy, c.1902-1939

A study of how Britain's foreign policy developed in this period

Origins:

Key issues:

The underlying principles of British foreign policy by the turn of the century

British foreign policy, 1902-1914

Britain's role in the build up to the Great War

Britain's role in the Great War and the Peace Conferences

British foreign policy in the inter-war period

Britain and the outbreak of World War II



British foreign policy to 1939

© WJEC CBAC Ltd.


General topic 3

Focus

Origins

Key issues

Significance / consequences

General topic 4

Focus

Origins

Key issues


Party politics, 1900-1940

A study of the main developments in politics in Wales and

England, 1900-1940

The political system in Wales and England in the late nineteenth century

The Conservative and Liberal Parties up to 1914

The rise of the Labour Party

The changing fortunes of the Liberal Party, 1914-1940

Political change 1918-1940

The enfranchisement of women

The formation of the National government

The rise of minority parties including communists, fascists and nationalists

The significance of the main developments in politics in Wales and

England, 1900-1940.

The changing role and status of women, 1880-1929

A study of the main political, social and economic changes in the lives of women 1880-1929

The role and status of women in the late nineteenth century

Early challenges to traditional views of the role and status of women

The growth of the campaign for women’s suffrage including the

Suffragists and the Suffragettes

Attitudes to the issue of female suffrage including political parties, individuals and society at large

The role of women during the Great War

Factors affecting the development of emancipation and enfranchisement to 1929

The changing role of women in society and employment, 1880-

1929

The significance of the main political, social and economic developments in the lives of women up to 1929

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



Depression and austerity, 1929-1951

A study of the impact of the Depression and World War II on Wales and England

The social, economic and cultural position of Wales and England in

1929

The economic impact of the 1930s

The impact of the Depression years on life in Wales and England

How World War II affected life on the Home Front

The reforms of the Labour governments, 1945-1951

The significance and consequences of the main changes on life in

Wales and England 1929-1951


Focus:

Origins:

Key issues


Changes in Wales, c.1945-1980

A study of the main social, economic, political and cultural changes in Wales after 1945

The political, social, economic and cultural condition of Wales in

1945

The changing nature of work and employment in Wales

Changing attitudes to the Welsh language and culture

Demands for political change in Wales

Social changes in Wales


Wales to 1980

© WJEC CBAC Ltd.



Focus:

Origins:

Social reform, c.1880-1980

A study of the attitudes to and developments in social reform

Attitudes to social reform in the late nineteenth century

Key issues:

Social reforms, pre-1914

The impact of World War I on social reform

The impact of the Depression on attitudes to social reform

The social impact of World War II

The reforms of the Labour government, 1945-1951

Challenges to the Welfare State post-1945


The significance and consequences of the main developments in social reform to 1980

Outline theme 2: Britain and Europe, c.1880-1980

Focus:

A study of the changing relationship between Britain and Europe

Origins:

The underlying principles of British foreign policy in 1880

Key events / issues:

Changing British attitudes to Europe up to 1914

Developments in British foreign policy in the inter-war period


Changing relations with Europe post-1945


Britain’s relationship with Europe to 1980

© WJEC CBAC Ltd.


PERIOD STUDY 5

ASPECTS OF THE HISTORY OF EUROPE, c.1515-1621

Candidates will be required to study a range of nominated topics relating to aspects of the history of Europe, c.1515-1621. In their study, candidates will be required to consider the process of historical change and its causes, consequences and significance, both in the long term and the short term. Candidates will also be required to consider the diverse nature of society and the origins, nature and impact of political, social, economic, cultural and religious change, where appropriate. In addition, candidates will be required to demonstrate a synoptic overview of the period as a whole through the study of nominated outline themes.

UNIT HY1 (AS)

General topic 1: The threat to Europe from the Ottoman Empire, c.1520-1571

Focus:

The main changes and developments in the relationship between

Europe and the Ottoman Empire

Origins:

Key issues:

The threat posed by the Ottoman empire to Europe, c.1520

The reign of Suleiman the Magnificent and Ottoman expansion into eastern Europe

Hapsburg reaction to the Ottoman threat

French reaction to the Ottoman threat

The importance of the battle of Lepanto


The significance and consequences of the main developments in the relations between Europe and the Ottoman Empire to 1571


Focus:

Origins:

Key issues:


Martin Luther and the German Reformation, c.1517-1555

The role of Martin Luther and the main developments in the German

Reformation

The condition of the Catholic Church in 1517

The role of Martin Luther

Social, economic and political developments in Germany and their relationship to religious change

Papal and Imperial reaction to Luther

The dissemination of Lutheranism

The significance and consequences of the main developments in the

German Reformation to 1555

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



Focus:

Origins:

Key issues:


France, 1515-1547

A study of the main developments in the reign of Francis I

Francis I's inheritance and the nature of Renaissance monarchy

The nature of government under Francis I

Social, economic and religious change

Renaissance culture

Hapsburg / Valois rivalry

Financial issues

The significance and consequences of the main developments during the reign of Francis I

Spain during the reign of Charles V, 1516-1556

A study of the main developments in Spain during the reign of

Charles V

Charles V’s inheritance and the nature of his monarchia

Hapsburg – Valois rivalry

Charles’ election and challenges as Holy Roman Emperor

Charles V’s response to the Ottoman threat

Political, social and economic changes in Spain

The conquest and settlement of the New World

The reasons for Charles’ abdication

The significance of the main developments in Spain during the reign of Charles V

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



The reign of Philip II, 1556-1598

A study of the domestic and foreign policies of Philip II and their impact on the pre-eminence of Spain

Philip II's inheritance in domestic and foreign matters

Economic and financial policies

Centralisation of government

Philip’s foreign policy

Revolt in Spain

Philip’s support for the Catholic Reformation

The significance and consequences of the main developments in the reign of Philip II


Focus:

Origins:

Key issues:


France, c.1562 – 1610

A study of the period of wars in France from 1562-1593, and of recovery in the reign of Henry IV

The reasons for the outbreak of the French Wars of religion

Noble faction and religious affiliation

The weakness of the monarchy during the Wars of Religion

The religious nature of the conflict

The reasons for recovery under Henry IV and Sully

The importance of the Edict of Nantes, 1598

The significance and consequences of the French Wars of religion

The significance and consequences of the recovery of France in the reign of Henry IV

© WJEC CBAC Ltd.


