“History is not a list of dates and events – it is the links and connections between those dates and events” – Professor Eric Evans
Why study this subject?
- Because it’s AWESOME.
- Because you learn about countries, societies and cultures – so many of today’s conflicts and issues have their roots in the past; how can you negotiate with, trade successfully with, or report on a country if you know nothing of its history?
- Because you learn to locate and sift facts – to identify truth and recognise myth, propaganda and downright lies (useful in every aspect of life!).
- Because you learn about people – how they interact, the motives and emotions that can tear people apart into rival factions or help them to work together for a common cause (useful knowledge for team-building at work!).
- Because you learn to present what you’ve learned in a way that makes sense to others – whether in presentations, essays or reports – and gain the confidence to defend your findings.
- Because it’s AWESOME. Did we mention that?
Summary of course content
Unit 1 – In search of the American Dream c1917-96. Assessed in an exam which is worth 30% of the total A Level. This option comprises a study in breadth, in which students will learn about the dramatic political, economic and
social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in international conflict.
Unit 2 – India 1914-48.
Assessed in an exam which is worth 20% of the total A Level. This option comprises a study in depth of the transition of the Indian sub-continent from a colony to independence. The gaining of Indian independence influenced both the nature of civil rights campaigning and the search for national self-determination throughout the world. Students will gain an in-depth understanding of the changing relationship between Britain and India from the outbreak of the First World War to the achievement of independence for the Indian sub-continent, and of the reasons for this, with particular reference to Indian nationalism.
Unit 3 – Rebellion and disorder under the Tudors 1485-1509.
Assessed in an exam which is worth 20% of the total A Level. Who were the Tudors and what challenges did they face? This option comprises two parts: the Aspects in breadth focus on long-term changes and contextualise the Aspects in depth, which focus in detail on key episodes. Together, the breadth and depth topics explore the nature of rebellion and disorder under the Tudors and the way the various challenges were met, the nature of change in government over the period and the changing relationship between the Crown and key sections of society. The option enables students to explore the way in which, despite a shaky start, the Tudors were able to establish their dynasty as one of the most powerful England has seen.
Unit 4 – Coursework: How efficient were the National Socialist State? Worth 20% of the total A Level.
A 4000 word coursework assignment. You have the option to choose and refine your question, based on contemporary Historical debates. You will study contemporary academic research about the nature of Hitler’s dictatorship. Did he really have complete control over the Nazi State, and how did he make decisions? The answer is surprising, and perhaps not what you might expect…
Where the course leads
A Level History is recognised by the Admissions Offices of Universities and other Higher Education establishments as a rigorously challenging course. Whether or not you choose to study History at degree level, your ‘A’ Level in History will demonstrate that you are a strongly academic student. Your ‘A’ Level in History will be a useful and welcome asset in any kind of career where you need to handle and process information, and make decisions and judgements based upon that information … clerical, legal, educational, public service, business, military, marketing, etc. etc.
Examples of jobs and career areas where the study of ‘A’ Level History is an asset; Librarian, Public relations, Advertising and Marketing, Army officer, Journalist, Primary school teacher, Barrister, Accountant, Solicitor, Manager in commerce/ industry, Civil servant, Banker, Police detective.
Examples of jobs directly related to Historical knowledge and skills; Teacher of history in a school or FE college, Lecturer in History in higher education, Archivist, Museum or gallery curator, Writer of history books or articles, Librarian specialising in history.
Entry requirements: Grade B or above in GCSE History, Grade C or above in English. If you have not studied GCSE History, but are an appropriately academic and committed student, we are happy to discuss the possi bility of you studying ‘A’ Level History.
Exam board and syllabus: Edexcel Syllabus A
For further advice contact: Mr Rainsley and Mr Deremaux
39 Year 9 History students visited London for the day, leaving school at 7 am and not getting back until 9.30 pm! Their busy schedule on this long day took them to the Imperial War Museum and also the amazing HMS Belfast, moored on the Thames. In between these sites, they saw London from the River Thames via a riverboat journey and they explored the capital on foot, seeing iconic
The Learning Resource Centre (LRC) recently received a range of new academic books which will directly support A Level History students in their studies. The books were funded by a generous grant from the estate of the late Andy Speake, formerly a History teacher and Deputy Headteacher at The Purbeck School. The History Department would like to extend grateful thanks to Andy and his family, to Mrs Alford who tracked
Fifteen Year 12 History students attended an Enrichment Day, visiting Neolithic sites in Wiltshire. After a classroom briefing on British Prehistory by Mr Rainsley, they travelled to the Stonehenge and Avebury World Heritage Site. They marched many kilometres around the Wiltshire countryside, exploring and studying sites such as Stonehenge, the standing stones around Avebury village, the amazing mound of Silbury Hill and the underground passages of West Kennet Long Barrow.
49 students visited Belgium and France, staying at a hostel in the woods outside the Belgian town of Ypres. The aim of the trip was to visit the Commonwealth War Graves to pay their respects to the Fallen of the First World War and to learn more about the fighting in the trenches, through studying the battlefields. The trip was a great success; the students were a credit to the
Our very own Miss Lines has recently been sharing excellent teaching advice with colleagues across the world on the pages of the esteemed Historical Association publication. Here you will see her advice about providing A Level students with book marks to develop their critical thinking, something that is praised as a ‘super idea’ by Christine Counsell, a respected academic at the Historical Association. Well done, Miss Lines! https://onebighistorydepartment.wordpress.com/2018/09/21/a-level-bookmarks-obhd-in-action/