GCSE (9-1) History HISTORY A (EXPLAINING THE MODERN WORLD) HISTORY B (SCHOOLS HISTORY PROJECT) Accredited Summary Brochure. ocr.org.

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1 GCSE (9-1) History GCSE (9-1) HISTORY A (EXPLAINING THE MODERN WORLD) HISTORY B (SCHOOLS HISTORY PROJECT) ocr.org.uk/gcsehistory

2 2 REFORM AN UPDATE GCSE and A Levels Reform: An Update The first teaching of new A Levels and GCSEs began in September We have been accredited by Ofqual for all of our reformed qualifications for first teaching from September The first teaching for this accredited qualification is September Background to The Reforms The former Secretary of State for Education, Michael Gove, initiated the reform of GCSEs and A Levels in February 2013, asking Ofqual to implement changes that would lead to new qualifications. By reforming GCSEs and A Levels, the Department for Education (DfE) intends to: Make the qualifications more ambitious Better prepare young people for employment and further study Give everyone greater confidence in the integrity and reliability of the qualifications system. The Government has stated that GCSEs will demand more from all students and that the purpose of taking A Levels is primarily for entry to university changes are needed so students are better prepared to start their university course. GCSE Timeline First teaching of new GCSEs (9-1) in Ancient Languages, Art and Design, Biology, Chemistry, Citizenship Studies, Computer Science, Dance, Double Science, Drama, Food Preparation and Nutrition, Geography, History, Modern Foreign Languages, Music, Physical Education, Physics and Religious Studies Sept 2015 Sept 2016 June 2017 First teaching of GCSEs (9-1) in English Language, English Literature and Maths First exams for GCSEs (9-1) in English Language, English Literature and Maths

3 3 Changes to Assessment Key structural features of the new GCSEs: Linear GCSEs with assessment at the end of the two-year course in June Tiering in certain subjects only, such as Maths and Modern Foreign Languages Assessment predominantly by external exam only A new 9-1 grading system (9 = top level) Re-sit opportunities in November for Maths and English Language only. School accountability and performance measures key headlines: Progress across a suite of 8 subjects (Progress 8) Attainment across 8 subjects (Attainment 8) The percentage of pupils achieving a C grade or better in English and maths The EBacc. For more information refer to ocr.org.uk/gcsereform First teaching of GCSEs (9-1) in a range of further subjects (Ofqual is consulting on the principles for other subjects to be included as GCSEs) First exams for GCSEs (9-1) in other subjects Sept 2017 June 2018 June 2019 First exams in GCSEs (9-1) in Ancient Languages, Art and Design, Biology, Chemistry, Citizenship Studies, Computer Science, Dance, Double Science, Drama, Food Preparation and Nutrition, Geography, History, Modern Foreign Languages, Music, Physical Education, Physics and Religious Studies

4 4 INTRODUCING HISTORY CHANGES AT A GLANCE GCSE (9-1) History A (Explaining the Modern World) GCSE (9-1) History B (Schools History Project) General History Changes GCSE (9-1) History is being redeveloped for first teaching in September This re-development is a part of a wider development of GCSEs and A Levels. The History subject criteria and the assessment objectives were published by the Department for Education (DfE) and Ofqual, after public consultation had taken place. All GCSEs in History should include history: from three eras: Medieval ( ), Early Modern ( ) and Modern (1700-present day) on three timescales: short (depth study), medium (period study) and long (thematic study) in three geographical contexts: a locality (the historic environment), British and European and/or wider world settings. British history must form a minimum of 40% of the assessed content over the full course. What does this mean in practice? In practice, this means that your GCSE will be comprised of five different elements. 1 x thematic study 1 x British depth study 1 x non-british depth study 1 x period study 1 x study of the historic environment This means that the GCSEs will have more content than they have previously had. This is in line with DfE and Ofqual expectations to improve the rigour of all GCSE (9-1) History qualifications.