Outline theme 1

:

Focus:

Origins:

Key issues:

Political and religious change in Europe, c.1515-1621

A study of the main political and religious challenges in Europe

Attitudes to religion, the nature of monarchy and the Ottoman challenge at the beginning of the sixteenth century

The impact of the Protestant Reformation

Religious conflict and reconciliation in France

The impact of the Catholic Reformation

The concept of Renaissance monarchy

The Ottoman challenge

The importance of Imperial power

The significance and consequences of the main political and religious challenges in Europe to 1621


Outline theme 2

:

Focus:

Origins:

Key issues:


Spain and Europe, c.1516-1621

A study of the impact and importance of Spain on Europe

Charles V's inheritance in 1516 and his election as Holy Roman

Emperor

Charles V's reign in Spain and its impact on Europe

The challenges of the Holy Roman Empire

The reign of Philip II in Spain and its impact on Europe

Spain’s foreign and colonial policies and their impact

Spain and the Catholic reformation


Spain’s relations with Europe to 1621

© WJEC CBAC Ltd.


PERIOD STUDY 6



UNIT HY1 (AS)


Focus:

Origins:

Russia during the reign of Peter the Great, 1696-1725

A study of the reign of Peter the Great and the westernisation of

Russia

Russia at the start of Peter the Great's reign

Key issues:

Social, legal and economic change

Reform and expansion of the armed forces

Religious change

Foreign policy – war and expansion


The significance and consequences of the main changes made by

Peter the Great to 1725


Focus:

Prussia during the reign of Frederick the Great, 1740-1786

A study of the main developments in Prussia during the reign of

Frederick the Great

Origins:

Key issues:

The condition of Prussia in 1740

The upbringing, influences and character of Frederick the Great

Rivalry with Hapsburg Empire

Domestic and military policies

The emergence of Prussia as a European great power



Prussia under Frederick the Great

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:


General topic 4

Focus:

Origins:

Key issues:


The Hapsburg Empire during the reigns of Charles VI and

Maria Theresa, 1711-1780

A study of the succession and the recovery of the Hapsburg Empire under Charles VI and Maria Theresa

The Hapsburg Empire in 1711

The Empire following the Treaty of Utrecht

The Pragmatic Sanction

The domestic and social policies of Charles VI

The Diplomatic Revolution

The domestic and foreign policies of Maria Theresa


Hapsburg Empire to 1780

International relations, c.1710-1756

A study of the main developments in international relations, c.1710-1756

The condition of and relationships between the European powers c.1710

The Treaty of Utrecht, 1713

Growing rivalry between Austria and Prussia

The impact of the Great Northern War

The War of Austrian Succession

The Diplomatic Revolution

Changes in the balance of power in Europe

The significance and consequences of the main changes in international relations, c.1710-1756

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



Catherine the Great, 1762-1796

A study of the reign of Catherine the Great

The nature of Russian state and society in 1762

Domestic problems and Catherine's accession

Key features of Catherine's domestic policy

Catherine and the expansion of Russia

The key reforms associated with Enlightened Despotism

The significance and consequences of the main developments during the reign of Catherine the Great


Focus:

Origins:

Key issues:


Commercial and colonial rivalry, c.1750-1815

The importance of commercial and colonial rivalry on relations between European powers

The main factors underlying commercial and colonial rivalry in 1750

The nature of commercial rivalry and mercantilism

The influence of the Dutch and English East India Companies

Rivalry in India between Holland, France and Britain

Competition and conflict in North America

The Baltic rivalry of Prussia and Russia

The significance and consequences of the main developments affecting commercial and colonial rivalry in 1815

© WJEC CBAC Ltd.


Outline theme 1

Focus:

Origins:

Key issues:

:


Outline theme 2

:

Focus:

Origins:

Key issues:


France, c.1715-1815

A study of government and control in France from the ancien regime to the defeat of Napoleon

The nature and structure of the ancien regime, c.1715

The ancien regime during the reign of Louis XV, 1715-1774

The causes of the French Revolution, 1774-1789

From constitutional monarchy to Jacobin Republic, 1789-1794

The Directory, 1795-1799

France under Napoleon

The significance and consequences of the main developments in the government and control of France to 1815

Great Power rivalry, c.1696-1815

A study of the changes in relations between the European powers

The main reasons for Great Power rivalry in Europe, c.1696

The Great Northern War and the decline of Sweden

The War of Austrian Succession and the rise of Prussia, 1740-1748

The Seven Years War, 1756-1763

The Revolutionary and Napoleonic Wars, 1792-1815

The changing balance of power in Europe

The significance and consequences of the main issues affecting relations between the Great Powers in Europe to 1815

© WJEC CBAC Ltd.


PERIOD STUDY 7



UNIT HY1 (AS)

General topic 1: Europe, c.1815-1851

Focus:

A study of the main changes and developments in post-Napoleonic

Europe to 1851

Origins:

Key issues:

The condition of Europe in 1815

The Vienna Settlement and the concept of the Concert of Europe

The characteristics of autocratic rule in Europe

The Congress system

The causes and importance of the revolutions of 1830 and 1848



Europe to 1851


Focus:

Origins:

Key issues:


Italy, c.1830 -1871

A study of the main changes and developments in Italy in this period

The factors promoting and inhibiting Italian unification, c.1830

The growth of the Italian nationalist movement

The impact of the 1848 revolutions on Italian nationalism

The contribution of key personalities to Italian unification

The attitude of the other powers to unification

Diplomacy and war after 1852

The new Italy, post-1861


Italy to 1871

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



Focus:

Origins:

Key issues:


Germany, c.1830 -1871

A study of the main changes and developments in Germany in this period

The factors promoting and inhibiting German unification

The growth of the German nationalist movement

Economic expansion and integration.

The impact of the 1848 revolutions on German nationalism

Austro-Prussian rivalry

The role of Bismarck

Diplomacy and war after 1860

The establishment of the German Empire


Germany to 1871

The Eastern Question c.1815-1856

A study of the main developments in the Eastern Question c.1815-

1856

The decline of the Ottoman Empire and the spread of Russian influence in the area

The factors leading to the conflict of interest between the Great

Powers over the Eastern Question

The political, strategic, economic, religious and cultural implications of the Eastern Question

The causes and events of the Greek revolt, 1820

The importance of the Treaty of Unkiar Skelessi, 1833

Mehemet Ali and the Egyptian revolt leading to the Straits

Convention, 1841

The Crimean War: causes, events and impact


Eastern Question to 1856.

© WJEC CBAC Ltd.



