6th Form CG History

I have come that you might have life & have it to the full
John 10 v10
Twyford Church of England High School
Course Guide
History
AS LEVEL
Academic year commencing September 2014
Contents
1.
COURSE OVERVIEW .................................................................................................................... 3
2.
ASSESSMENT SCHEDULE ............................................................................................................ 6
3.
GENERAL EXPECTATIONS ........................................................................................................... 8
4.
PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS ................................................... 9
5.
RESOURCES .............................................................................................................................. 10
6.
THE LEVEL 4 PROGRAMME YEAR 12 ........................................................................................ 14
7.
STRETCHING THE MOST ABLE AND DIFFERENTIATION ............................................................ 17
8.
COMMUNITY SERVICE .............................................................................................................. 17
9.
ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE ........................................ 17
10.
COMPLETING AN EXTENDED PROJECT ..................................................................................... 18
11.
CELEBRATING SUCCESS AND STUDENT VOICE ......................................................................... 19
Course Guide Year 12 AS LEVEL HISTORY

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Course starting in September 2014

Course Guide updated June 2014
1.
COURSE OVERVIEW
Students follow the AQA AS syllabus 1041 and A2 syllabus 2041.

http://store.aqa.org.uk/qual/gce/pdf/AQA-2040-W-SP.PDF
AS +A2 = A Level. AS = Units 1H and 2M; A2 = Units 3M and 4X.
Examinations are sat in May/ June.
AS examination information.
Unit 1H Tsarist Russia 1855-1917.
50% of AS, 25% of A Level .

1 hour 15 minutes written examination.
Students answer 2 out of 3 questions, each question has a 12 mark and 24 mark
question based on own knowledge.
Unit 2M Nazi Germany 1933-1939.
50% of AS, 25% of A Level.

1 hour 30 minutes examination.
Students answer 2 out of 3 questions, each question has a 12 mark question and a 24
mark question. Question 1 is a compulsory question which requires the analysis of
sources and the use of own knowledge.
A2 Examination information.
Unit 3M The Making of Modern Britain 1951-2007.
60% of A2, 30% of A Level.

1 hour 30 minutes examination.
Students answer two essay questions out of a choice of three using own knowledge.
Unit 4X Historical Enquiry Political Change in Eastern and Central Europe 1903-2004.
Students write a 3500 word essay on an aspect of Eastern and Central European history with a 500
word source evaluation. Students can choose their essay title, all essays must focus on a period of
at least 100 years, students are required to conduct their own research, after a term studying the
area in lessons. The AQA syllabus is taught during the autumn term, students will be given a
submission date when their essay title is approved.
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AS Syllabus
Unit 1: Tsarist Russia, 18551917 HIS1H
How effectively did Russias rulers respond to pressures for change in this period?
Introduction
This unit provides an overview of Russian history under the last three Tsars and specifically of the
period from the accession of Alexander II during the Crimean War to the revolutions of 1917.
There is an opportunity to examine the role of individuals such as Alexander II, Alexander III and
Nicholas II, to examine the factors working for and against change, and to examine how and why
individuals and groups reacted to change. There are extensive opportunities to consider a range of
interpretations of how Russia developed during this period, when there was a range of opinions
about how the Russian structure of government, the economy and society in general should
function. The study of events between 1855 and 1914 will enable students to compare, explain and
assess the nature, pace and extent of change. The length of the period provides opportunities to
assess the impact of change on ideas and attitudes as well as on institutions, to examine social and
economic trends as well as key political developments, and to debate interpretations of events,
issues and ideas.
Content
Reform and reaction, 18551881 (12 lessons) Autumn Term
The motives for the reforms of Alexander II, including the emancipation of the serfs
The impact of Alexander IIs reforms on Russian society
The extent of reaction before 1881
The significance of opposition to the Tsarist regime
Political reaction: social and economic change, 18811904 (13 lessons) Autumn Term
The impact of industrialisation in Russia: the work of Vyshnedgradsky and Witte
The problems of the rural economy
The growth of internal opposition from liberals and revolutionaries, including the Social Democrats
The personal rule of Nicholas II and its impact on Russias stability
Russia in Revolution, 19041906 (12 lessons) Spring Term
War with Japan and the causes of the 1905 Revolution
The 1905 Revolutions: the part played by liberals, revolutionaries and nationalists
The response of the Tsarist regime: the October Manifesto and the promise of reforms
The response of the Tsarist regime: repression and the recovery of Tsarist authority
The Tsarist Regime, 19061914 (12 lessons) Spring Term
The work of the Dumas
The agrarian reforms under Prince Stolypin
Economic development in Russia to 1914
The condition of Russia in 1914
The First World War and the Revolutions of 1917 (12 lessons) Spring Term
The impact of the First World War: the collapse of Tsardom
The February/March 1917 Revolution
Russia and the Provisional Government and the October/ November 1917 Revolution
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Unit 2M Life in Nazi Germany