5 5 GCSE (9-1) History A (Explaining the Modern World) OCR s GCSE (9-1) in History A has been designed to help learners explain and understand the world around us today. They will study a wide range of content options, and consider key themes which demonstrate the relevance of the past in understanding the present. Our modern options will give learners a chance to study the narrative of 20th century international relations and the forces which shaped those relations with a view to assessing how far these forces are still shaping events today. Learners will also study one non-british country in depth, focusing on the key issue of the relationship between the people and the state. Our thematic options give learners the chance to study a broad sweep of history, looking at themes that are just as relevant today as they were in the medieval and early modern periods, albeit sometimes in very different ways. This study in change and continuity will help to ground and expand learners understanding of the world that they live in today. Our British depth studies, which are linked to our thematic options, give learners the chance to learn about a fundamental issue in British history one whose effects are still felt today. It is our intention that the depth study should be embedded in the thematic study, enhancing learners understanding of the main elements of both units. Our site study is the final element the site which we specify in the specification, allows learners to study the historical environment. This site study will be connected to your theme. Our site resources will be produced in conjunction with English Heritage and the Black and Asian Studies Association (BASA). We have updated traditional and popular topics at GCSE and combined these with new and innovative options that aim to address comments in the wider historical community regarding the prevalence of white, male dominated history.

6 6 GCSE (9-1) History B (Schools History Project) OCR s GCSE (9-1) History B (SHP) is an exciting new history course that will fire learners enthusiasm for studying history. It has been constructed in partnership with the Schools History Project and reflects SHP s principles for ensuring worthwhile and inspiring school history. History B (SHP) encourages learners to become curious, to develop their own opinions based on a respect for evidence, and to build a deeper understanding of the present by engaging with and questioning the past. The specification is based on content which helps learners to address fundamental issues in human history. It brings together people, events and issues that learners will find fascinating and that will stimulate a desire to explore the similarities and differences between people s lives in the past and their own lives now. All the options across the five elements of the specification address knowledge of significant historical issues that will help learners in further study of history and in making sense of their world. The need for wide and deep knowledge has shaped the specification and its assessment. Many parts of the specification are entirely new to GCSE history; these new options have all been selected and structured to ensure that the content is diverse but that there is comparability between options chosen.

7 7 CONTENT OVERVIEW GCSE (9-1) History A (Explaining the Modern World) Comprises of three components covering a variety of topics. Component title Period Study and non-british Depth Study Thematic Study British Depth Study and a Study of the Historic Environment Content overview Learners study International Relations 1918-c.2001 and any one of the seven non-british depth studies available which are: China : The People and the State Germany : The People and the State Poland : The People and the State Russia : The People and the State South Africa : The People and the State The USA : The People and the State The USA : The People and the State Learners study one of the three thematic studies available. Each thematic study links to one of the three British depth studies and a study of the historic environment, and these must be taken together. The three thematic studies are: Migration to Britain c.1000-c.2010 (1) Power: Monarch and Democracy c (2) War and British Society c.790-c.2010 (3) Learners study one of the three British depth studies and studies of the historic environment available. Each British depth study and a study of the historic environment links to one of the three thematic studies, and these must be taken together. The Impact of Empire on Britain 1688-c.1730 with Urban Environments: Patterns of Migration (1) The English Reformation c.1520-c1550 with Castles: Form and Function c (2) Personal Rule to Restoration with Castles: Form and Function c (3)

8 8 GCSE (9-1) History B (Explaining the Modern World) Comprises of three components covering a variety of topics. Component title British History History Around Us World History Content overview This comprises of two sections, a Thematic Study and a British Depth Study Thematic Study: One from: The People s Health c to present Crime and Punishment c to present Migrants to Britain c to present British Depth Study*: One from: The Norman Conquest The Elizabethans Britain in Peace and War A study of the historic environment allowing for a free choice of sites based on the given criteria. This comprises of two sections, a Period Study and a World Depth Study Period Study: One from: Viking Expansion c.750-c.1050 The Mughal Empire The Making of America World Depth Study: One from: The First Crusade c Aztecs and The Spanish Conquest Living under Nazi Rule *British and wider world depth studies must be taken from different eras. The three eras are defined as: Medieval ( ), Early Modern ( ), Modern (1700 present day).