Focus:

Origins:


France, 1848-1870

A study of France under the Second Republic and Second Empire

Key issues:


Events in France in 1848

France under the Second Republic

The coup d'etat and the establishment of the Second Empire

The character, personality and aims of Napoleon III

Domestic, economic and foreign policy

Support and opposition in France to Napoleon

Reasons for the collapse of the Second Empire


France under the Second Republic and Second Empire

General topic 2: Russia, c.1881 -1917

A study of the end of Tsardom and the beginning of the revolution

Focus:

Origins:

Key issues:


The condition of Russia in 1881

The nature of Tsarist rule

The effects of reform and modernization

Economic and industrial development

The influence of revolutionary groups

The roles of Lenin and other key figures

The causes of revolution in 1917


Russia to 1917

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:


A study of international rivalry and co-operation in Europe

International relations and national self-interest in 1815

The Vienna Settlement and the idea of the Concert of Europe

Emerging differences amongst the powers and the breakdown of the

Congress System

The Eastern question and the Crimean War

Imperial and colonial issues

The setting up of alliances and ententes

The importance of the Balkan question

The causes of World War I

The significance and consequences of the main developments in international relations to 1914



Focus:

Origins:

Key issues:


Germany, c.1815-1914

A study of the main changes in the development of Germany

The Germanic states in 1815

The setting up of the German Confederation

The growth of nationalism in Germany

Economic developments in Germany

The impact of the 1848 revolutions on Germany

The unification of Germany

Germany under Bismarck after 1871

Kaiser Wilhelm and Weltpolitik


Germany to 1914

© WJEC CBAC Ltd.


PERIOD STUDY 8



UNIT HY1 (AS)

General topic 1: International relations, 1878-1914

Focus:

A study of the main issues that affected international relations, 1878-

1914

Origins:

Key issues:

The relationship between the European powers in 1878

The impact of the Congress of Berlin, 1878

The growth of colonial ambitions and rivalries

The development of Great Power rivalries

The establishment of Alliances and Ententes

The causes of World War I

The outbreak of World War I


The significance and consequences of the main issues in international relations to 1914

General topic 2: Germany c. 1878-1919

Focus:

The main changes and developments in Germany c.1878-1919

Origins:

Key issues:

The political, social and economic condition of Germany in 1878

Bismarck’s domestic and foreign policies

Relations between Bismarck and the Kaiser.

The development of Weltpolitik

Germany and the onset of war

Reasons for and implications of Germany’s defeat in the First World

War

Germany and the Treaty of Versailles

Significance/ consequences:


Germany to 1919

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:



Focus:

Origins:

Key issues:


Italy, c.1918-1944

A study of the main changes and developments in Italy in this period

The condition of the Italian state in 1918

The appeal and popularity of Italian Fascism

The character and personality of Mussolini

Fascist ideology and use of propaganda

Domestic and foreign policies

Opposition to Italian Fascism.

Reasons for the collapse of Italian Fascism


Italy to 1944

The Communist Revolution in Russia, c.1917-1941

A study of the main changes and developments in Russia in this period


The Bolshevik seizure of power.

Lenin and the development of his ideas.

The civil war, war communism and the New Economic Policy.

Stalin and the purges.

Stalin's industrial and agricultural policies.

Russia’s foreign relations to 1941


Russia to 1941

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:




The relations between European powers in the inter-war period and the period of World War II

The relationship between the European powers in 1918

Reconciliation and rivalry post-1918.

The establishment of international agreements.

The background and causes of World War II

Developments in international relations during the war

Yalta and Potsdam.

The significance and consequences of the main issues affecting international relations to 1945


Focus:

Origins:

Key issues:



A study of the relations between the European powers after 1945

The condition of Europe in 1945

The reasons for the post-war division of Europe

Soviet expansion in eastern Europe

The origins of the Cold War in Europe, 1945-1949

European economic co-operation and moves towards integration.

Co-existence and détente.

The significance and consequences of the main issues affecting international relations to 1989

© WJEC CBAC Ltd.



Focus:

Origins:

Key issues:

Germany, c.1878-1989

A study of the main changes and developments in the political, social and economic life of Germany

The condition of the German state in 1878

The political system in Imperial Germany.

The impact of The First World War on Germany

The establishment of the Weimar Republic.

The challenges to democracy in the 1920s and early 1930s

The establishment of the Nazi State.

Developments in Germany post-1945.

The collapse of the Berlin Wall and re-unification

The significance and consequences of the main developments in the political and social life of Germany to 1989



Focus:

Origins:

Key issues:


Russia, c.1881-1989

A study of the main changes and developments in the political, social and economic life of Russia


Tsarist rule in Russia

Social and economic changes in Russia to 1914

The impact of World War I on Russia

The Revolutions of 1917

The setting up of the Bolshevik state

Communist rule under Stalin

Changing control in the Soviet Union from Khrushchev to Andropov

The implications of glasnost and perestroika

The significance and consequences of the main developments in the political and social life of Russia to 1989

© WJEC CBAC Ltd.


IN-DEPTH STUDY 1

WALES AND THE TUDOR STATE, c.1529-1588

Candidates will be required to study in depth a range of historical topics relating to Wales and the Tudor State c.1529-1588. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself.

Candidates will also have to study further topics or themes arising out of the in-depth study.

UNIT HY2 (AS)

Origins:

The relationship between Wales and the Tudor state in 1529

Key issues:

The Council of Wales and the system of local government

Lawlessness and disorder in Wales


Englefield, Lee and Cromwell's roles

Pre-Union legislation and the Acts of Union

The changing role of the Welsh gentry and Welsh representation in

Parliament

Sir Henry Sidney and government in Wales

The significance and consequences of the main developments in the relationship between Wales and England to 1588

© WJEC CBAC Ltd.



This unit is assessed internally. It is centre-set, teacher marked and externally moderated.

The assignment produced must be of between three and four thousand words, focussing on a specific historical problem or issue arising from the in-depth study.

Further guidance is given in Section 8 of the specification.



Focus:

Origins:

Key issues:

Economic activity and social change in Wales, c. 1534-1588

A study of the main changes in Welsh society and economy

The political, social and economic state of Wales in 1534

New concepts of gentility and opportunities for social advancement

The changing role of the Welsh gentry

The impact on the lower orders of society

Internal and external trade

The growth of towns and industry

Developments in land holding and the creation of landed estates

Changes in Welsh cultural life


The significance and consequences of the main changes in the economy and society of Wales to 1588


Focus:

Origins:

Key issues:


The Elizabethan Church Settlement and religious change, c.