This unit provides an opportunity to investigate the impact of a dictatorship upon a complex
modern society.
Students will need to have a sound understanding of the context and chronology of the Third Reich
but the main emphasis will be on analysis and assessment of Nazi policies and their impact on
various sections of society. Study of Nazi policy focuses on the use of propaganda, terror, legal
power and social policy and will include the study of opposition to the regime in terms of nonconformity and resistance. The main social groups to be studied are women, the youth, farmers,
the urban working class, the Mittelstand, the churches, the trade unions and the traditional elites.
Content
Wider Historical Context (5 lessons) Autumn Term
In order to judge the extent of change across the period, candidates will need to have a broad understanding
of the development of Germany from 1890, considering its economic growth and stunted political
development as well as the failed military ambitions of the Kaiserreich. Candidates should also have an
awareness of the impact of the First World War on Germany and of the difficulties experienced by the new
Weimar Republic. The ideas of Adolf Hitler and the growth and appeal of Nazism before 1933 should also be
considered.
Unit 1 -The Nazi Consolidation of Power, 19331934 (9 lessons) Autumn Term
The coming to power of Hitler and the Nazis in January 1933
Nazi ideology in 1933: the promotion of positive and negative stereotypes
The use of terror, compromise, legal power, propaganda and policies to consolidate power to August 1934
Unit 2 - Nazi Propaganda and Mass Indoctrination (20 lessons) Autumn Term
The use of parades and public spectacle; newspapers and radio; popular culture, especially music and
cinema; the manipulation of education; censorship
Goebbels and The Hitler Myth
The content of propaganda; ideology and successes of the regime, including the Nazi economic miracle
and the apparent elimination of unemployment; the Olympic Games of 1936
The impact of the invasion of the USSR and Total War on Nazi propaganda
Unit 3- Nazi organisations and the co-ordination of German society (25 lessons) Spring Term
Youth: schools and universities, the Hitler Youth and the League of German Maidens
Workers: the German Labour Front and Strength through Joy
Peasants: the policies of Darr
The Churches: Protestant and Catholic
The role of the SS, SD and Gestapo in suppressing opposition
The extent of conformity and resistance by 1939
Unit 4 - The Impact of War on the German people, 19391945 (7 lessons) Spring Term
Changes in attitudes and daily lives, 19391941
The impact on the regime and the people of the invasion of the USSR and the start of Total War
The effects of mass bombing and military defeats from 1943
The state of Germany in 1945
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2.
ASSESSMENT SCHEDULE
AS public exams are taken in May, following the September start of the course. The breakdown of
exams is given earlier in this guide. The school has internal assessment weeks in November and
February. The November Assessment for unit 1 will examine the reign of Alexander II. The February
assessment, for unit 1, will focus on Alexander II, Alexander III and the first topics analysing the
reign of Nicholas II.
The November assessment for unit 2 will focus on the Nazi consolidation of power and the February
assessment will focus units 1 and 2 and part of unit 3.
Students will be required to sit internal history exams to measure their progress. If a student is fails
the exam, another paper must be sat within five school days.
Assessment Objective 1 Assessment Objective 2

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Boundary performance descriptions

Candidates characteristically for grades A and B:
a) recall select and deploy accurate, relevant and detailed historical knowledge appropriately.
b) show evidence of understanding through analysis and explanation, and 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.
e) analyse and evaluate source material in its historical context with a degree of discrimination
f) use the sources appropriately to support arguments
g) 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.
Grade boundaries are fluid, these were the boundaries for the May 2012 examination.
Marks out 72 to achieve each grade
UNIT 1H
A-53 B-46 C-39 D-32 E-26
UNIT 2M
A-52 B-45 C-38 D-32 E-26

