GCE AS and A HISTORY 1
Contents
WJEC AS GCE in History
WJEC A Level GCE in History
For teaching from 2012
Page
Entry Codes and Availability of Units
2
Summary of Assessment
4
Introduction
5
Aims
9
Assessment Objectives
10
Specification Content
11
Scheme of Assessment
66
Key Skills
70
Performance Descriptions
71
Internal Assessment Guidelines
74
Ofqual has confirmed that from September 2013 students in England will no longer be
able to sit AS or A2 examinations in January.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 2
GCE HISTORY
Subject/Option Entry Codes
Advanced Subsidiary (AS) "Cash in" entry
A Level "Cash in" entry
HY1 : Wales & England, c.1483 - 1603
HY1 : Wales & England, c.1603 - 1715
HY1 : Wales & England, c.1780-1886
HY1 : Wales & England, c.1880 - 1980
HY1: Europe, c.1515 - 1621
HY1: Europe, c.1696-1815
HY1: Europe, c.1815 - 1917
HY1: Europe, c.1878 - 1989
HY2 : Wales & the Tudor State, c.1529-1588
HY2: Rebellion and Republic, c.1629-1660
HY2: Reform & Protest in Wales & England, c.1830-1848
HY2: Change and Conflict in Wales, c.1900-1918
HY2: Britain, c.1929-1939
HY2: The German Reformation, c.1500-1555
HY2: The French Revolution, c.1774-1795
HY2: The Crisis of the American Republic, c.1848-1877
HY2: Nazi Germany, c.1933-1945
HY3 : Wales & Tudor State, c.1529-1588
HY3: Rebellion and Republic, c.1629-1660
HY3: Reform and Protest in Wales & England, c.1830-1848
HY3: Change & Conflict in Wales, c.1900-1918
HY3: Britain, c.1929-39
HY3: The German Reformation, c.1500-1555
HY3: The French Revolution, c.1774-1795
HY3: The Crisis of the American Republic, c.1848-1877
HY3: Nazi Germany, c.1933-1945
HY4 : Wales/Eng, c.1483-1603/German Reformation
HY4: Wales/Eng, c.1483-1603/French Revolution
HY4: Wales/Eng, c.1483-1603/The Crisis of the American Republic
HY4: Wales/Eng, c.1483-1603/Nazi Germany
HY4: Wales/Eng, c.1603-1715/German Reformation
HY4: Wales/Eng, c.1603-1715/French Revolution
HY4: Wales/Eng, c.1603-1715/The Crisis of the American Republic
HY4: Wales/Eng, c.1603-1715/Nazi Germany
HY4: Wales/Eng, c.1780-1886/German Reformation
HY4: Wales/Eng, c.1780-1886/French Revolution
HY4: Wales/Eng, c.1780-1886/The Crisis of the American Republic
HY4: Wales/Eng, c.1780-1886/Nazi Germany
HY4: Wales/Eng, c. 1880-1980/German Reformation
HY4: Wales/Eng, c.1880-1980/French Revolution
HY4: Wales/Eng, c.1880-1980/The Crisis of the American Republic
HY4: Wales/Eng, c.1880-1980/Nazi Germany
HY4: Europe, c.1515-1621/Wales & the Tudor State
HY4: Europe, c.1515-1621/Rebellion and Republic
HY4: Europe, c.1515-1621/Reform and Protest
HY4: Europe, c.1515-1621/Change & Conflict
HY4: Europe, c.1515-1621/Britain, c.1929-39
HY4: Europe, c.1696-1815/Wales & the Tudor State
HY4: Europe, c.1696-1815/Rebellion and Republic
HY4: Europe, c.1696-1815/Reform & Protest
HY4: Europe, c.1696-1815/Change & Conflict
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GCE AS and A HISTORY 3
HY4 : Europe, c.1696-1815/Britain, c.1929-39
HY4 : Europe, c.1815-1917/Wales & the Tudor State
HY4 : Europe, c.1815-1917/Rebellion and Republic
HY4 : Europe, c.1815-1917/Reform & Protest
HY4 : Europe, c.1815-1917/Change & Conflict
HY4 : Europe, c.1815-1917/Britain, c.1929-39
HY4 : Europe, c.1878-1989/Wales & the Tudor State
HY4 : Europe, c.1878-1989/Rebellion and Republic
HY4 : Europe, c.1878-1989/Reform & Protest
HY4 : Europe, c.1878-1989/Change & Conflict
HY4 : Europe, c.1878-1989/ Britain 1929-39
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Availability of Assessment Units
June
2009
*January
2010 & each
subsequent
year
June
2010 & each
subsequent
year
HY1