1559-1588

A study of the Church Settlement and religious change in Wales

The state of religion and the condition of the church in Wales, c.1559

The Elizabethan Church Settlement and initial reaction in Wales

Anglicanism, Puritanism and recusancy in Wales

The translations of the Scriptures into Welsh

The work of Salisbury, Davies and Morgan

Protestant faction and Catholic resistance

The significance and consequences of the Church Settlement on religion in Wales to 1588

© WJEC CBAC Ltd.



REBELLION AND REPUBLIC, c.1629-1660

Candidates will be required to study in depth a range of historical topics relating to the period of Rebellion and Republic, c.1629-1660. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to study in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to investigate further topics or themes arising out of the in-depth study.

UNIT HY2 (AS)

Origins:

The relationship between Crown and Parliament, c.1629

Key issues:

The Personal Rule and challenges to royal authority

The causes of the Civil Wars


The roles of Ireland, Scotland and Wales in the Civil Wars

The reasons for the Parliamentary victory

The economic and social impact of the Civil Wars

The search for a settlement up to the Regicide of 1649

The significance and consequences of the main issues in the background to Civil War and the course of the wars to 1649

© WJEC CBAC Ltd.







General topic 1

:

Focus:

Origins:

Personal Rule and conflict with Parliament, c.1629-1642

A study of the Personal Rule and the growing conflict with Parliament

The relationship between Crown and Parliament in 1629

Key issues:

Charles's distrust and closure of Parliament

The period of the Personal Rule

Wentworth and the policy of Laud and Laudianism

The growth of opposition and the collapse of Personal Rule

The Scottish crisis and the recall of Parliament

The financial power of Parliament

The issue of MP's rights and privileges


The significance and consequences of the main issues that affected relations between Crown and Parliament to 1642

General topic 2

:

Focus:

Origins:

Cromwell and the Interregnum, 1649-1660

A study of the main issues connected with Republicanism and the

Interregnum

The state of the country in 1649

Key issues:

The Rump and demands for reform

The Barebones Parliament and the Instrument of Government

Cromwell's rule and his policies as Lord Protector

Radicalism during the Protectorate

The reasons for the collapse of the Protectorate and the restoration of the Monarchy


The significance and consequences of the main issues connected with the period of the Interregnum

© WJEC CBAC Ltd.



REFORM AND PROTEST IN WALES AND ENGLAND, c.1830-1848

Candidates will be required to study in depth a range of historical topics and problems relating to the period of Reform and Protest c.1830-1848. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the in-depth study.

UNIT HY2 (AS)

Origins:

The political, social and economic condition of the country, c.1830

Key issues:

The reasons for the demand for Parliamentary reform leading to the Reform Bill Crisis of 1830-1832.

The passing of the Great Reform Act

The causes and importance of the Merthyr rising.

The reasons for the emergence of Chartism and its challenge to authority

The passing of the new Poor Law of 1834 and opposition to it.

Reasons for change in conditions in the factories and mines.

Social reform 1830-1848: public health, mines and factories, and education for children.

Significance /

Consequences:

The significance and consequences of the main developments connected with reform and protest to 1848

© WJEC CBAC Ltd.







General Topic 1:

Focus:

Origins:

Peel and Reform, c.1834-1846

Sir Robert Peel and the issue of reform, 1834-1846.

Key issues:

Significance /

Consequences:

General Topic 2:

Focus:

Origins:

The nature of Peel's conservatism and the Tamworth Manifesto.

Peel as a party leader, 1834-1846.

The reforms of the 1841-1846 ministry.

Peel and the debate over the Corn Laws.

Reasons for repeal of the Corn Laws, 1846.

The significance and consequences of the reforms of Robert Peel

The period of Rebecca, c.1839-1844

The causes, events and results of the Rebecca Riots

Key issues:

Significance /

Consequences:

The condition of the rural population in Wales in the midnineteenth century

The outbreak and spread of the riots.

The activities of the rioters.

Government and local reaction to the riots.

The ending of the riots.

The significance and consequences of the Rebecca riots

© WJEC CBAC Ltd.



CHANGE AND CONFLICT IN WALES c.1900-1918

Candidates will be required to study in depth a range of historical topics and problems relating to Change and Conflict in Wales c.1900-1918. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the in-depth study.

UNIT HY2 (AS)

Origins:

Key issues:


The political situation in Wales at the turn of the century

Wales's economic and social position in 1900

Demographic change and its effect on urban and rural Wales

Social and economic changes in Wales

Living conditions and lifestyles in urban and rural Wales

The Liberal ascendancy and the growing influence of the Labour

Party

The causes of industrial unrest and conflict

The outbreak of industrial unrest in Wales

The significance and consequences of the main political, economic and social issues in Wales to 1914

© WJEC CBAC Ltd.








Focus:

Origins:

Key issues:

Education, religion and culture in Wales, c.1900-1914

The main educational, religious and cultural issues and conflicts in

Wales, 1900-1914

The educational provision in Wales in 1900

The position of religion and Welsh culture in 1900

The nature and support for non conformists and Anglicans

The Education dispute

The Religious Revival

The growth of popular culture and leisure and sporting activities

The demand for disestablishment

The position of the Welsh language

The significance and consequences of the main changes in education, religion and culture in Wales to 1914



Focus:

Origins:

Key issues:


Wales and the Great War, 1914-1918

A study of the contribution of Wales to the war effort, 1914-1918

The initial reaction to the outbreak of war in Wales

The reaction of Wales to recruitment and conscription

Opposition to the war within Wales

Cultural and religious reaction to war

The effects of the organisation and direction of labour on Wales

The effects of war on Welsh society, religion and culture

The experiences of Welsh soldiers

The reaction in Wales to the ending of hostilities

The significance and consequences of the main issues that affected

Wales during World War I

© WJEC CBAC Ltd.



BRITAIN c.1929-1939

Candidates will be required to study in depth a range of historical topics and problems relating to the history of Britain c.1929-1939. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the indepth study.

UNIT HY2 (AS)

Origins:

Key issues:


The political situation in Wales and England in 1929

Britain's economic and social situation in 1929

The extent of cultural and technological growth by 1929

The formation of the National government

Financial crisis and onset of depression

Popular and official reactions to social hardship and unemployment

The rise of minority parties

Developments in popular culture, religion, sport and the media

The changing lives of women

The significance and consequences of the main developments in the political, economic and cultural life of Britain to 1939

© WJEC CBAC Ltd.








