Curriculum overview for A Level History 

Curriculum intent – the knowledge, understanding and skills that students will learn
Students will learn how two leading western democracies responded and adapted to the challenges brought about by the greater political, social and economic expectations of ordinary people in the twentieth century. Throughout the A Level course, students will acquire an understanding of different identities within society and develop an appreciation of aspects such as social, cultural, religious and ethnic diversity, building on their understanding of the past through asking relevant and significant questions. The core skills students will develop are:  
•    To demonstrate knowledge and understanding of the key features and characteristics of the period studied. 
•    To explain and analyse historical events and periods studied using second-order historical concepts. 
•    To analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied 
•    To analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.

Curriculum implementation – teaching, learning and assessment strategies
In-class teaching is sequenced thematically for the depth study components and chronologically for the breadth study components. Key themes that cross the components are highlighted and addressed, so that students build up a wider understanding of how key historical events have shaped the modern world. 
Throughout the course students will be taught how to deconstruct contemporary sources and historians’ interpretations. They will be encouraged to improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds. As such, students will be expected to complete wider reading and research on the topics that are being studied, including listening to historical podcasts, reading articles and relevant books and analysing historians’ interpretations. As this subject is assessed mainly by examination, students take regular written assessments in timed conditions, as well as low-stakes quizzes. In class discussions and debates allow students to formulate their arguments and make judgements. 

Curriculum impact – intended outcomes for students 
Here at Blackfen we want to create Historians, not just students who study History. Students will develop their interest in and enthusiasm for history and gain an understanding of its intrinsic value and significance. Throughout their study of A Level History, students will 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 are provisional. They will be developed in their use and understanding of historical terms, concepts and skills. Students will be able to make links and draw comparisons within and/or across different periods and aspects of the past. They will be able to organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

Course overview for A Level History
Exam board: Edexcel – Route H: Democracies in change: Britain and the USA in the twentieth century https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/history-2015.html
Coursework:  Yes - 20% of the course

Paper 1: Britain transformed, 1918-97            
Section A: Breadth Study – Knowledge and understanding
Section B: Breadth Study - Knowledge and understanding
Section C: Historical Interpretation – Impact of Thatcher’s government on Britain

Paper 2: The USA, c1920-55: boom, bust and recovery            
Section A: Depth Study – Source evaluation
Section B: Depth Study – Knowledge and understanding

Paper 3: The witch craze in Britain, Europe and North America, c1580–c1750            
Section A: Aspects in depth: persecuting witches – Source Evaluation
Section B: Aspects in depth: persecuting witches – Knowledge and understanding
Section C: Aspects in breadth: challenges to the witch craze, c1580–c1750