1 Launch & Support GCSE History February 2017

2 Agenda Revision of GCSE History (for first teaching September 2017)Introduction Overview of new GCSE History Specification Specimen Assessment Materials (SAMs) Support Materials Q&A Introductions Purpose: launch new GCSE History spec and ‘walk through’ of assessment materials Hope you decide to either continue to deliver our specification or help you make an informed decision as to which examination board you wish to deliver from September – particularly in light of the freeing up of the market. After this afternoon’s session – hopefully you will decide to stay with CCEA.

3 Accreditation ProcessRegulatory Framework General Conditions of Recognition CCEA will ensure that each qualification offered is fit for purpose Accreditation Process N Ireland GCE and GCSE Qualifications Criteria Two-stage process Stage 1: submission of qualification strategies for approval Stage 2: submission of qualification materials for review and accreditation Many slides – overview of the process of how we got to where we are at today in terms of an accredited History spec and associated specimen assessment materials Slides – information purposes – but hopefully will reassure you of the rigour behind the scenes in producing a spec/sams which are fit for purpose from the perspective of learners, teachers, employers etc

4 Collaborative Approach to the RevisionDesk top Research Writing Teams Teachers Higher Education Consultation Existing Specifications Draft Specifications Consultation with students Relevant content Prepared for further study/work

5 Quality Assurance Higher Education - Higher Education Panel and Subject Advisory Team Industry - Industry Panel and Subject Advisory Team Teachers - Subject Advisory Team Equality Panel - Access for all Final CCEA Quality Assurance panel - Review of consultation comment logs and comment logs associated with all QA panels

6 Transition: Key Stage 3 History → ExaminationsSubject level: progression Key Stage 3 → GCSE historical skills, knowledge and understanding At Key Stage 4 Contribute to aims and objectives of Northern Ireland Curriculum Build on the learning experiences from Key Stage 3 Cross-curricular skills: Using Maths Using ICT Communication Thinking Skills and Personal Capabilities: Problem Solving Working with Others Self-Management The extent of development of these skills and capabilities is dependent on the teaching and learning methodology used Some background information before we delve into GCSE - flag up with you the importance of progression from Key Stage 3 on two fronts: 1. Progression from KS 3 History to GCSE in relation to historical skills, knowledge and understanding 2. How the teaching of history can contribute to the overall objectives of the NI curriculum at Key Stage 4 in terms of developing young people as a individual, contributor to the society and to develop young people as a contributor to the economy and the environment. Important for planning and developing schemes of work that they build on the learning experiences from Key Stage 3 Create opportunities to develop the statutory TS and PC through the context of history. Following today’s session – may lead to some re-evaluation of your departments Key Stage 3 History provision in terms of content and skills to ensure ‘readiness’ for GCSE - particularly more soure based work and engaging with interpretations of the past

7 CCEA History - health checkGCSE History: sixth most popular subject at GCSE Number of entries: 6032 Breakdown by school type: 3049 grammar, 2623 non-grammar (and other) Gender breakdown: 3144 males, 2888 females Overall outcomes: 10.6% A*, 33.5% A Outcomes by gender: 8.1% males A* and 28.8% males A 14.5% females A* and 40% females A History health check (CCEA) Free market given the extensive menu of subjects on offer – bums on seats – CCEA History, as a subject choice at GCSE level, continues to thrive - testament to the hard work of teachers across NI Whilst I know that some schools have experienced a downturn in students choosing GCSE History - thankfully this is not the picture across NI. To help inform students as to why to continue to study History after Key Stage 3 – written Student Guide – in your packs

8 Revised GCSE History - key featuresMost popular options retained; changes to time periods covered Almost identical assessment objectives Shift from a 3 Unit qualification to 2 Unit: allowing more time to focus on skill development and ensuring students have secure subject knowledge No Controlled Assessment Total assessment time reduced from 3 hours 15 mins to 3 hours So what's on offer from September 2017? Make sure students know there way around the new examination questions ( for example: structured question at end of Local study)