Focus:

Origins:

Key issues:



British foreign policy, c.1929-1939

A study of the background and events connected with British foreign policy, 1929-1939

Br itain’s foreign policy position in 1929

Baldwin and foreign policy

Britain and the League of Nations

Chamberlain and foreign policy

Appeasement

The Munich agreement

British reaction to the German invasion of Czechoslovakia

The outbreak of war

The significance and consequences of British foreign policy,

1929-1939

Focus:

Origins:

Key issues:


Depression and recovery, c.1933-1939

A study of the social and economic impact of the depression on the people of Britain

Britain's social and economic position in 1929

The location and extent of social hardship and unemployment

Popular reaction to social hardship and unemployment

Government responses to the depression

The signs of recovery in the late 1930s

The impact of the Depression on the people of Britain

The significance and consequences of the period of depression on people in Britain

© WJEC CBAC Ltd.



THE GERMAN REFORMATION c.1500-1555

Candidates will be required to study in depth a range of historical topics and problems relating to the German Reformation c.1500-1555. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the indepth study.

UNIT HY2 (AS)

Origins:

The power and importance of the Catholic Church in the early sixteenth century

General factors promoting criticism of the Catholic Church

Key issues:

The role and importance of the Humanists

The sale of indulgences and the Tetzel Mission

Martin Luther's 95 theses and initial reaction to them in Rome and

Germany


The significance of Luther's critical tracts

The Diet of Worms and Luther's excommunication

Luther's relations with the German princes

The dissemination of Lutheranism

The reforming religious orders


German Reformation

© WJEC CBAC Ltd.







General topic 1

:

Focus:

Origins:

Key issues:


Charles V and the German Reformation, c.1515-1555

A study of the role played by Charles V, the Holy Roman Emperor, in the Reformation

The position of Charles V in 1519

The calling of the Diet of Worms, 1521

The impact of Peasants' War and the setting up of the Schmalkaldic

League

Charles and the Council of Trent, 1546

The Peace of Augsburg, 1555


Charles V’s fight against Lutheranism

General topic 2

:

Focus:

Origins:

The Peasants’ War, c.1521-1525

A study of the causes, events and implications of the Peasants' War

Key issues:


The social, economic and political causes of the Peasant's War

The impact of Luther's message

The Twelve Articles of 1525

The role of Thomas Munster

Luther's involvement in and reaction to the Peasants’ revolt

The reaction of theologians and secular authorities

The significance and consequences of the Peasants’ War for the spread of Protestantism in Germany

© WJEC CBAC Ltd.



THE FRENCH REVOLUTION c.1774-1795

Candidates will be required to study in depth a range of historical topics and problems relating to the French Revolution, c.1774-1795. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the indepth study.

UNIT HY2 (AS)

Origins:

The political and economic problems of the ancién regime

The causes of the French Revolution of 1789

Key issues:

The summoning of the Estates General

Political events of 1789

The work of the National Assembly 1789-1791

The reaction of the Crown and the growth of Republicanism


The emergence of the émigrés

Political divisions and the outbreak of war in 1792

Factors leading to the overthrow of the monarchy and the establishment of the First Republic

Reaction to the revolution in Europe


French Revolution to 1792

© WJEC CBAC Ltd.







General topic 1

:

Focus:

Origins:

The Terror, c.1792-1795

A study of the Terror and its aftermath on France

Key issues:

The condition of France in 1792

The growth of counter-revolution

The impact of war on the revolution

The key features of the Terror

The role of Robespierre

The coup of Thermidor

Reaction to the Terror, the Thermidorians and the Constitution of

1795


General topic 2

:

Focus:

Origins:

The significance and consequences of the period of Terror on France

The Church and the Revolution, c.1789-1795

A study of the impact the Revolution had on the Catholic Church

Key issues:

The position of the Catholic Church at the outbreak of revolution in

1789

The role of the clergy in 1789

The Church and economic change

The Civil Constitution of the Clergy

Reaction to religious change and the growth of religious cults

The Refractory Church, the counter-revolution and the Terror


The significance and consequences of revolution on the Church in

France

© WJEC CBAC Ltd.



THE CRISIS OF THE AMERICAN REPUBLIC c.1848-1877

Candidates will be required to study in depth a range of historical topics and problems relating to the Crisis of the American Republic, c.1848-1877. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical topic arising from within the in-depth study itself. Candidates will also have to study further topics or themes arising out of the in-depth study.

UNIT HY2 (AS)

Origins:

Sectionalism: the main differences between northern and southern states, c.1848.

The institution of slavery and the anti-slavery movement.

Key issues:

Events since 1848 leading to sectional conflict between north and south.

The causes of Secession and the start of the Civil war.

War on the Home Fronts.

Warfare: strategy, new methods and main campaigns.

Significance /

Consequences:

The significance and consequences of the work of the anti-slavery movement

The significance and consequences of the Civil War on the

American people

© WJEC CBAC Ltd.







General topic 1

Focus:

Origins

Abraham Lincoln and the crisis of the Union, c.1848-1865

The role and importance of Abraham Lincoln

Abraham Lincoln's political ideas and moral crisis in the 1850s.

Key issues:

Lincoln and the rise of the republican party, 1854-1860.

Lincoln's election and the decision for war, 1860-1861.

Lincoln's leadership of the union, 1861-1865.

Lincoln and the presidential election of 1864.

Lincoln, emancipation and reconstruction, 1862-1865.

The assassination of Lincoln

Significance /

Consequences:

The significance and consequences of the work of Abraham

Lincoln

General topic 2

Focus:

Reconstruction, c.1863-1877

A study of the events and impact of reconstruction

Origins

The Emancipation Proclamation and wartime reconstruction.

Key issues:

The failure of Presidential reconstruction.

Reasons for conflict between President and Congress, 1865-1867.

Reconstruction legislation and constitutional amendments, 1866-

1869.

The transformation of the South, 1865-1872.

The retreat from reconstruction, 1868-1877.

Significance /

Consequences:

The significance and consequences of the main developments in the period of reconstruction

© WJEC CBAC Ltd.



NAZI GERMANY c.1933-1945

Candidates will be required to study in depth a range of historical topics and problems relating to Nazi Germany c.1933-1945. Candidates will be required to consider a range of perspectives including political, social, economic, religious and cultural issues. This will be primarily through a range of different types of historical sources, including contemporary and later sources and historical interpretations. In addition, candidates will be required to investigate in greater detail an historical issue arising from within the in-depth study itself.

Candidates will also have to study further topics or themes arising out of the in-depth study.