9 9 WHAT S STAYING THE SAME, WHAT S CHANGING? GCSE (9-1) History A (Explaining the Modern World) Content What s staying the same? As now, the depth studies are all about understanding the complexity of a society or historical situation and the interplay of different aspects within it. The familiar depth studies we will be offering are: Germany : The People and the State Russia : The People and the State The USA : The People and the State The USA : The People and the State The period study is all about the understanding of the unfolding narrative of substantial developments and issues associated with the period. The period study available in this specification is: International Relations What s changing? There will be three parts of this specification that are unfamiliar to current Modern World teachers: the thematic study, an early modern British depth study and a study of the historic environment. International Relations draws upon current content, however this version is very different in scope and depth. The thematic study is all about understanding change and continuity across a long sweep of history, including the most significant characteristics of different ages. These studies reveal wider changes in aspects of society over the centuries and allow comparisons to be made between different periods of history. We have designed the specification to provide a link between each thematic study and each British depth study. Therefore your choice of one will determine the other. Continued

10 10 GCSE (9-1) History A (Explaining the Modern World) Continued What s staying the same? What s changing? Content Assessment The styles of questions that have worked and proven successful in the past. The thematic studies and British depth studies we will be offering are: Migration to Britain c , with the Impact of the Empire on the British Isles 1688-c.1730 Power: Monarchy and Democracy c , with The English Reformation c.1520-c.1550 War and British Society c.790-c.2010, with Personal Rule to Restoration Learners will study one of these combinations. The study of the historic environment will also be new to current Modern World centres. This study will examine the relationship between a place and historical events and developments. In this specification, the study of the historic environment is embedded in the thematic study. We have decided to assess this GCSE through three exams for three reasons; firstly, because of the removal of controlled assessment; secondly, because the exam time is set at 4 hours we would rather spread this time over three exams than have two longer exams; and thirdly, because this brings our GCSE in line with our A Level. Our specification will be clear in where we are assessing each assessment objective, with source and interpretation skills assessed in the most appropriate papers.

11 11 GCSE (9-1) History B (Schools History Project) Content Assessment What s staying the same? If you currently teach the SHP specification with OCR, some of the options offered should be largely familiar to you, along with a few new choices although the approach to the content may have changed. Many of the content options have been retained, albeit in different forms. These include: Thematic Studies in: The People s Health Crime and Punishment British Depth Studies: The Elizabethans Period Studies: The Making of America World Depth Studies: Living under Nazi Rule History Around Us continues, allowing centres a free choice of sites that meet the criteria. The styles of questions that have worked and proven successful in the past. What s changing? New content options in: Thematic Study: Migration Through Time British Depth Studies: The Norman Conquest Britain in Peace and War Period Studies: The Viking Age c.750-c.1050 The Mughal Empire World Depth Studies: The First Crusade c The Aztecs and the Spanish Conquest We have decided to assess this GCSE through three exams for three reasons; firstly, because of the removal of controlled assessment; secondly, because the exam time is set at 4 hours we would rather spread this time over three exams than have two longer exams; and thirdly, because this brings our GCSE in line with our A Level. Our specification will be clear in where we are assessing each assessment objective, with source and interpretation skills assessed in the most appropriate papers. Continued

12 12 ASSESSMENT OVERVIEW GCSE (9-1) History A (Explaining the Modern World) Component 1 Period Study and Non-British Depth Study hour Section A Period Study International Relations 1918-c.2001 Section B One of 7 Non-British Depth Studies China : The People and the State Germany : The People and the State Poland : The People and the State Russia : The People and the State South Africa : The People and the State The USA : The People and the State The USA : The People and the State Marks Duration Weighting minutes Component 2 Thematic Study 50 1 hour 25% 40 50% Section A One of: Migration to Britain c.1000-c.2010 Power: Monarchy and Democracy c War and British Society c.790-c.2010 Component 3 British Depth Study and a Study of the Historic Environment 55 1 hour 15 minutes 25% Section B One of 3 (linked to the themes): Impact of Migration on Britain 1688-c.1730 The English Reformation c.1520-c.1550 Personal Rule to Restoration Section B The study of the historic environment will be assessed alongside the British depth study that has been chosen by the centre. Urban Environments: Patterns of Migration Castles: Form and Function c