9 Revised GCSE History - key featuresUnitisation retained: allowing for flexibility in delivery Clear and accessible question papers and mark schemes ‘Write on’ examination papers Single tier question papers No discrete assessment of SPaG - the Quality of Written Communication (QWC) is assessed in extended responses Some NI schools – linear: informed by school policy decision/timetabling considerations/readiness of students etc Make sure students know there way around the new examination questions ( for example: structured question at end of Local study) Lines on papers: additional pages will be in the ‘live’ exam papers

10 Specification at a glanceContent and Assessment Content Content summary Assessment Weighting Unit 1: Section A: Modern World Studies in Depth Section B: Local Study In this unit students have a choice in Section A between Option 1: Life in Nazi Germany, Or Option 2: Life in the United States of America, In Section B, students have a choice between Option 1: Changing Relations: Northern Ireland and its Neighbours, Option 2: Changing Relations: Northern Ireland and its Neighbours, External written examination 1 hour 45 mins First assessment Summer 2018 60% Unit 2: Outline Study This unit covers International Relations, 1 hour 15 mins First assessment 2019 40% Stress: Unit 1 is not a year 11 exam - it is assessed at GCSE standard! First full award: summer 2019

11 Assessment objectivesAO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. (35%) AO2: explain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference. (35%) AO3: analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. (15%) AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied.(15%) These Assessment Objectives are set by Ofqual and are the same across all GCSE History specifications and all AOs (e.g. AQA; OCR ). The proposed assessment objectives represent a change from the current wording – this is due to the fact that currently AO3 combines source analysis (A03a) and historical interpretations (A03b) – these have now been split into two to aid clarity for both teachers and learners. Activity: look SAMs – try and identify AOs

12 Snapshot Unit 1 Unit 1 Section A: Modern World Studies in DepthLife in Nazi Germany, Or Life in the United States of America, Assessment Five questions, including short response questions, structured questions and a judgement question A01 and A02 40 raw marks 30% overall qualification Both in depth studies seek to enhance students’ understanding of the complexity of a particular society in the specified time period, the historical developments and their impact on the society and relationships within it and develop an appreciation of the social and cultural diversity that exists within their chosen society Don’t spend too long on ‘overviews’ at the beginning of either historical period ( build this knowledge into just a lesson or two) Look at spec content

13 Section A Unit 1 Section A question stylesQuestion 1: requires students to show factual recall by carrying out a 4-part heads and tails type activity which targets knowledge of significant detail from across the time period. [1x4 marks] Question 2: requires students to write a detailed description. A typical stem will read: “Describe two ways in which …… [2x3 for each way: total 6 marks] Question 3: requires an extended explanation. For example: Two actions taken by actions by Nazis …….. choose one and explain how it affected …… [6 marks] Question 4: is an explanation question. Typical stems may include: “Why ……?” “Why did ……?” “What was the impact of ….?” “What caused…..?” “How did …….?” [8 marks] Question 5: is an essay question requiring a judgement. For example: “Nazi policies and actions to improve the lives of the workers and the unemployed between were unsuccessful”. Do you agree? Students are required to argue how far they agree with the statement, consider its merits and offer alternatives. One essay is given. [16 marks] SAMs: pages 5-12 It is important to give students a statement to explain or to kick against will encourage students to develop their own view on a particular issue - this will help them to prepare for the judgement question