UNIT HY2(AS)

Origins:

Reasons for Nazi party growth and support by 1933

Hitler's appointment as Chancellor.

Key issues:


The establishment of the Nazi dictatorship

The roles of propaganda, indoctrination and terror in the Third

Reich.

Nazi social, religious and racial ideology and policy.

The nature and organisation of the Nazi political system.

Nazi economic policy: recovery and rearmament

Nazi foreign policy up to 1939


Nazi Germany to 1939

© WJEC CBAC Ltd.







General topic 1: Support, opposition and resistance within the Third Reich, c.1933-1945

Focus:

Origins:

Key issues:

The nature and extent of support, opposition and resistance at various times

Support for the Nazis in the early 1930s

Challenges to the Nazis in the early 1930s

Reasons for support of the Nazi regime

The issues which affected public opinion

The motivation and extent of opposition and resistance: individual and collective

Conspiracies and plots

The war and its effect on popular support

The Nazi state and its reaction to opposition


The significance and consequences of support, opposition and resistance within the Third Reich


Origins:

Key issues:

Germany: war and defeat, c. 1939-1945

Hitler's aims and objectives in foreign policy

The Nazi foreign position in 1939

The impact of Blitzkrieg and Total War

German successes in Western Europe and the collapse of

France.

The invasion of the Soviet Union.

The impact of German occupation on the peoples, regions and countries of Europe

The defeat of Germany and liberation of Europe

The post-war settlement


The significance and consequences of the main developments in the war years to 1945

© WJEC CBAC Ltd.


5

SCHEME OF ASSESSMENT

AS and A level qualifications are available to candidates following this specification.

AS

The AS is the first half of an A level course. It will contribute 50% of the total A level marks. Candidates must complete the following two units

in order to gain an AS qualification.

Weighting

Within AS

Weighting

Within A level

HY1

Chosen Period Study 60% 30%

HY2

Chosen In-depth Study 40% 20%

HY1: Written Paper (1 hour 40 minutes)

Candidates are required to answer two

two-part structured questions from a choice of four, from four nominated areas.

HY2: Written Paper (1 hour 20 minutes)

Candidates are required to answer one

set of four questions, graded in difficulty, and focussed on historical sources, from a choice of two.

A Level

The A level specification consists of two parts: Part 1 (AS) and Part 2 (A level).

Part 1 (AS) may be taken separately and added to A2 at a further examination sitting to achieve an A level qualification, or alternatively, both the AS and A2 may be taken at the same sitting.

Candidates must complete the AS units outlined above plus a further two units to complete A level History .

The A2 units will contribute 50% of the total A level marks.

Weighting within A2

Weighting within A level

HY3* Chosen In-depth Study 40% 20%

HY4*

Chosen Period Study

Chosen In-depth Study

40%

20%

20%

10%

*Includes synoptic assessment

© WJEC CBAC Ltd.


HY3: Internal Assessment

Candidates are required to complete one

personal assignment, between three and four thousand words in length, focusing on a specific historical problem or issue arising from the in-depth study. The personal assignment will be internally set, centre marked and moderated by the awarding body.

HY4: Written Paper (2 hours 30 minutes)

Candidates are required to answer one open-ended essay question from a choice of two, from two nominated areas, arising from the period study. They are also required to answer one synoptic open-ended essay from a choice of two, from two nominated areas, arising from the period study. Candidates are also required to answer one open-ended essay from a choice of two, from two nominated areas, arising from the in-depth study.

Unit HY4 assesses aspects of both the Period Study and the In-depth study.

This structure has been developed for two distinct reasons:



The examination will test, in particular, aspects of the history of the latter stages of both the Period Study and the In-depth study. This will ensure coverage of the entire course and thus provide a coherent and final assessment element. It will ensure connectivity between the AS and A level units, and will enable candidates to draw on material from earlier units to address issues in unit 4. Candidates will be given the opportunity to attempt overarching questions which assess their understanding of the whole Period or In-depth study.



Unit HY4 is assessed by open-ended essay questions. This type of assessment will be used for both Period Study and In-depth study questions. This reflects the advice from the regulators to utilise more extended writing assessments to ensure that questions differentiate, stretch and challenge the more able candidates at this level.

Synoptic Assessment

Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of History this means:



drawing together knowledge and skills to demonstrate overall historical understanding



demonstrating an understanding of the connections between the essential characteristics of historical study, including an appropriate range of concepts and

/ or perspectives

The synoptic requirement is met in two ways:



Within HY3, candidates complete an investigation into a specific historical issue arising from the in-depth study, synthesising knowledge and skills to address the set question. This type of assessment is considered to be inherently synoptic due to the bringing together of specific historical knowledge with the use of a variety of evidential and interpretive skills.

© WJEC CBAC Ltd.




Within HY4, candidates will answer an open-ended essay question which focusses on the process of historical change across the full breadth of the period studied and demonstrates links between a range of historical perspectives

Quality of Written Communication

Candidates will be required to demonstrate their competence in written communication in all assessment units where they are required to produce extended written material. Mark schemes for these units include the following specific criteria for the assessment of written communication.



legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;



selection of a form and style of writing appropriate to purpose and to complexity of subject matter;



organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

Availability of Units

Availability of Assessment Units

Unit January

2009

June

2009

January


June


HY1

HY2

HY3

HY4



















© WJEC CBAC Ltd.


Awarding, Reporting and Re-sitting

The overall grades for the GCE AS qualification will be recorded as a grade on a scale from A to E. The overall grades for the GCE A level qualification will be recorded on a grade scale from A* to E. Results not attaining the minimum standard for the award of a grade will be reported as U (Unclassified). Individual unit results and the overall subject award will be expressed as a uniform mark on a scale common to all GCE qualifications (see table below). The grade equivalence will be reported as a lower case letter ((a) to (e)) on results slips, but not on certificates:

Max.

UMS

A B C D E

Units 2 and 3

(weighting 20%)

Units 1 and 4

(weighting 30 %)

80

120

64

96

56

84

48

72

40

60

32

48

AS Qualification 200 160 140 120 100 80

A Qualification 400 320 280 240 200 160

At A level, Grade A* will be awarded to candidates who have achieved a Grade A in the overall A level qualification and 90% of the total uniform marks for the A2 units.

Candidates may re-sit units prior to certification for the qualification, with the best of the results achieved contributing to the qualification. Individual unit results, prior to certification of the qualification have a shelf-life limited only by the shelf-life of the specification.

© WJEC CBAC Ltd.