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
HY2
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Unit
January
2009
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HY3
HY4
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* From January 2014 there will be no AS or A2 examinations for students in England.
Qualification Accreditation Numbers
Advanced Subsidiary: 500/2757/8
Advanced: 500/2487/5
© WJEC CBAC Ltd.
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GCE AS and A HISTORY 4
SUMMARY OF ASSESSMENT
This specification is divided into a total of 4 units, 2 AS units and 2 A level units. Weightings
noted below are expressed in terms of the full A level qualification. Marks are given as raw
and uniform marks (UMS).
AS (2 units)
HY1 30 % 1 hour 40 min Written Paper 120 marks (120UMS)
Nominated topics relating to the history of the chosen Period Study
Outline of paper structure:
Two structured questions, from a choice of four
HY2 20 % 1 hour 20 min Written Paper 80 marks (80UMS)
A study of issues relating to the chosen In-depth Study
Outline of paper structure:
One set of questions, based on the evaluation of historical sources and
interpretations, from a choice of two
A Level (the above plus a further 2 units)
HY3 20 % Internal Assessment
80 marks (80UMS)
An Historical Investigation arising from the In-Depth Study
Submission of an internally-set assignment, of between 3000 – 4000
words, focussing on a specific historical problem or issue arising from
the depth study
HY4 30 % 2 hours 30 min Written Paper 120 marks (120UMS)
Topics and themes relating to the history of both the chosen
Period Study AND the chosen In-Depth Study
Outline of paper structure:
One open-ended essay question from a choice of two, arising from the
Period Study
One synoptic open-ended essay question, from a choice of two, arising
from the Period Study
One open-ended essay question from a choice of two, arising from the
In-depth Study
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GCE AS and A HISTORY 5
HISTORY
1
INTRODUCTION
1. 1
Criteria for AS and A Level GCE
This specification has been designed to meet the general criteria for GCE Advanced
Subsidiary (AS) and Advanced (A) and the subject criteria for AS/A History as issued
by the regulators in July 2006. The qualifications will comply with the grading,
awarding and certification requirements of the Code of Practice for 'general'
qualifications (including GCE).
The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The A
level qualification will be reported on a six-grade scale of A*, A, B, C, D, E. The
award of A* at A level will provide recognition of the additional demands presented by
the A2 units in term of 'stretch and challenge' and 'synoptic' requirements.
Candidates who fail to reach the minimum standard for grade E are recorded as U
(unclassified), and do not receive a certificate. The level of demand of the AS
examination is that expected of candidates half way through a full A level course.
The AS assessment units will have equal weighting with the second half of the
qualification (A2) when these are aggregated to produce the A level award. AS
consists of two assessment units, referred to in this specification as HY1 and HY2.
A2 also consists of two units and these are referred to as HY3 and HY4.
Assessment units may be retaken prior to certification for the AS or A level
qualifications, in which case the better result will be used for the qualification award.
Individual assessment unit results, prior to certification for a qualification, have a
shelf-life limited only by the shelf-life of the specification.
The specification and assessment materials are available in English and Welsh.
1.2
Prior learning
There is no specific requirement for prior learning, although many candidates will
have already gained a knowledge and understanding, and have developed a range
of historical skills of selected periods of history, through their study of History at
GCSE.
Where a candidate has not previously taken a GCSE History qualification, it is
anticipated potential candidates would have achieved a qualification such as a GCSE
Grade C in English or Welsh or other appropriate qualification.
This specification may be followed by any candidate, irrespective of their gender,
ethnic, religious or cultural background.
This specification is not age specific and, as such, provides opportunities for
candidates to extend their life-long learning.
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GCE AS and A HISTORY 6
1.3
Progression
The four part structure of this specification (2 units for AS, and an additional 2 for the
full A level) allows for both staged and end-of-course assessment and thus allows
candidates to defer decisions about progression from AS to the full A level
qualification.
This specification provides a suitable foundation for the study of History or a related
area through a range of higher education courses e.g. progression to the next level of
vocational qualifications or direct entry into employment. In addition, the specification
provides a coherent, satisfying and worthwhile course of study for candidates who do
not progress to further study in this subject.
1.4 Rationale
History is a subject that by its nature requires candidates to consider individual,
moral, ethical, social, cultural and contemporary issues. The specification provides a
framework for exploration of such issues and includes specific content through which
individual courses may address these issues. For example, the specification:

offers candidates the opportunity to answer questions through the medium of either
the Welsh or English languages;

provides opportunities for candidates in Wales to strengthen and broaden their
awareness of the cultures and traditions of Wales, thereby enriching their
experience of the Curriculum Cymreig;

provides opportunities for candidates, where appropriate, to set their knowledge
and understanding of the history of Wales in a wider British, European and World
context;

builds upon the National Curriculum and GCSE, whilst, at the same time,
accommodating the needs of candidates who may not have studied history at
these levels;

promotes progression and provides a suitable foundation for the study of history
or a related area of study at further or higher education and/or a preparation for
future employment and the world of work;

provides a coherent, satisfying and worthwhile course of study of selected periods,
themes or topics in history, for all candidates regardless of whether they wish to
progress to study further in the subject or not;

provides opportunities for candidates to develop their understanding of the nature
of historical study, for example, that history is concerned with judgements based on
available evidence and that historical judgements may be provisional;

encourages candidates to develop their capacity for critical thinking, to see the
relationships between different aspects of the subject, and perceive their field of
study in a broader perspective;

provides opportunities for candidates to develop their Key Skills and more
especially their skills in Communication;

provides, where appropriate, opportunities for candidates to improve their own
learning and performance, and their ability to work with others and solve problems
in the context of their course of study;

provides opportunities for candidates to develop an awareness and understanding
of spiritual, moral and cultural issues.
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GCE AS and A HISTORY 7
1.5
The Wider Curriculum
The spiritual, moral, ethical, social and cultural dimensions
History is a subject that requires candidates to examine the actions of people in past
societies, and thereby poses issues about the perspectives, motivation and reactions
of people. Through the study of such past societies, both over a relatively long
period of a hundred years or more in the period study, and in the in-depth study,
candidates will have opportunities to reflect on a range of spiritual, moral, ethical,
social and cultural issues. There are numerous instances throughout the
specification that could be cited to show where candidates are required to study
topics and historical issues from a range of perspectives. For example in Period
Study 4, Aspects of the History of Wales and England c.1880-1980, there is a
requirement for candidates to consider the changing attitudes to the Welsh language
and culture since 1945.
The European dimension
This AS/A level GCE specification requires candidates to study either a period study
on aspects of European history or an in-depth study on European history. Through
their study, candidates will strengthen and broaden their awareness of the factors
that have sometimes divided and at other times drawn together the states and
nationalities of Europe. For example, in Period Study 8: Aspects of the History of
Europe, c.1878-1980, candidates should study the nature of the conflicts that divided
Europe during the First and the Second World Wars. In contrast in Period Study 7:
Aspects of the History of Europe, c.1815-1917, candidates should, through the study
of the workings of the Congress System, 1815-1848, consider the ways in which
European states attempted to work together.
1.6
Prohibited combinations and overlap
Every specification is assigned a national classification code indicating the subject
area to which it belongs. Centres should be aware that candidates who enter for
more than one GCE qualification with the same classification code will only have one
grade (the highest) counted for the purpose of the School and College Performance
Tables. The classification code for this specification is 4010.
This specification does not overlap significantly with any other. There are no
prohibited combinations. However, candidates will not be permitted to answer
questions, across their chosen period and depth studies, exclusively on the history of
Wales/Britain, or alternatively, exclusively on non Welsh/British history.
1.7
Equality and Fair Assessment
AS/A levels often require assessment of a broad range of competences. This is
because they are general qualifications and, as such, prepare candidates for a wide
range of occupations and higher level courses.
The revised AS/A level qualification and subject criteria were reviewed to identify
whether any of the competences required by the subject presented a potential barrier
to any disabled candidates. If this was the case, the situation was reviewed again to
ensure that such competences were included only where essential to the subject.
The findings of this process were discussed with disability groups and with disabled
people.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 8
Reasonable adjustments are made for disabled candidates in order to enable them to
access the assessments. For this reason, very few candidates will have a complete
barrier to any part of the assessment. Information on reasonable adjustments is
found in the Joint Council for Qualifications document Regulations and Guidance
Relating to Candidates who are eligible for Adjustments in Examinations. This
document is available on the JCQ website (www.jcq.org.uk).
Candidates who are still unable to access a significant part of the assessment, even
after exploring all possibilities through reasonable adjustments, may still be able to
receive an award. They would be given a grade on the parts of the assessment they
have taken and there would be an indication on their certificate that not all of the
competences have been addressed. This will be kept under review and may be
amended in future.
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GCE AS and A HISTORY 9
2
AIMS
This AS/A level GCE specification encourages candidates to:

develop their interest in and enthusiasm for history and an understanding of its
intrinsic value and significance;

acquire an understanding of different identities within society and an appreciation
of social, cultural, religious and ethnic diversity through the study of aspects of
British and non British history;

build on their understanding of the past through experiencing a broad and
balanced course of study;

improve as effective and independent learners and as critical and reflective
thinkers with curious and enquiring minds;

develop the ability to ask relevant and significant questions about the past and to
research them;

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 may be provisional;

develop their use and understanding of historical terms, concepts and skills;

make links and draw comparisons within and/or across different periods and
aspects of the past;

organise and communicate their historical knowledge and understanding in
different ways, arguing a case and reaching substantiated judgements.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 10
3
ASSESSMENT OBJECTIVES
Candidates must meet the following assessment objectives in the context of the
content detailed in Section 4 of the specification:
AO1a
recall, select and deploy historical knowledge appropriately, and
communicate knowledge and understanding of history in a clear and
effective manner.
AO1b
demonstrate their understanding of the past through explanation,
analysis and arriving at substantiated judgements of:
-
key concepts such as causation, consequence, continuity, change
and significance within an historical context;
-
the relationships between key features and characteristics of the
periods studied.
AO2a
as part of an historical enquiry, analyse and evaluate a range of
appropriate source material with discrimination.
AO2b
analyse and evaluate, in relation to the historical context, how aspects of
the past have been interpreted and represented in different ways.
Weightings
Assessment objective weightings are shown below as % of the full A level, with AS
weightings in brackets.
Unit
%
AO1a
AO1b
HY1
30 (60)
10 (20)
20 (40)
HY2
20 (40)
2.5 (5)
2.5 (5)
HY3
20
2.5
2.5
HY4
30
12
18
100
27%
43%
Total
© WJEC CBAC Ltd.
AO2a
AO2b
10 (20)
5 (10)
7
17%
8
13%
GCE AS and A HISTORY 11
4
SPECIFICATION CONTENT
4.1
Content Requirements
For AS candidates are required to choose one period study and one in-depth
study.
For A level candidates re-visit the same period study and in-depth study.
In both the AS and A level, candidates who choose to base their period study
on aspects of the history of Wales and England/Britain must choose a
European history in-depth study. Conversely, candidates who choose to base
their period study on aspects of European history must base their in-depth
study on the history of Wales or the history of Wales and England/Britain.
4.2
Content Approach
Period Study

The period study requires candidates to study an extended chronological
period of a hundred years or more. This places great emphasis on the
need to understand the process of historical change and its causes
and consequences, both long term and short term.

The nominated topic areas should not be seen as self-contained, but rather
should be treated in a thematic way. This approach emphasises the
importance of understanding the process of historical change over time and
an appreciation of a range of historical perspectives, including political,
social, cultural and ethnic. The significance and consequences of each
topic should also be considered. In addition, in HY4, candidates are
required, through an open-ended synoptic essay, to demonstrate their
understanding of a historical change through the study of themes that run
across the period as a whole.
In-depth Study
© WJEC CBAC Ltd.

The in-depth study requires candidates to study a relatively short historical
period in much greater depth. In all aspects of their study, candidates
should use a wide range of different types of historical sources.
These should include both contemporary and later sources and
historical interpretations.