13 13 GCSE (9-1) History A (Schools History Project) Marks Duration Weighting Component 1 British History 80 1 hour 45 minutes 40% Section A Thematic Study: One of the following thematic studies: Crime and Punishment c.1250-present The People s Health c.1250-present Migrants to Britain c.1250-present Section B British Depth Study: One of the following depth studies: The Norman Conquest The Elizabethans Britain in Peace and War % 40 20% Component 2 History Around Us 50 1 hour 20% The site study is assessed in a separate exam paper and is worth 20% of the GCSE (9-1). The exam requires learners to use the physical remains of the site, supporting sources and contextual knowledge to answer two questions from a choice of three. The questions will be based on the aspects listed in the criteria for the selection of the site and the additional historical sources. Component 3 World History 80 1 hour 45 minutes 40% Section A Period Study: One of the following period studies: The Viking Expansion c.750-c.1050 The Mughal Empire The Making of America Section B World Depth Study: One of the following world depth studies: The First Crusade c.1070-c.1100 Aztecs and the Spanish Conquest Living under Nazi Rule

14 14 SAMPLE ASSESSMENT MATERIALS GCSE (9-1) History A (Explaining the Modern World) Answer all the questions 1. Describe two examples of Thatcher attempting to reduce the role of the state in people s lives in the period [4] 2. Explain why, by the early 1800s, there were criticisms of the systems to elect MPs to Parliament. [8] 3. How significant a change was the Glorious Revolution for Britain? [14] 4. * Between c.1000 and 1750 monarchs relied on co-operation with their subjects rather than conflict. How far do you agree with this statement? [24] GCSE (9-1) History B (Schools History Project) As part of your GCSE (9 1) History B (Schools History Project) course you have studied a historical site and what remains of it today. Refer to features from the site as well as your own knowledge of the past to help you with the questions below. You must clearly state the name of the site you have studied at the start of each answer. You should make it clear in your answers which specific time(s) in your site s history you are referring to. Answer any two questions 1. Choose a turning point in your site s history. Explain how and why this changed the importance of the site, either locally or nationally. Use physical features of the site as well as your knowledge to support your answer. [20] (!) Spelling, punctuation and grammar and the use of specialist terminology [5] 2. What challenges are there when trying to understand the appearance of your site when it was first created and how could someone overcome these challenges? Use physical features of the site as well as your knowledge to support your answer. [20] (!) Spelling, punctuation and grammar and the use of specialist terminology [5] 3. Imagine that an artist has been hired to do a painting showing the diversity of everyday life at your site, at a particular time in its past. What would you tell the artist to help make the painting historically accurate? Use physical features of the site as well as your knowledge to support your answer. [20] (!) Spelling, punctuation and grammar and the use of specialist terminology [5]

15 15 PROGRESSION PATHWAYS KS3 History GCSE (9-1) History (A or B) AS and A Level History

16 16 SPECIALIST ADVICE AND GUIDANCE Resources and support for our GCSE (9-1) History qualifications, developed through collaboration between our History Subject Specialists, teachers and other subject experts, are available from our website. Subject Specialist Support OCR Subject Specialists provide information and support to schools including specification advice, updates on resource developments and a range of training opportunities. Subject Specialists work with subject communities through a range of networks to ensure the sharing of ideas and expertise supporting teachers and students alike. Subject Specialists are dedicated to working with developers to help produce specifications and the resources needed to support these qualifications during development, an essential part of which is working alongside teachers through the Teacher Advisory Groups to obtain genuine honest feedback. You can contact our History Subject Specialists for specialist advice, guidance and support. Meet the team at ocr.org.uk/historyteam Contact them at: To stay up to date with all the relevant news about our qualifications, register for updates at ocr.org.uk/updates History Community The social network is a free platform where teachers can engage with each other and with us to find and offer guidance, discover and share ideas, best practice and a range of History support materials. To sign up, go to social.ocr.org.uk Mike Goddard Clare Trevatt Grant Robertson Asher Goodenough