6

KEY SKILLS

Key Skills are integral to the study of AS/A level History and may be assessed through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at level 3:













Communication

Application of Number

Problem Solving

Information and Communication Technology

Working with Others

Improving Own Learning and Performance

Mapping of opportunities for the development of these skills against Key Skills evidence requirement is provided in 'Exemplification of Key Skills for History, available on WJEC website.

© WJEC CBAC Ltd.


7

PERFORMANCE DESCRIPTIONS

Introduction

Performance descriptions have been created for all GCE subjects. They describe the learning outcomes and levels of attainment likely to be demonstrated by a representative candidate performing at the A/B and E/U boundaries for AS and A2.

In practice most candidates will show uneven profiles across the attainments listed, with strengths in some areas compensating in the award process for weaknesses or omissions elsewhere. Performance descriptions illustrate expectations at the A/B and

E/U boundaries of the AS and A2 as a whole; they have not been written at unit level.

Grade A/B and E/U boundaries should be set using professional judgement. The judgement should reflect the quality of candidates’ work, informed by the available technical and statistical evidence. Performance descriptions are designed to assist examiners in exercising their professional judgement. They should be interpreted and applied in the context of individual specifications and their associated units. However, performance descriptions are not designed to define the content of specifications and units.

The requirement for all AS and A level specifications to assess candidates’ quality of written communication will be met through one or more of the assessment objectives.

The performance descriptions have been produced by the regulatory authorities in collaboration with the awarding bodies.

© WJEC CBAC Ltd.


Assessment objectives

A/B boundary performance descriptions

E/U boundary performance descriptions

AS performance descriptions for history

Assessment objective 1



Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.



Demonstrate their understanding of the past through explanation, analysis and arriving at substantiated judgments of: o key concepts such as causation, consequence, continuity, change and significance within an historical context o the relationships between key features and characteristics of the periods studied.

Candidates characteristically: a) recall, select and deploy accurate, relevant and detailed historical knowledge appropriately b) show evidence of understanding through analysis and explanation reach appropriate judgements about key concepts c) show evidence of understanding through analysis and explanation and reach appropriate judgements about the relationships between key features / characteristics of the historical period d) communicate clearly and fluently, using appropriate language and structure, using standard conventions of spelling, punctuation and grammar.

Candidates characteristically: a) recall and select some relevant historical knowledge appropriately b) show some evidence of understanding through analysis and/or explanation and attempt some judgements about key concepts c) show evidence of some understanding through analysis and/or explanation and attempt limited judgements about the relationships between key features / characteristics of the historical period d) convey meaning clearly, although powers of expression may be limited and there will be errors in spelling, punctuation and grammar.




As part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination.



Analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways.

Candidates characteristically: a) analyse and evaluate source material in its historical context with a degree of discrimination b) use the sources appropriately to support arguments c) show an understanding of, and comment on, how in relation to the historical context, aspects of the past have been interpreted and represented in different ways.

Candidates characteristically: a) comprehend, identify and extract some information from a range of sources. Offer limited analysis and evaluation of source material b) use some sources as evidence to support limited arguments c) show some awareness of different interpretations and representations of historical issues, events and/or individuals.

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A2 performance descriptions for history


A/B boundary performance descriptions

E/U boundary performance descriptions




Recall, select and deploy historical knowledge appropriately, and communicate knowledge and understanding of history in a clear and effective manner.



Demonstrate their understanding of the past through explanation, analysis and arriving at substantiated judgments of: o key concepts such as causation, consequence, continuity, change and significance within an historical context o the relationships between key features and characteristics of the periods studied.

Candidates characteristically: a) recall, select and deploy accurate, relevant and precise historical knowledge appropriately b) show understanding through analysis and explanation and reach substantiated and mostly sustained judgements about key concepts c) show understanding through analysis and explanation and reach substantiated and mostly sustained judgements about the relationships between key features / characteristics of the historical period d) communicate accurately, clearly and fluently, using appropriate language and structure, using spelling, punctuation and grammar generally with a high degree of accuracy.

Candidates characteristically: a) recall, select and deploy some relevant historical knowledge appropriately b) show evidence of understanding through limited analysis and explanation and reach some judgements about key concepts c) show evidence of understanding through explanation and analysis and offer some judgements about the relationships between key features / characteristics of the historical period d) convey meaning clearly and with appropriate vocabulary, although there may be errors in spelling, punctuation and grammar.




As part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination.



Analyse and evaluate, in relation to the historical context, how aspects of the past have been interpreted and represented in different ways.

Candidates characteristically: a) analyse and evaluate source material in its historical context with insight and discrimination b) use the sources appropriately to substantiate arguments c) analyse and evaluate how, in relation to the historical context, aspects of the past have been interpreted and represented in different ways.

Candidates characteristically: a) comprehend, identify and select information from a range of sources.

Offer limited analysis and evaluation of the source material making tentative links to the historical context b) use a range of sources as evidence to support arguments, although these may be limited in places c) show awareness that aspects of the past have been interpreted and represented in different ways and offer limited analyses and evaluation of these.

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8

INTERNAL ASSESSMENT GUIDELINES

GUIDELINES FOR THE CONDUCT AND ASSESSMENT OF HY3

All A level specifications in History must have internal assessment as a separate unit at either AS or A2, comprising 20% of the total A level marks and assessing the skills associated with historical enquiry. In WJEC specification the internal assessment will be carried out in HY3 at A level.

In HY3, candidates are required to complete an assignment based on an historical issue or problem arising from their chosen in-depth study. The guidelines below define the criteria that should be understood by candidates when preparing for and undertaking their assignments and the rules and procedures which centres must follow.

8.1 Defining the assignment

The assignment must be set by the centre and approved by WJEC Chief Moderator.

It must be undertaken by the candidate under agreed coursework conditions over an extended period of time. It is marked by the centre and moderated by an Awarding

Body external moderator.

The assignment should take the form of an extended piece of writing which addresses the historical issue or problem set.

8.2 The length of the assignment

The Assignment should be between three and four thousand words in length

, excluding extracts from historical sources and references. Candidates who exceed this word limit will be penalised, by the centre initially, or later by the Awarding Body moderator, if deemed necessary.

Candidates should not use any more than 15 sources in the writing of their assignment.

8.3 Specific skills to be assessed and their weighting

AO1a:

All the assessment objectives will be examined in Assessment HY3. Assessment

Objective 2(b) has a higher weighting in this Unit as expected by the subject criteria.


Recall, select, deploy historical knowledge & communicate knowledge and understanding of history in a clear and effective

Weighting

%

2½%

AO1b: 2½% manner.

