1. Follow us on Twitter @AQACPD. GCSE History An introduction to Planning, Teaching and Assessing the New GCSE History Aaron Wilkes Head of Humanities Faculty at an 11- 16 Comp. in the West Midlands Teacher for 19 years KS3 and KS4 textbook author New convert to AQA

2. Structure of the session 1.Reminder – the basics, the AQA approach and options 2.Moulding a course 3.Two year and three year KS4 4.Getting the AOs right 5.So what do the questions look like? 6.AQA Support Copyright © AQA and its licensors. All rights reserved.

3. The basics…………….. New GCSEs will be first examined in June 2018 If a school has a TWO year Key Stage 4, you will start teaching the new GCSE in September 2016 If you have a THREE year Key Stage 4, then you might be teaching it right now……… Copyright © AQA and its licensors. All rights reserved.

4. The AQA approach Copyright © AQA and its licensors. All rights reserved. One specification which brings together best practice and topics from Modern World and SHP specifications. The AQA specification has four elements: One wider world period studyChoose one from four One wider world depth studyChoose one from five One British thematic studyChoose one from three One British depth study (including the historic environment) Choose one from four

5. The AQA options Copyright © AQA and its licensors. All rights reserved. Period Study Choose one of: America, 1840– 1895 Germany, 1890– 1945 Russia, 1894– 1945 America, 1920– 1973 Wider World Depth Study Choose one of: Conflict and Tension, 1894– 1918 C & T, 1918–1939 C & T between East and West, 1945–1972 C & T in Asia, 1950–1975 C & T, 1990–2009 Paper 1 “Understanding the modern world” 1 hr 45 = 50% of total mark Paper 1 “Understanding the modern world” 1 hr 45 = 50% of total mark British Thematic Study Britain: Health and the people Britain: Power and the people Britain: Migration, empires and the people British Depth Study Choose one of: Norman England, 1066–1100 Medieval England: the reign of Edward I, 1272– 1307 Elizabethan England, 1568– 1603 Restoration England, 1660– 1685 Paper 2 “Shaping the nation” 1 hr 45 = 50% of total mark Paper 2 “Shaping the nation” 1 hr 45 = 50% of total mark

6. Moulding a course  The clientele: -Staff (opinions, interests, strengths etc) -Students (opinions, interests, strengths etc )  The natural progression of content, concepts & skills: -KS3 into 4 – think about the flexibility of KS3 Copyright © AQA and its licensors. All rights reserved. British Depth Study: Norman England British Depth Study: Norman England Thematic Study: Power and the People British Depth Study: Medieval England British Depth Study: Medieval England Thematic Study: Migration, empires and the people Thematic Study: Migration, empires and the people Thematic Study: Health and the people

7. Moulding a course  The clientele: -Staff (opinions, interests, strengths etc) -Students (opinions, interests, strengths etc )  The natural progression of content, concepts & skills: -KS3 into 4 – think about the flexibility of KS3 -What ‘overlap’ can you ‘discover’ and use? Copyright © AQA and its licensors. All rights reserved. Natural bedfellows? From the Wider World Depth Study: Conflict and tension, 1894–1918 From the Period Study: Germany, 1890–1918

8. Moulding a course -What ‘overlap’ can you ‘discover’ and use? Copyright © AQA and its licensors. All rights reserved. Natural bedfellows? British Depth Study: Norman England Thematic Study: Britain: Migration, empires and the people

9. Moulding a course -Introducing students to way they are assessed: Copyright © AQA and its licensors. All rights reserved. All the questions in the exam papers can be divided into two aspects of assessment which you can teach your students. These two aspects reflect the assessment objectives.  Aspect 1: knowledge, understanding, analysis and explanation, key concepts (AO1 and AO2)  Aspect 2: sources and interpretations (AO3 and AO4)

10. Assessment objectives AO1 and AO2 AO1 (35%) Knowledge and understanding Demonstrate, organise and communicate knowledge and understanding of the key features and characteristics of the periods studied and the relationships between them. Copyright © AQA and its licensors. All rights reserved. AO2 (35%) Key concepts Explain and analyse key concepts, arriving at substantiated judgements: Cause and consequence Change/continuity Similarity/difference Significance within an historical context Aspect 1:

11. Assessment objectives AO3 and AO4 AO3 (15%) Sources Understand, analyse, evaluate and make historical claims from a range of source material. Copyright © AQA and its licensors. All rights reserved. Aspect 2 AO4 (15%) Interpretations Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

12. What are sources and interpretations (AO3 and AO4)? Sources are primary evidence that are contemporary to the period. Types of sources: photographs cartoons propaganda posters newspaper articles speeches diary extracts. An interpretation is an attempt to portray and/or make meaning of the past that is a deliberate construct created after the event(s). Types of interpretations: accounts written after the event by people who were there at the time academic texts written by historians reconstructive drawings historical films etc. Copyright © AQA and its licensors. All rights reserved.

13. Allocation of assessment objectives Aspect 1 AO1 and AO2 Aspect 2 AO3 Aspect 2 AO4 Paper 1 Section A Period study 24 marks16 marks Paper 1 Section B Wider World depth study 24 marks16 marks Paper 2 Section A Thematic study 32 marks8 marks Paper 2 Section B British depth study 32 marks8 marks Copyright © AQA and its licensors. All rights reserved. Aspect 1: knowledge, understanding, analysis and explanation, key concepts (AO1 and AO2) Aspect 2: sources and interpretations (AO3 and AO4) Aspect 1: knowledge, understanding, analysis and explanation, key concepts (AO1 and AO2) Aspect 2: sources and interpretations (AO3 and AO4)

14. A three-year plan Copyright © AQA and its licensors. All rights reserved. Aut. 1Aut. 2Spr. 1Spr. 2Sum. 1Sum. 2 YEAR 9 Conflict & Tension, 1918-39 (Peacemaking/ LofN) Conflict & Tension, 1918-39 (LofN/Outbreak WW2) Conflict & Tension, 1918- 39 Germany, 1890-1945 - “Mop up” - Paper 1 skills - Mock YEAR 10 Norman England, c1066– c1100 Britain: Health and the people - “Mop up” - Paper 2 skills - Mock YEAR 11 - Revision - “Skills school” - Revision - Yr 11 Mocks “Intervention” - this term’s work is dictated by prior performance Final revision Relax/panic about late August

15. A two-year plan Copyright © AQA and its licensors. All rights reserved. Aut. 1Aut. 2Spr. 1Spr. 2Sum. 1Sum. 2 YEAR 10 Britain: Power and the people Elizabethan England, c1568– 1603 - “Mop up” - Paper 2 skills - Mock Conflict and tension, 1894– 1918 YEAR 11 Conflict and tension, 1894–1918 Limited Mock Germany, 1890- 1945 - “Mop up” - Paper 1 skills - FULL Mock Final revision

16. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 1 “World Paper” Period Study WW Depth Study

17. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 1 - “World Paper” - Period Study 1A America, 1840–1895: Expansion and consolidation 1B Germany, 1890–1945: Democracy and dictatorship 1C Russia, 1894–1945: Tsardom and communism 1D America, 1920–1973: Opportunity and inequality 1 Expansion: opportunities and challenges 1 Germany and the growth of democracy 1 The end of Tsardom 1 American people and the 'Boom‘ 2 Conflict across America 2 Germany and the Depression 2 Lenin's new society 2 Bust – Americans' and the Depression and New Deal 3 Consolidation – forging the nation 3 The experiences of Germans under the Nazis 3 Stalin's USSR3 Post war America

18. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved.

19. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Students need to explain how the two written interpretations differ using the content of the interpretations. Students need to identify and explain why the authors might have different interpretations using the provenance provided. Students need to use their relevant knowledge and understanding of the period in order to evaluate which interpretation they find more convincing. Students are not expected to evaluate provenance. Students need to use their relevant knowledge and understanding of the period in order to evaluate which interpretation they find more convincing. Students are not expected to evaluate provenance.

20. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. ‘Describe question’ Identify two problems and show some understanding of each problem. In future years, students could be asked to identify issues, difficulties, features, problems or solutions. ‘Describe question’ Identify two problems and show some understanding of each problem. In future years, students could be asked to identify issues, difficulties, features, problems or solutions. ‘explaining concepts’ questions Identify and explain the way(s) in which the lives of women were affected by Nazi rule. ‘in what ways’ used to signal that there a number of ways in which women’s lives were affected. ‘explaining concepts’ questions Identify and explain the way(s) in which the lives of women were affected by Nazi rule. ‘in what ways’ used to signal that there a number of ways in which women’s lives were affected. Essay question Uses AO1 and AO2 and target second order concepts such as causation and consequence Essay question Uses AO1 and AO2 and target second order concepts such as causation and consequence

21. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 1 “World Paper” Period Study WW Depth Study

22. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 1 - “World Paper” - WW Depth Study Conflict and tension, 1894– 1918 Conflict and tension, 1918–1939 Conflict and tension East & West, 1945–1972 Conflict and tension in Asia, 1950–1975 Conflict and tension, 1990–2009 1 The causes of the First World War 1 Peace making 1 The origins of the Cold War 1 Conflict in Korea 1 Tensions in the Gulf 2 The First World War – stalemate 2 The League of Nations & international peace 2 The development of the Cold War 2 Escalation of conflict in Vietnam 2 The war on Al-Qaeda 3 Ending the war 3 The origins and outbreak of the Second World War 3 Transformation of the Cold War 3 The ending of conflict in Vietnam 3 The Iraq War

23. So what do the questions look like? Slide 11Copyright © AQA and its licensors. All rights reserved. How do you know? Students should use their knowledge to analyse the content and/or provenance of the source to explain how the source supports the statement. How do you know? Students should use their knowledge to analyse the content and/or provenance of the source to explain how the source supports the statement. Utility question Students will use content, provenance and their contextual knowledge to evaluate how useful the sources are. Utility question Students will use content, provenance and their contextual knowledge to evaluate how useful the sources are. ‘Write an account’ question demonstrate their k & u of a sequence of events use cause and/or consequence to demonstrate how these events led to a wider problem. ‘Write an account’ question demonstrate their k & u of a sequence of events use cause and/or consequence to demonstrate how these events led to a wider problem. ‘Evaluative’ questions explain the main reason in order to evaluate how far they agree with the statement to identify and explain other factors reach a sustained judgement ‘Evaluative’ questions explain the main reason in order to evaluate how far they agree with the statement to identify and explain other factors reach a sustained judgement

24. So what do the questions look like? Slide 11Copyright © AQA and its licensors. All rights reserved. Paper 2 “British Paper” Thematic Study British Depth Study (inc. HE)

25. So what do the questions look like? Slide 11Copyright © AQA and its licensors. All rights reserved. Paper 2 - “British Paper” - Thematic Study 2A Britain: Health and the people: c1000 to the present day 2B Britain: Power and the people: c1170 to the present day 2C Britain: Migration, empires and the people: c790 to the present day 1 Medicine stands still1 Challenging authority and feudalism 1 Conquered and conquerors 2 The beginnings of change 2 Challenging Royal authority 2 Looking west 3 A revolution in medicine 3 Reform and Reformers3 Expansion and empire 4 Modern medicine4 Equality and Rights4 Britain in the twentieth century

26. So what do the questions look like? Slide 11Copyright © AQA and its licensors. All rights reserved. Paper 2 - “British Paper” - Thematic Study Utility question Students will use content, provenance and their contextual knowledge to evaluate how useful the sources are. Utility question Students will use content, provenance and their contextual knowledge to evaluate how useful the sources are. Significance = second order concept. It looks at importance at the time, over time and now. Best tested in the Thematic Study as is covers a wide span of time. Specifically targets similarity or difference Essay question Evaluate one factor against other factors. It covers all three eras and enables students to apply their knowledge and understanding in order to evaluate the relative importance of factors. The range of factors is listed in the introduction of each Thematic Study. Essay question Evaluate one factor against other factors. It covers all three eras and enables students to apply their knowledge and understanding in order to evaluate the relative importance of factors. The range of factors is listed in the introduction of each Thematic Study.