14 Snapshot Unit 1 Unit 1 Section B: Local StudyChanging Relationships: Northern Ireland and its Neighbours, Or Changing Relationships: Northern Ireland and its Neighbours, Assessment Six questions including source-based questions, short response questions and an essay question A01, A02 and A03 40 raw marks 30% overall qualification The Local Study seeks to enhance students’ understanding of the narrative of significant developments associated with a particular period in Northern Ireland’s past and examine the interplay of the complex relationships between Northern Ireland and its neighbours. The key focus of this study is the historical events, their impact on relationships and developing students’ ability to analyse and evaluate critically and constructively contemporary source material (A01, A02 and A03). Both of the above options appear within our current specification although the time periods have been extended slightly. In addition, the options have been renamed to reflect the shift to Northern Ireland and its relationships with the south of Ireland and Britain. Look at spec content Changing Relations: Northern Ireland and its Neighbours, 1920 – 49 currently this option is called ‘Peace, War and Neutrality: Britain, Northern Ireland and Ireland ’. The time period has been extended to allow for the teaching of the setting up of the Northern Ireland state and the implications for the people of Northern Ireland and Anglo-Irish relations in the time which followed. Changing Relations: Northern Ireland and its Neighbours, 1965 – 1998 – currently called ’Changing Relationships: Britain, North Ireland and the Republic of Ireland ’. The time period has been extended to allow for the teaching of the peace process and the implications for the people of Northern Ireland and Anglo-Irish relations.

15 Unit 1 Section B question stylesQuestion 1 and Question 2 assess source comprehension: In Question 1 a typical stem will read: “Study Source A. Using Source A and your contextual knowledge, give one reason that explains why [2 marks]. In Question 2 a typical stem will read - “Study Source B. Using Source B and your contextual knowledge, give two reasons that explain why ……” [2x2 marks] Question 3: students will be asked to analyse and evaluate the utility of a contemporary source. The stem for the question will read “How useful is Source C for an historian studying ….. ? [5 marks] Question 4: students will be asked to analyse and evaluate the reliability of a contemporary source. The stem for the question will read “How reliable is Source C for an historian studying …….? [6 marks] Question 5: requires students to show factual recall by answering 4-part questions that target knowledge of significant detail from across the period. Typical stems include “Give one example of ….. “, “Name one ….. “, “Who …..?”, “Which ….?”, “Describe …. “. [3x1, 1x2 - total: 5 marks] Question 6: is an extended writing explanation question. Students will be given a choice from three areas across the specification and they choose two to write about. A typical stem will read: “ Explain two of the following …..” [2x9 total 18 marks]. SAMs: 15-28 The key focus of this section is on analysing, evaluating and using sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. There are six questions in total. Rich materials: original footage, contemporary posters, speeches, films, murals news clippings (eye witness accounts) etc all help students engage In examination: images will be used Question 1 and 2 are NOT direct lifts!

16 Snapshot Unit 2 Unit 2 Outline Study International Relations, Assessment 6 questions, including source-based/interpretation questions, structured question and an essay question A01, A02, A03 and A04 60 raw marks 40% qualification The Cold War is the focus of the outline study in the current specification. It is proposed the name of the unit is changed to ‘International Relations’ with the time frame being extended by 12 years. These minor changes allow for a broadening of the content to bring it up-to-date and capture the interests of students whilst at the same time enhancing their understanding of the modern world. For example, the proposed new content includes a study of the rise of the Taliban and the origins of Al-Qaeda, the invasion of Iraq, 9/11, the “war on terror” and the downfall of Saddam Hussein. The content of this unit is similar to Edexcel’s study on ‘Superpower Relations and the Cold War, 1941–91’. The Outline Study seeks to enhance students’ understanding of change and continuity across the period The study will allow students the opportunity to draw comparisons between different periods of history and events and understand the relationship between the past and the present through source analysis and evaluation. The assessment will enable students to develop their ability to apply second order concepts such as similarity, difference, change, continuity and significance to their knowledge and understanding of key features and characteristics of the period. There will also be an opportunity for them to demonstrate their ability to use contemporary source material and understand how and why different interpretations of the past exist (A01, A02, A03 and A04). Look at spec content