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3.
GENERAL EXPECTATIONS
Students must complete lesson prep, if this is not completed you will be asked to leave the lesson
and return when your preparation is complete teachers prepare for lessons, it is an expectation
that students must also do so.
If a homework task is not completed you will be asked to leave the lesson and return when it is
completed. If the homework is not completed by the following lesson, home will be contacted.
Students who are excessively late for a lesson will be sent away.
Work that is submitted for marking must be printed and handed in at the start of the lesson.
Students who are absent must collect missing work from their teacher each history teacher has a
missed work box, your name will be on the work you need to collect. Students need to buy a large
lever arch file in preparation for the course.
You will be given the exam board textbook at the start of the course, do not draw on it and return it
in a reasonable fashion at the end of the course. You must bring your textbook to each lesson.
You are expected to read books and articles in addition to reading provided by your teacher, a list of
resources is included later in this booklet.

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4.
PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS
It is expected that students work at least an eight hour day you could be in the world of work
where this is the general expectation at least one extra hour per subject per day. For each lesson
you will be expected to spend at least an hour working on a prep task and /or a homework
assignment.
You will be given a variety of prep tasks for history, varying from reading material required for the
next lesson; researching a topic; preparing a presentation for the class; revising for a test at the
start of the next lesson etc
A lesson prep task will enable you to be prepared to gain the most from the next lesson. A
homework assignment is normally reading, researching, note taking or a source / essay question.
Homework assignments will be set after most lessons. The length of time required to complete note
taking will depend on the length of the chapter or article often you will be given comprehension
questions to ensure you extract what is required from a text, rather the copying everything and
wasting time on irrelevant material.
Essay writing is a process that will require you to read and take notes on the topic area, you should
then plan your essay, ensuring each paragraph is linked to the specific question set. You must
provide a logical and balanced argument by also considering opposing views in your essay, your
argument must be persuasive. An essay will take 3- 5 hours to research, plan and write.

Page 9 of 19

5.
RESOURCES
AQA HIS1H: Tsarist Russia, 1855-1917
The following books are useful extended reading please ask if you wish to loan one from the
history department.
General
A Wood, The Russian Revolution (1989)
G Darby, The Russian Revolution: From Tsarism to Bolshevism 1861-1924 (1997)
E Fraser, The House By The Dvina, A Russian Childhood (1984)
H Seton-Wilson, The Russian Empire 1801-1917 (1967)
L Kochan, The Making of Modern Russia (Penguin, 1983)
M Lynch, Reaction and Revolutions: Russia 1894-1924 (Hodder and Stoughton, 3rd edition, 2005)
O Figes, A People's Tragedy: The Russian Revolution 1891-1924 (1993)
R Pipes, Russia under the Old Regime (Penguin, 1987)
S Smith, The Russian Revolution A Very Short Introduction (OUP, 2002)
Unit 2
D Field, Rebels in the Name of the Tsar (1989)
H Rogger, Russia in the Age of Modernisation and Revolution (Longman, 1983)
H D Mehlinger & J.M. Thompson, Count Witte and the Tsarist Government in the 1905 Revolution
(1972)
M E Falkus, The Industrialization of Russia, 1700-1917 (1972)
W Mosse, Alexander II and the Modernisation of Russia (1995)
Unit 3
A Verney, The Crisis in Russian Autocracy: Nicholas II and the 1905 Revolution (1989)
J Hutchinson, Late Imperial Russia 1890-1917 (1999)
R Service The Russian Revolution 1900-1927, (1991)
Unit 4
G Hosking, The Russian Constitutional Experiment: Government and Duma, 1907-1914 (1973)
P Waldron, Between Two Revolutions: Stolypin and the Politics of Renewal in Russia (1998)
R Service, The Russian Revolution 1900-1927, (1991)

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Unit 5
E H Carr, The Bolshevik Revolution 1917-23 (1950)
R Service, Lenin: A Biography (Macmillan, 2000)
R Service, The Russian Revolution 1900-1927, (1991)
R Daniels, Red October: The Bolshevik Revolution of 1917 (1967)
DVD The Russian Revolution in Colour.
AQA Unit 2M Life in Nazi Germany 1933-1945