27. So what do the questions look like? Slide 11Copyright © AQA and its licensors. All rights reserved. Paper 2 “British Paper” Thematic Study British Depth Study (inc. HE)

28. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 2 - “British Paper” - British Depth Study (inc. HE) Norman England, c1066–c1100 Medieval England: the reign of Edward I, 1272–1307 Elizabethan England, c1568– 1603 Restoration England, 1660–1685 1 The Normans – conquest and control 1 Government, the rights of King and people 1 Elizabeth's court and Parliament 1 Crown, Parliament, plots and court life 2 Life under the Normans 2 Life in Medieval England 2 Life in Elizabethan times 3 Life in Restoration England 3 The Norman Church and monasticism 3 Edward I’s campaigns in Wales and Scotland 3 Troubles at home and abroad 2 Land, trade and war 4 The historic environment of Norman England 4 The historic environment of Medieval England 4 The historic environment of Elizabethan England 4 The historic environment of Restoration England

29. So what do the questions look like? Copyright © AQA and its licensors. All rights reserved. Paper 2 - “British Paper” - British Depth Study (inc. HE) Students will use the content of the interpretation and their own knowledge to evaluate how convincing the interpretation is (this might be written or, as here, visual). A regular ‘explain’ question which will, over time, target causation, consequence, change and/or continuity. ‘Write an account’ question So like in Section B Paper 1, students will use AO1 knowledge and understanding to support a written account which analyses (AO2) change. ‘Write an account’ question So like in Section B Paper 1, students will use AO1 knowledge and understanding to support a written account which analyses (AO2) change. Historic Environment question. An essay question where students will place the specified site in the content of the period. Historic Environment question. An essay question where students will place the specified site in the content of the period.

30. Historic environment – things to remember The specified sites to be studied have been identified by AQA The sites for 2018, 2019 and 2020 have been released and are on the AQA website There is still no requirement to visit the site. If you wish to visit the site or a similar one, you are welcome to do so as part of your delivery of the course, however, no credit is given in the exam. Free resource packs for each site will be available. They will include teachers’ notes, schemes of work and resources you can use with your students. Copyright © AQA and its licensors. All rights reserved. Schemes of work for the British Depth Studies will be updated to incorporate the specified sites.

31. A three-year plan Copyright © AQA and its licensors. All rights reserved. Aut. 1Aut. 2Spr. 1Spr. 2Sum. 1Sum. 2 YEAR 9 Conflict & Tension, 1918-39 (Peacemaking/ LofN) Conflict & Tension, 1918-39 (LofN/Outbreak WW2) Conflict & Tension, 1918- 39 Germany, 1890-1945 - “Mop up” - Paper 1 skills - Mock YEAR 10 Norman England, c1066– c1100 Britain: Health and the people - “Mop up” - Paper 2 skills - Mock YEAR 11 - Revision - “Skills school” - Revision - Yr 11 Mocks “Intervention” - this term’s work is dictated by prior performance Final revision Relax/panic about late August

32. A two-year plan Copyright © AQA and its licensors. All rights reserved. Aut. 1Aut. 2Spr. 1Spr. 2Sum. 1Sum. 2 YEAR 10 Britain: Power and the people Elizabethan England, c1568– 1603 - “Mop up” - Paper 2 skills - Mock Conflict and tension, 1894– 1918 YEAR 11 Conflict and tension, 1894–1918 Limited Mock Germany, 1890- 1945 - “Mop up” - Paper 1 skills - FULL Mock Final revision

33. And on the subject of teacher support……….. Slide 30Copyright © AQA and its licensors. All rights reserved.

34. And on the subject of teacher support……….. Copyright © AQA and its licensors. All rights reserved.

35. And on the subject of teacher support……….. Copyright © AQA and its licensors. All rights reserved.

36. And on the subject of teacher support……….. Copyright © AQA and its licensors. All rights reserved.

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

38. Any questions?

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