In HY3, candidates are required to investigate a particular historical issue
arising from within the in-depth study. In this case, candidates will be
required to use a range of sources, both contemporary and later and
historical interpretations when answering a question set on the historical
issue. In addition, in HY4, candidates are required to study a separate
issue or theme arising from the in-depth study.
GCE AS and A HISTORY 12
4.3
Content Structure
PERIOD STUDIES (applicable to HY1 and HY4)
Candidates will be required to study one of the following period studies:
1.
ASPECTS OF THE HISTORY OF WALES AND ENGLAND c. 1483 - 1603
2.
ASPECTS OF THE HISTORY OF WALES AND ENGLAND c. 1603 - 1715
3.
ASPECTS OF THE HISTORY OF WALES AND ENGLAND c. 1780 - 1886
4.
ASPECTS OF THE HISTORY OF WALES AND ENGLAND c. 1880 - 1980
------------------------------------------------------------------------------------------------------------------5.
ASPECTS OF THE HISTORY OF EUROPE, c. 1515 - 1621
6.
ASPECTS OF THE HISTORY OF EUROPE c. 1696 - 1815
7.
ASPECTS OF THE HISTORY OF EUROPE, c. 1815 - 1917
8.
ASPECTS OF THE HISTORY OF EUROPE, c. 1878 - 1989
IN-DEPTH STUDIES (applicable to HY2, HY3 and HY4)
Candidates will be required to study one of the following in-depth studies.
1.
WALES AND THE TUDOR STATE, c. 1529 - 1588
2.
REBELLION AND REPUBLIC, c. 1629 - 1660
3.
REFORM AND PROTEST IN WALES AND ENGLAND, c. 1830-1848
4.
CHANGE AND CONFLICT IN WALES, c. 1900 - 1918
5.
BRITAIN, c. 1929 - 1939
------------------------------------------------------------------------------------------------------------------6.
THE GERMAN REFORMATION, c. 1500 -1555
7.
THE FRENCH REVOLUTION, c. 1774 - 1795
8.
THE CRISIS OF THE AMERICAN REPUBLIC, c.1848 - 1877
9.
NAZI GERMANY, c. 1933 - 1945
Candidates choosing their Period Study from options 1-4 (Welsh/English History) must choose
their In-depth study from options 6-9 (European History); conversely, candidates choosing their
Period Study from options 5-8 (European history) must choose their In-depth study from options
1-5 (Welsh/English History).
© WJEC CBAC Ltd.
GCE AS and A HISTORY 13
4.4
Rationale for selected content
WJEC History course meets all the subject criteria as laid down by the regulatory
authorities. It is broad, balanced and coherent.
The whole course is structured to provide an opportunity to consider history through
a study of both a period of around 100 years and a much shorter in-depth topic.
Different aspects of each of these two areas are studied at both AS and A level.
This choice of two courses enables students at both AS and A2 to study a substantial
element of the history of more than one country, including that of Wales and England.
This also ensures coverage of aspects of the past in breadth and in depth. In all
options, candidates are able to study the roles of significant individuals, societies,
events and issues within a broad chronological framework and through a range of
appropriate historical perspectives.
This approach is also offered to provide a clear and logical link between study at AS
and A level, with the A level course developing out of and building clearly on the
history studied at AS level. This ensures study of changes and developments over
both the long term and the short term.
The coherence of the course is also enhanced by a number of central themes and
issues which run through each option.
These include issues such as change in political control, the influence of economic
factors and the impact of social and cultural change. Coverage and discussion of
these factors will inform the approach to all options in this specification.
In addition, the structure of the specification encourages and enables centres to
develop an individualised course which fits their needs and has an obvious degree of
coherence without being too prescriptive.
Centres are strongly advised to consider this issue of coherence when planning their
choice of courses. Some examples are provided below:

Through a similar chronological framework, eg:
Centres can follow the Period Study on Aspects of the History of Wales and England,
1483-1603 alongside the In-depth Study on the German Reformation, 1517-1555
Centres can follow the Period Study on Aspects of the History of Europe, 1815-1917
alongside the In-depth Study on Reform and Protest in Wales and England, 18151830
Centres can follow the Period Study on Aspects of the History of Wales and England,
1880-1980 alongside the In-depth Study on Nazi Germany, 1933-1945
© WJEC CBAC Ltd.
GCE AS and A HISTORY 14