The following texts will be useful (there will be others that you can find at libraries and bookshops)
and are available to loan from the history department.
R.Whitfield Life in Nazi Germany 1933-1945 (You will be given a copy of this AQA course text)
John Hite and Chris Hinton Weimar and Nazi Germany (Hodder Murray ISBN 9780719573439)
The department will give you everything you need to fulfil your potential, however, if you want to
buy one book, this is the one.
Nazism 1919 -1945 Volume 2 State , Economy and Society 1933-1939 Edited by J. Noakes and G.
Pridham (University of Exeter ISBN 0859892905)
Excellent chapters covering key areas which are supported by sources.
A. Hitler Mein Kampf (Pimlico ISBN 9780712652544)
The most notorious political tract of the twentieth century, a mixture of unreliable autobiography
and half baked political philosophy.
Geoff Layton Germany the Third Reich 1933-45
(Hodder ISBN 9780340888940)
A useful summary of the period.
Nazism and German Society 1933-1945 edited by David .F. Crew (Routledge ISBN 0415082404)
Leading historians of the period provide chapters focussing on their specialist areas.
Richard. J. Evans The Third Reich in Power 1933-1939 (Penguin ISBN 9780141009766)
A comprehensive analysis of Nazi rule before the outbreak of war.
Richard Bessel Life in the Third Reich (O.U.P. 0192851845)
A useful text containing chapters on key areas.
Ian Kershaw Hitler 1889-1936 (Penguin 0713990473)
The best biography of Hitler.
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Ian Kershaw Hitler 1936-1945 ( Penguin 0140272399)

The best biography of Hitler.
Ian Kershaw The Nazi Dictatorship (Edward Arnold ISBN 0340550473)
An overall summary of key areas from one of the leading academics in the field.
The Third Reich edited by Christian Leitz (Blackwell 0631207007)
Leading historians present chapters covering key areas of the course.
David Welch Hitler (UCL Press ISBN 1857285093)
A short introductory biography.
Louis l. Snyder Encyclopedia of the Third Reich (Wordsworth 1853266841)
Contains useful statistical information.
Jill Stephenson Women in Nazi Germany (Pearson 0582418364)
An excellent book which explores the impact of Nazi rule on German women both in peace and war.
Richard Grunberger The SS (Dorset Press ISBN 1566191521)
A short history of the SS.
Robin Lumsden Himmlers Black Order (Sutton 0750913967)
A detailed history of the SS.
Peter Padfield Himmler (Macmillan ISBN 0333396995)
A detailed biography of the leader of the SS.
Alan Farmer Anti Semitism and the Holocaust (ISBN 0340697938)

An excellent overview of the causes of the Holocaust
Mark Roseman - The Villa, the Lake, the Meeting Wannsee and the Final Solution. (Penguin ISBN
0141003952)
A short description of the conference that contributed to the organisation of the Final Solution. We
will watch the documentary which portrays this meeting.
Daniel Goldhagen Hitlers Willing Executioners (ISBN 0349107866)
Goldhagen presents his argument that most Germans were aware of the Holocaust and supported
the persecution of the Jews.
Primo Levi - If this is a Man (ISBN 0349100136)
A survivor of the death camps provides his testimony.
Detlev Peukert Inside Nazi Germany (Pan 03304317060)
A useful insight focussing on the impact of Nazi rule on various population groups.
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W.S. Allen The Nazi Seizure of Power (Penguin 0140228780)

An exploration of the reasons why Hitler came to power focussing on a small town in Germany
Joachim Fest Inside Hitlers Bunker (Pan 0330431706)
An account of Hitlers last days in the bunker, you can compare Fests research with the film
Downfall , which we will watch in class.
Useful websites
www.calvin.edu/academic/cas/gpa
www.bbc.co.uk/history
Each student contributes to an annual revision guide, this is given to each candidate your own
revision notes are most useful and the guide should be used to add any additional information that
you have missed. You will receive a copy of all of the past papers at the completion of the taught
course, before you start your revision programme.