Demonstrate their understanding of the past through explanation, analysis and making substantiated judgements

AO2: In relation to the historical enquiry:

(a) analyse and evaluate a range of appropriate source material;

(b) analyse and evaluate how aspects of the past have been interpreted and represented in different ways

7%

8%

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8.4 The setting of tasks

Centres must choose their own assignment titles. The assignment must be based on the in-depth study chosen.



The titles(s) chosen by a centre, which may be taken from any part of the indepth content studied, should focus on a substantial or significant issue.



The title(s) should also allow candidates to discuss and explain the development of at least two differing or contrasting historical interpretations.



The titles(s) should include a contentious statement which is capable of being evaluated through an historigraphical debate.

Example:

Britain, c. 1929-39

"The Great Depression of the early 1930s devastated rural Wales even more than it devastated industrial Wales." How valid is this assessment of the effects of the Great Depression on Wales in the 1930s?



Centres may select up to a maximum of two different assignment titles for each in-depth study chosen by the centre.



The assignment title(s) selected by a centre may be used up to a maximum of four years.



The Awarding Body will provide a range of approved questions suitable for use in this unit.

8.5 The creation of Document Packs



Each assignment must be based on a starter pack of documents, produced by the centre and including a range of between 8-10 sources.



The sources in the initial pack should include:

- a range of different types of sources, e.g. written, statistical, graphical or pictorial;

- both contemporary and later sources;

- sources which present more than one historical interpretation;

- reference to video and film evidence, if appropriate.

- written sources chosen should be of an appropriate length, but not exceed one side of A4 paper



The Awarding Body will publish a number of exemplar document packs in its teachers’ guide. Centres should follow the styles of these document packs when constructing one for their own titles(s). Careful attention must be given to the number of sources, the length of sources and the quality of the attributions to aid evaluation.



The purpose of this document pack is to give candidates a level playing field to begin with. Candidates are expected to add to and enhance the starter pack through their additional research.

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8.6 Approving the internal assessment questions



Centres must submit a valid proposal form including their titles, associated marking schemes and the initial pack of documents to be used by candidates, to the Awarding Body for approval, at least six weeks before candidates commence their assignments. A proposal form is available from the Awarding Body to standardise submissions.



Centres must not set an assignment to candidates until

formal written approval has been given by the Awarding Body Chief Moderator.

Once approval has been given, approval will continue for the remaining years of the four year cycle.

8.7 Preparing for the assignment

In preparing candidates, the procedures detailed below should be followed:

8.7.1 Introducing the historical issue or problem

The assignment should focus on an historical issue or problem. This should be presented to candidates by teachers through a formal teaching programme. In some instances, this will involve revisiting or expanding upon a topic or issue considered elsewhere in the course. On other occasions, where appropriate within the context of the in-depth study chosen, it could take the form of an enquiry into a local history issue to establish to what extent the local experience modifies or confirms what has been learnt about the national situation. It is suggested that this formal teaching programme should occupy around 6-10 hours contact time.

The teaching programme should be designed to introduce the topic and set the assignment in its historical context within the in-depth study. This should involve a discussion of a range of background historical sources.

It should also cover the relevant historiographical issues connected with the topic chosen.

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8.7.2 The historical enquiry

Candidates should be given the initial pack of sources approved by the Awarding

Body Chief Moderator. Between 8 - 10 sources is the recommended number of sources for this pack.

The range of sources should be seen as a starting point for further investigation and research by the candidate.

8.7.3 Researching the assignment

Candidates must progress to investigate the historical issue through analysis and evaluation of a range of additional sources. These must be identified independently by the candidates.

This further research of materials relating to the issue or problem might include:

- historical descriptions and analyses of the issue;

- contemporary first-hand descriptions or accounts;

- contemporary analysis or opinion;

- other accounts, including more than one view or interpretation of the historical issue;

- the use of video, film or museum representations

It is essential that candidates consider the historiographical context of at least two differing or contrasting historical interpretations in their response. This element will need to be researched and set within the context of appropriately selected sources.

It is also important that candidates select no more than 12-15 sources to analyse and evaluate in their assignment. The greater number of these should be from those identified by the candidate through additional research.

Candidates should be encouraged to use ICT in their research and in the presentation of their assignment.

8.8 Writing the assignment

8.8.1 The conditions under which the assignment is written

The assignment must be written by the candidate under approved coursework conditions over a period of time specified by the centre.

The emphasis that candidates undertake independent research and utilise ICT means that some

work will have to be done away from the classroom.

However, it is essential that the bulk of the work for HY3 is tackled under the supervision of the class teacher in class-based sessions. It is not acceptable for candidates to be given all or large parts of the assignment to be done outside class with minimal supervision.

Teachers should encourage candidates to retain any rough notes and materials as evidence of work done independently. Teachers and candidates will be expected to sign a declaration stating that the work produced is entirely the work of the candidate.

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8.8.2 Structuring the assignment

There is no set or suggested structure to this assignment. However, centres are encouraged to advise candidates to consider certain aspects:

assignments must address the question set

background detail must be limited

analysis and evaluation of source material should be integrated into any narrative and / or discussion of historical interpretations

explanation of relevant historiographical issues

assignments must build to a substantiated judgement on the question set

assignments should be coherent, lucid and integrated.

Centres should also ensure that:

a range of different types of source is used in the assignment

every page of the assignment is numbered

the additional sources provided by the candidates are clearly labelled in the body of the essay

there is clear reference to the origin and provenance of each of the sources provided

there is a bibliography at the end of the essay

a word count should be provided

no more than 15 sources in total are used in the completion of the assignment

8.9 Marking the assignment

The assignment will be marked within the centre. The teacher marking the work will apply the criteria and level descriptors as laid down in the mark scheme, as developed by the centre and approved by the Chief Moderator. If there is more than one teaching group within a centre, internal standardisation must be carried out in line with the Awarding Body’s guidelines. A sample of the completed assignments, from a specified range of candidates, should be sent to a nominated Awarding Body moderator. WJEC will issue instructions to centres on the criteria that should be used in selecting candidates' work.

8.10 The moderation process

All work submitted for HY3 must be appropriately assessed and moderated. The moderation will take the form of sampling of a range of candidate's work by an

Awarding Body moderator. The moderator will determine whether the approved mark scheme has been applied accurately and consistently and make appropriate recommendations to the Chief Moderator and Awarding Body subject officer.

GCE History Specification - for teaching from 2012/ED

02-04-12

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