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Welcome to the Cleeve Park School Curriculum site, here you will find information on our KS3, KS4 & KS5 curriculum by departments.
Examination Board: Edexcel
Course Type: A Level
Examination Board Specification: Click here (Options 1H, 2H& 33)
Copy of History A Level Descriptor.docx.pdfAims & Objective:
Aims & Objective:
This option comprises a study in breadth, in which students will learn about the extent to which Britain was transformed politically, socially, economically and culturally in the years 1918–79. They will consider responses to the challenges of war, fluctuations in the economy, technological advancement and the desire for greater social equality. The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1918–79. This option also contains a study in depth of historical interpretations on a broad question, which is contextualised by, and runs on from, the themes: what impact Thatcher’s governments had on Britain, 1979–97
Unit 1: Option 1H: Britain transformed, 1918–97
Unit 1: Option 1H: Britain transformed, 1918–97
A changing political and economic environment, 1918–79
Creating a welfare state, 1918–79
Society in transition, 1918–79
The changing quality of life, 1918–79
Historical interpretations: What impact did Thatcher’s governments (1979–90) have on Britain, 1979–97?
The study is assessed in a 2 hour 15 minute exam.
Students will analyse and evaluate 2 extracts and answer 2 out of 3 essays.
Unit 2: Option 2H.1: The USA, c1920–55: boom, bust and recovery
Unit 2: Option 2H.1: The USA, c1920–55: boom, bust and recovery
Boom and crash, 1920–29
Depression and New Deal, 1929–38
Impact of the New Deal and the Second World War on the USA to 1945
The transformation of the USA, 1945–55
The study is assessed in a 1 hour 30 minute exam.
Students will analyse and evaluate 2 sources and answer 1 out of 2 essays.
Unit 3: Option 33 - Breadth Studies
Unit 3: Option 33 - Breadth Studies
Changing attitudes to witchcraft in Britain
The wider intellectual context: the coming of the age of science and reason
Key topics
The North Berwick witches in Scotland,1590–91 and the aftermath to 1597
The Lancashire witches of 1604–13
The Great Witch Hunt, in Bamberg, Germany, 1623–32
Matthew Hopkins and the East Anglian witch craze, 1645–47
Cotton Mather and the Salem witch hunt, 1692–93
NEA: Coursework
NEA: Coursework
Historians have disagreed about the extent to which the Holocaust was a long-term plan.
What is your view about the extent to which the Holocaust was a long-term plan?
Summary of differences in interpretation
Intentionalist interpretation that the Holocaust was predetermined
Hildebrand and Andreas Hillgruber: Hitler's unique and direct authorship going back to the earliest years as Mein Kampf was the blueprint
Fleming and Dawidowicz: Hitler was key and committed to the Holocaust from the start of his career)
Extreme structuralist interpretation that the Holocaust arose due to the failure of emigration and the impact of war.
Mommsen and Broszat: the turning to genocide as such was something new resulting from the years 1939–41.
Moderate structuralists interpretation advocating gradualism
o Schleunes: no direct path and lack of clear directions
o Kershaw: twisted road
o Aly: bureaucracy
This is a largely independently researched project with a maximum of 4000 words.
Where can A-Level History lead to?
Where can A-Level History lead to?
The main objective of A Level History is to develop the ability to think clearly, logically and coherently. This should enable students to take up a variety of courses and careers: degrees in Humanities, Business Management and Law, diverse aspects of Media Studies, Politics, Civil Service, Local and Central Government and Teaching.
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