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6.
THE LEVEL 4 PROGRAMME YEAR 12
A level 4 History student
Is someone who loves the subject.
Is a student who will loan books, magazines and articles from the department on areas
related to the course.
Is a student who has a wider interest in history beyond the confines of the course and loans
books, magazines, articles etc... to stimulate that interest and gather a wider historical
understanding.
Will buy the monthly BBC History Magazine to broaden their understanding and interest in
the subject.
Contributes to the running of the history department by engaging in community service to

assist the history team.
Is a student who reflects on work to amend and improve.
Completes on average at least one hour of history outside lessons per day. This may be
homework or extra reading; watching a history documentary / film etc
Enters the Vellacott History competition organised by Peterhouse College, Cambridge this
year a Twyford student was one of the winners.
Oxbridge & University History applicants
Studying History at university is an immensely interesting and challenging route to take. Anybody
who emerges from university with a History degree will have picked up a number of skills along the
way analysis, critical-thinking, effective communication both written and verbal, the ability to
defend an argument and self-discipline.
History degrees are highly valued by employers because of the calibre of graduates who succeed at
this level. History degrees open doors to a whole range of future career opportunities, not just
being a History teacher! Many professions value the skills a historian brings finance,
management, consultancy, law, journalism, education, civil service to be honest almost anything!
Therefore its important to think about your application carefully. Any university, and especially
Oxford and Cambridge, will expect you to be able to demonstrate your enthusiasm and aptitude for
the subject. They will be impressed with students who have sought to broaden their horizons
beyond their A-level specifications, although being on top of your A-level material is also crucial.

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Title
Author
Summary
The Pursuit of History
John Tosh
Aims, Methods and New Directions in the Study of Modern History
Harriett
Swain (Ed)
Richard J
Evans
Leading historical thinkers address 20 of the really big questions that

have been asked over the centuries about the course of human events.
A brilliant and compellingly effective defence of the historian's capacity
to reach genuine insights about past events.
Introduction by Richard J Evans A classic book on the practice of
History at least read the Wikipedia overview of whats in this book!
A different take on History it asks what if History had turned out
differently. For example what if Hitlers invasion of Britain had
succeeded?
The Big Questions in History

In Defence of History
What is History?
E.H Carr
Virtual History
Niall
Ferguson
The Uses and Abuses of

History
Margaret
Macmillan
Accessible, recent and discusses problems of evidence
Agincourt
Bernard
Cornwell
A good story building up a social background to some of the key

characters at the famous Battle of Agincourt who did really exist!
Pretty historically accurate
Reformation
Wolf Hall
The Other Boleyn Girl/The
Boleyn Inheritance
The Cheese and the Worms:
The Cosmos
of a Sixteenth-Century Miller
Stalin: The Court of the Red
Tsar
Stalingrad
A Peoples Tragedy
If this is a man
The Nazi dictatorship:
problems and perspectives of
interpretation
Hope and Glory Britain 19002000
Diarmid
MacCulloch
Hilary
Mantel
Philippa
Gregory
Carlo
Ginzburg
Simon
SebagMontefiore
Antony
Beevor
Orlando
Figes
A great story which presents Thomas Cromwell in a positive light for

once
These two books give an idea of why all of Henrys wives struggled.
An introduction to micro-History: the idea that one story can tell us a
lot about broader themes. Ginzburg uses the trial records of a miller
known as Menocchio to show how one person responded to the
changing political and religious conditions of his time (16th Century
Europe).
An interesting history of Stalin in power and the parallels of his court
and that of an autocrat.
Exploration of the famous siege of the city of Stalingrad which took
place 1943-43 and many see as the turning point of World War II
Big fat book but its a masterful survey of the state of collapse of
Tsarist Russia.
P.Levi
An account of what it was like to be imprisoned an Auschwitz
Ian Kershaw
This is an undergraduate level text on the key historical debates about

Nazi Germany
David Clarke
War of the World: Europe's

Twentieth Century
Niall
Ferguson
Empire: How Britain made

the Modern World
Niall
Ferguson
Guns, germs and steel
Jarred
Diamond

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A vast but brilliant work on the Reformation in Europe
Its an excellent survey of Britain in the twentieth century with a

particular focus on economic and cultural spheres very uplifting!
Ambitious but very readable survey of European conflicts from the last
hundred years. He puts forward an interesting argument about
common causes for all of them.
Ferguson makes a defence of Empire as a good thing in some ways
and looks at the legacy the British Empire left around the world in a
positive light.
An exploration of why Eurasian civilizations have conquered
others. He argues about whether this is because of their intellectual,
moral or inherent superiority or indeed, none of these