17 Unit 2 Section A question stylesQuestion 1: assesses source analysis. A typical stem will read – “ What does Source A tell us about ……..” [4 marks]. Question 2: there are two parts to this question. Students are required to compare two historical interpretations. Part (a) will ask “Explain two ways in which these views differ” [4 marks] - part (b) will ask students to “Suggest one reason why the views in Source B and Source C are different” [2 marks]. Question 3: students are asked to study an historical interpretation which offers, for example, the causes of an historical event. Students are required to assess how convincing they find this particular interpretation. They must draw on the content of the source and their own contextual understanding of the period in their answer [8 marks]. Question 4: students will be asked how far they agree with a particular interpretation expressed in a source. A typical stem will read: “Study Sources B, C and D. How far do you agree with the view in Source D, that the invasion of Iraq in 2003 “was part of our war on terror”? In your answer, you must use Sources B, C and D and use information of your own [16 marks]. SAMS: 32-36 The first 1-4 questions of this examination are assessing students’ ability to analyse, evaluate and make substantiated judgements about contemporary sources and interpretations. Questions 5 and 6 require students to demonstrate their knowledge and understanding to explain and analyse historical events within and across the period covered.

18 Unit 2 Section A Section A: key focus is on interpretationsProvides the opportunity to deepen students’ understanding of interpretations of history Make sure you build into your planning/teaching a range of interpretations across the period, Make sure students understand the difference between interpretations of the past (A04) and perspectives in the past (A03)

19 Unit 2 Section B question stylesQuestion 5: this is a structured question. For example: Describe two consequences of…[2x2 marks]. Question 6: offers a choice from two essay questions – students must complete one essay. A typical question will read: “How did relations between the USA and USSR change in the years 1945 to 1956? Use the following guidelines in your answer. You must also use information of your own. The breakdown in the wartime alliance Berlin, 1948–1949 The impact of the death of Stalin [22 marks] SAMS 37-41

20 Unit 2 Section B Section B: essay question‘Big story’ of International Relations, built on a series of mini episodes, key personalities, building tensions and dramas Students should: have a clear understanding of the key features and characteristics of the period be able to draw out themes/patterns of, for example, continuity, change, cause, consequence, significance, similarity and difference use the guidelines given in the question as well as information of their own Tale of two halves

21 Mark allocations and weightingsWeighting Uniform marks Raw marks Unit 1 60% 120 80 1 hour 45mins Section A 50% 60 40 Section B Unit 2 40% 1hr 15mins 100% Total Marks 200 140

22 GCSE History support Sample assessment materialsType of Support Sample assessment materials Student guides/subject Snapshots Planning Frameworks Student ‘Steps to Success’ Student Fact File: Unit 2 ‘New Tensions Emerge’ (June 2017) Bespoke Materials: Six Topic Support Packs (June 2017) Support Events Bespoke text book/digital materials (Hodder) CCEA - spec sets out the content you have to cover; but does not tell you how to teach (you are all professionals. However, to help with your planning at departmental level – CCEA produced ‘Planning Frameworks’

23 History microsite

24 Working with CCEA The benefits: teacher cover providedfirst-hand experience of how the examining system works insight to the standards required for the assessment opportunity to examine assessments across a range of abilities improved learning and teaching outcomes creates links with CCEA personnel/subject officer opportunity to network with other professionals provides recognition and enhances the professional development of teachers Examiners and moderators are vital to the success of the examining system Teachers provide expert knowledge of the specification content Understanding of the capabilities of the candidature at a specific level

25 Keeping you informed The ReVision microsite – ccea.org.uk/therevisionEssential updates Specifications & SAMs Monthly e-Vision newsletter Subject specific e-alerts Face to face Social media Twitter @ccea_info Facebook ccea.info Don’t forget to register for your updates on the microsite – ‘keep up to date’ section

26 Continued Support Contacts details Education Manager: Clare McAuley(028) ext 2906 Specification Support Officer: Arlene Ashfield (028) ext 2291 Specification, sample assessment and support materials available on the subject microsite at