17 17 RESOURCES Our aim is to help you at every stage of the introduction of a new specification and we re working hard to provide a practical package of support in close consultation with teachers and other experts. For a start, we ll provide a range of high-quality creative resources. Tailored to the needs of each subject, their focus is on supporting creative teaching approaches and progression for all students. We see our resources as a body of knowledge that will grow throughout the lifetime of the specifications. They are built on the best practice we ve identified from our ongoing discussions with the teaching community. We are also developing exciting new digital tools to help you explore and interact with our resources. The Scheme of Work Builder will allow you to construct personalised schemes of work and you ll be able to add in the specification content, our wide range of resources and teaching suggestions, as well as add your own content and materials. Please visit our website at ocr.org.uk/reformresources for details of the new tools we are developing and to take a look at the types of resources on offer. Publisher Partner Resources We re working with a number of leading publishers who are publishing resources for the new GCSE, AS and A Level specifications for We re working together to make sure that the resources embed the fundamental content of each specification, while delivering the breadth and depth needed to succeed at GCSE, A Level and beyond. You can find more details about all our publisher partners and all the resources they re providing on our website at ocr.org.uk/publishing-partners

18 18 FREE GCSE AND A LEVEL REFORM TRAINING EVENTS An introduction to the new specifications We re running free training events throughout the next academic year to help you get to grips with the reformed qualifications for first teaching in September Practical events, created with you in mind These carefully planned free events are designed to help smooth the path to the first teaching of reformed qualifications and provide you with an understanding of: The new specification content, structure and assessment The differences between the existing and new specifications The resources and support available for qualifications. They ll give you the opportunity to speak face to face with our team, and network and discuss teaching approaches with colleagues. To receive more information about dates, and the wide range of locations as we release them, please register for A Level or GCSE reform updates at ocr.org.uk/updates

19 19 ASSESSMENT PREPARATION AND ANALYSIS SERVICES We recognise that the introduction of a new specification can bring challenges for implementation and teaching. Our aim is to help you at every stage and we re working hard to provide a practical package of support in close consultation with teachers and other experts so we can help you to make the changes. Along with subject-specific resources and tools, you ll also have access to a selection of generic resources that focus on skills development, professional guidance for teachers and results data analysis. Services and tools for GCSE (9-1) History A (Explaining the Modern World) and GCSE (9-1) History B (Schools History Project): Subject Specialist Support Our Subject Specialists provide you with access to specifications, highquality teaching resources and assessment materials available through ocr.org.uk/gcsehistory Active Results Our free online results analysis service helps you review the performance of individual students or your whole cohort. For more details, please refer to ocr.org.uk/activeresults Skills Guides These guides cover topics that could be relevant to a range of qualifications, for example communication, legislation and research. Download the guides at ocr.org.uk/skillsguides

20 20 EXTENDED PROJECT QUALIFICATION (EPQ) Giving your students the edge Our Extended Project Qualification (EPQ) can provide your students with the skills that universities look for, to help them stand out from the crowd. Four steps to success plan manage do review It s straightforward for your students to take our inspiring EPQ. They can enjoy the freedom of working in their own way as they undertake a project based either on a subject they re studying or in an area of personal interest. With its skills-based assessed assignment, the qualification is ideal for helping students improve transferable skills such as planning, research, analysis and evaluation, and they can take it as part of either an academic or vocational curriculum. It s the equivalent of an AS Level and designed as a one-year course. Three reasons to deliver the EPQ It s worth up to 70 UCAS points There is real flexibility and ease of delivery it can be taught by non-specialist staff and run over one or two years, and it has two entry points (January and June) Fewer guided learning hours than AS Level and requires fewer resources. Find out more at ocr.org.uk/extendedproject

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24 Download high-quality, exciting and innovative GCSE (9-1) History resources from ocr.org.uk/gcsehistory Resources and support for our GCSE (9-1) History qualifications, developed through collaboration between our History Subject Specialists, teachers and other subject experts, are available from our website. You can also contact our History Subject Specialists who can give you specialist advice, guidance and support. Meet the team at ocr.org.uk/historyteam and contact them at: To stay up to date with all the relevant news about our qualifications, register for updates at ocr.org.uk/updates History Community The social network is a free platform where teachers can engage with each other and with us to find and offer guidance, discover and share ideas, best practice and a range of History support materials To sign up, go to social.ocr.org.uk follow us on facebook.com/ ocrexams linkedin.com/ youtube.com ocrexams OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. OCR 2016 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number OCR is an exempt charity. ocr.org.uk/gcsehistory