Universities
According to the Guardian, the top ten universities for history in the UK are 1. Cambridge
2. Durham
3. Brunel
4. St. Andrews
5. Oxford
6. Kings College, London
7. UCL
8. Warwick
9. LSE
10. UEA
There are many good university history departments, if you want to study the subject you are
advised to consult a member of the history department, we will able to help you with your
application and discuss the suitability of the various courses and institutions.
What do you need to get an A* in history.

To gain an A* in history you must gain a grade A overall and 90% or more for the A2 units.
A* students produce essays which are focussed entirely on the specific question set and provide a
persuasive answer which considers the strengths and weaknesses of alternative viewpoints to
provide a convincing argument.
A* students are able to use sources to conduct research, and determine the extent of reliability and
usefulness of sources.
Level 4 students are expected to enjoy history community service.
Level 4 students complete an extended project on an area of their own interest see point 10.

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7.
STRETCHING THE MOST ABLE AND DIFFERENTIATION
Level 4 students are able to fulfil their potential through
Extension activities provided in lessons.
Additional reading which increases their understanding.
Attending lectures on areas of interest (these will be advertised on the L4 noticeboard).
The history department is always available if you have any questions you can come to ask
these at any time.
8.
COMMUNITY SERVICE
Students are encouraged to undertake community service for the history department. Community
service can involve a number of different activities including classroom support; helping to run an
event or club; coaching sessions for younger students; talking to students during open evenings
etc.... If you have any new ideas we want to hear them. For details, please speak with your history
teacher.
9.
ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE
Students should take advantage of the many opportunities provided in London to enhance their
knowledge by
Attending lectures: There are regular lectures at the British Museum; the National Archives;
LSE; Spectator Magazine; Ealing Historical Association; Intelligence Squared.
Visiting museums. There are permanent and temporary exhibitions at the following London
museums: The British Museum; Museum of London; Imperial War Museum; Cabinet War
Rooms; National Maritime Museum; National Army Museum; Victoria and Albert Museum;
The Jewish Museum; The National Gallery and the National Portrait Gallery. It is also
worthwhile investigating local museums in your borough.
Journals, publications and other media. BBC History magazine; History Today; The Historian;
In Our Time podcast; The Week; The Economist; The Spectator; Time Magazine; New
Statesman; Radio 4 Today programme; PM (Radio 4); Newsnight.
Attending university open days.

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10.
COMPLETING AN EXTENDED PROJECT
Since this qualification has been established, we have had a number of students embark on
an EPQ; however not all of them have managed to complete it. To be able to handle the
demands of an EPQ you need to be an excellent Self Manager, Reflective Learner and an
Independent Enquirer. Time management and the ability to plan ahead is a key factor;
those who have dropped out on the way have done so usually because they didnt manage
to stick to deadlines and all their plans to complete the main bulk of the work over the
summer holidays went awry.
The key to a successful EPQ is finding an area that you genuinely have an interest in. So far
students have looked at the reasons for the Communist Revolution in China, what was
Bushido to the Samurai and was the war with Iraq a just war? Part of the process of the EPQ
is taking an idea and then developing it further so the end result maybe on a slightly
different aspect of research than originally intended. (The Bushido project started out as an
investigation into how the Samurai came to power in pre-modern Japan)
In general, the timescale you will need to stick to is as follows:
After February half term of y12 have a meeting with your supervisor to discuss potential
areas for enquiry and start to access research material
Just before the May/June AS exams confirm with your supervisor the precise area of
enquiry and your research plan
End of June on return from AS exams meet with supervisor to discuss position so far and
your plan of action
Over the summer you need to read extensively, keeping a detailed log of every piece of
material you use and start to write up your first draft of the enquiry (5,000 words)
September of y13 meet with your supervisor to discuss progress so far and show what you
have done
October of y13 before half term you should have completed your written piece of work.
You will need to present this to your supervisor and then discuss how you are going to
present what you have done and decide on who the audience should be (usually students
chose to present to their A level history class during a normal lesson)
After February half term of y13 present your findings to a selected audience
Before the Easter break all the paper work has to be completed and finalised for
submission to AQA
In summary, the whole process will take about a year. You will have other meetings with your
supervisor along the way in order to keep you on the right track. It is a challenging but rewarding
process. The other students genuinely find the presentations interesting. Furthermore, those
students who do manage to complete an EPQ find that the skills they have developed help them
tremendously when undertaking the historical enquiry (unit 4) of the A2 course. They are the ones
who often gain the highest marks!
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11.
CELEBRATING SUCCESS AND STUDENT VOICE
The L4 noticeboard will include details of university courses; university open days; lectures;
museums; essay writing competitions etc..
The following students will win the year 12 subject awards for history
The students with the highest level of overachievement.

The student with the highest AS UMS score.
We will ask year 13 students to provide a student view of how to approach the course.
Ex - students are invited to meet current students. In September we will have a visit from two ex
Twyford students who have recently visited Central Asia, Iran and Japan, one is about to start a post
graduate degree in history.
12.
INDUCTION TASK
Russia 1855-1917
1. Using the information available electronically from Twyford and from wider research, create a
pamphlet aimed at y10 history students explaining the challenges faced by Tsar Alexander II
when he ascended to the throne in 1855. Make sure you bring it with you to your first history
lesson.
You may also wish to read one of the following
E.Fraser - The House by the Dvina : A Russian Childhood
O.Figes A Peoples Tragedy: Russian Revolution 1891-1924
Life in Nazi Germany 1933-1945

In preparation for the start of the course in September, please prepare an information booklet
or power point presentation, which outlines the reasons why Hitler came to power. You will
need identify the different reasons which led to Hitlers rise to power, and show which cause
was most important and why. This must be submitted at the start of the second lesson.

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I have come that you might have life & have it to the full

Twyford Church of England High School

COURSE OVERVIEW .................................................................................................................... 3

ASSESSMENT SCHEDULE ............................................................................................................ 6

GENERAL EXPECTATIONS ........................................................................................................... 8

PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS ................................................... 9

THE LEVEL 4 PROGRAMME YEAR 12 ........................................................................................ 14

STRETCHING THE MOST ABLE AND DIFFERENTIATION ............................................................ 17

COMMUNITY SERVICE .............................................................................................................. 17

ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE ........................................ 17

COMPLETING AN EXTENDED PROJECT ..................................................................................... 18

CELEBRATING SUCCESS AND STUDENT VOICE ......................................................................... 19

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

Students follow the AQA AS syllabus 1041 and A2 syllabus 2041.

50% of AS, 25% of A Level .

Unit 2M Nazi Germany 1933-1939.

50% of AS, 25% of A Level.

60% of A2, 30% of A Level.

Course starting in September 2014

Course starting in September 2014

Unit 2M Life in Nazi Germany

Course starting in September 2014

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

Boundary performance descriptions

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

AQA Unit 2M Life in Nazi Germany 1933-1945

Course starting in September 2014

Ian Kershaw Hitler 1936-1945 ( Penguin 0140272399)

Alan Farmer Anti Semitism and the Holocaust (ISBN 0340697938)

Course starting in September 2014

W.S. Allen The Nazi Seizure of Power (Penguin 0140228780)

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

THE LEVEL 4 PROGRAMME YEAR 12

A level 4 History student

Is someone who loves the subject.

Contributes to the running of the history department by engaging in community service to

Is a student who reflects on work to amend and improve.

Course Guide Year 12 AS LEVEL HISTORY

Course starting in September 2014

The Pursuit of History

Aims, Methods and New Directions in the Study of Modern History

Leading historical thinkers address 20 of the really big questions that

The Big Questions in History

The Uses and Abuses of

Accessible, recent and discusses problems of evidence

A good story building up a social background to some of the key

A great story which presents Thomas Cromwell in a positive light for

An account of what it was like to be imprisoned an Auschwitz

This is an undergraduate level text on the key historical debates about

War of the World: Europe's

Empire: How Britain made

Guns, germs and steel

Course Guide Year 12 AS LEVEL HISTORY