Through broadly similar themes and issues. Centres here can find pathways which
link both Period and In-depth Studies eg:
Government and protest movements
Unit 1
topics
Unit 2
Unit 3
essay
Unit 4
topics
Period Study:
In-depth study:
Wales and England, 1485- Nazi Germany, 1933-1945
1603
Politics and government;
protest and rebellion
Developments in the German state
1933-1939
An interpretive study of Hitler’s
leadership style
Mary Stuart and the Catholic
powers;
poverty and vagrancy
Resistance and opposition to the
Nazis
War, its causes and impact
Unit 1
topics
Unit 2
Unit 3
essay
Unit 4
topics
Period Study:
In-depth study:
Wales and England, 1603- The American Civil War, 18481714
1878
Causes and events and
impact of the English Civil
War
Causes and events of the
American Civil War
An interpretive study of why the
North won the Civil War
The causes and impact of
The impact of Civil War and the
the Glorious Revolution
reconstruction of the USA
Society, religion and culture
Period
Study:
1492-1621
Unit 1
topics
Unit 2
Unit 3
essay
Unit 4
topics
© WJEC CBAC Ltd.
Europe In-depth study:
Change and Conflict in Wales,
1900-1918
Luther and the spread and
impact of the Reformation in
Europe
General influences and changes in
Wales, 1900-1914
An interpretive study of Evan
Roberts and the religious revival
The role of religion in the
The impact of World War I on
French Wars
Welsh society, culture and religion
GCE AS and A HISTORY 15
BLANK PAGE
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GCE AS and A HISTORY 16
PERIOD STUDY 1
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1483-1603
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Wales and England c.1483-1603. In their study, candidates will be required to
consider the process of historical change and its causes, consequences and significance,
both in the long term and the short term. Candidates will also be required to consider the
diverse nature of society and the origins, nature and impact of political, social, economic,
cultural and religious change, where appropriate. In addition, candidates will be required to
demonstrate a synoptic overview of the period as a whole through the study of nominated
outline themes.
UNIT HY1 (AS)
General topic 1:
Politics, government and the Crown, c.1483-1543
Focus:
The main changes and developments in politics and government in
Wales and England
Origins:
The state of politics and government in Wales and England, c.1483
Key issues:
The reign of Richard III and end of the Yorkist dynasty, 1483-1485
The reasons for the establishment of the Tudor dynasty under Henry
VII
The Crown and its relationship with its ministers
Thomas Cromwell and the revolution in government under Henry VIII
Developing relations between Wales and England to 1543
Significance /
consequences:
The significance and consequences of the main developments
affecting politics, government and the Crown to 1543
General topic 2:
Religious Reformation and change, c. 1529-1570
Focus:
The main changes and developments in religion in Wales and
England
Origins:
The nature and importance of religion in Wales and England, c.1529
Key issues:
The Henrician Reformation and its effects
The impact of the European Reformation on religion in Wales and
England
Religious changes during reigns of Edward VI and Mary
The Elizabethan Church Settlement and religious change in
Elizabeth's reign to 1570
Reasons for translating the Scriptures into Welsh.
Reactions to religious change by government and society
Significance/
consequences:
The significance and consequences of religious change to 1570
© WJEC CBAC Ltd.
GCE AS and A HISTORY 17
General topic 3:
Protest, disorder and rebellion, c.1529-1569
Focus:
A study of the threat posed by protest, disorder and opposition to the
Tudor monarchy
Origins:
The reasons for political protest, social disorder and religious
rebellion
Key issues:
The rebellion of Rhys ap Gruffudd and the end of marcher lordship in
Wales
Rebellions and protests in England, 1529-1569 including Aske, Ket,
Wyatt and the Northern Earls
Reactions of the Crown and government to rebellion and disorder
Significance /
consequences:
The significance and consequences of the various protests and
rebellions in Wales and England
General topic 4
Social and economic change in Wales and England, c.1525-1588
Focus:
A study of the main social and economic developments in Wales and
England c. 1525-1588
Origins:
The condition of society and the economy in Wales and England,
c.1525
Key Issues:
Enclosures and estate consolidation
The development of towns
The growth of trade and industry
The rise and changing role of the gentry in Wales and England
Merchant classes and tradesmen
The lower orders: labourers, the poor and vagrants
Significance /
consequences:
The significance and consequences of the main social and economic
developments in Wales and England, 1525-1588
© WJEC CBAC Ltd.
GCE AS and A HISTORY 18
UNIT HY4 (A Level)
General topic 1:
Crown, council and Parliament in the reign of Elizabeth, 15581603
Focus:
A study of the evolving relationship between the monarch, privy
council and Parliament
Origins:
The relationship between Crown and Parliament at the start of
Elizabeth’s reign
Key issues:
Changes in the economic and financial power of the crown
The role of Parliament in national affairs
Parliamentary elections and the status, rights and privileges of MPs
Elizabeth's relationship with her privy council and Parliament
The role of the royal court and the Queen's ministers
Significance /
consequences:
The significance and consequences of the main developments in the
relationship between Crown, council and Parliament to 1603
General topic 2:
Mary Stuart and England's relations with the Catholic powers,
c.1568-1588
Focus:
A study of Mary Stuart, recusancy and the impact on foreign relations
Origins:
The reasons for Mary Stuart's detention in 1568
The relationship between England and the Catholic powers, c.1568
Key issues:
The political and religious significance of the imprisonment of Mary
Stuart
Dangers posed by recusancy and Papal reaction to Elizabeth's
religious policies
The causes and effects of the various plots and conspiracies
The execution of Mary Stuart and reaction to it
The threat of the Spanish Armada
Significance /
consequences:
The significance and consequences of Mary Stuart’s treatment on
England’s relations with the Catholic powers to 1588
© WJEC CBAC Ltd.
GCE AS and A HISTORY 19
Outline theme 1:
Poverty, vagrancy and the poor in Wales and England, c.14831603
Focus:
Treatment and attitudes to poverty and vagrancy
Origins:
The social and economic condition of Wales and England, c.1483
The general reasons for the growth of poverty and vagrancy
Key issues:
Economic problems and social distress
The impact of government legislation
Municipal, charitable provision and local initiatives for relief of the
poor
The role of the Church and the merchant classes in providing relief
Crime and its punishment
Changing attitudes to poverty and vagrancy
Significance /
consequences:
The significance and consequences of the growth in poverty and
vagrancy
The significance and consequences of the changing attitudes to the
treatment of poverty and vagrancy to 1603
Outline theme 2:
Tudor foreign policy, c.1483-1603
Focus:
The nature of England's changing relations with foreign powers
Origins:
Traditional relations with the continental powers, c.1483
General reasons for maritime enterprise and colonisation
Key issues:
Diplomatic relations with Spain, France and the Papacy
Foreign alliances, trade and commercial treaties
Religious tension and fear of foreign invasion
Relations with Scotland and rule in Ireland
English intervention in the Netherlands
Rivalry with Spain in the New World and at sea
The role of privateers and the Spanish main
Significance /
consequences:
The significance and consequences of the main developments in
Tudor foreign policy
© WJEC CBAC Ltd.
GCE AS and A HISTORY 20
PERIOD STUDY 2
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1603-1715
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Wales and England c.1603-1715. In their study, candidates will be required to
consider the process of historical change and its causes, consequences and significance,
both in the long term and the short term. Candidates will also be required to consider the
diverse nature of society and the origins, nature and impact of political, social, economic,
cultural and religious change, where appropriate. In addition, candidates will be required to
demonstrate a synoptic overview of the period as a whole through the study of nominated
outline themes.
UNIT HY1 (AS)
General topic 1:
Politics, government and the Crown, c.1603-1642
Focus:
The main changes and developments in politics, government and the
crown in Wales and England
Origins:
The state of politics and government in 1603
Reasons for the establishment of the Stuart dynasty
Key issues:
The accession of James I
The foreign and domestic policies of James I and Charles I
Crown and Parliament and the growth of opposition to the monarchy
The causes of the Civil War
The outbreak of the Civil War
Significance /
consequences:
The significance and consequences of the changing relations
between Crown and Parliament, 1603-1642
General Topic 2
Developments in government: Civil War, Regicide and Republic,
c.1637-1660
Focus:
A study of the main developments in government in Wales and
England, 1637-1660
Origins:
The state of politics, government and the monarchy c.1637
Key Issues:
The reasons for the Civil War: political, economic, social and religious
factors
The course and events of the Civil War
The trial and execution of the king
The Rump and Barebones Parliaments
Domestic affairs under Cromwell and the Protectorate
The rule of the Major Generals
Foreign affairs under Cromwell and the Protectorate
Significance /
consequences:
The significance and consequences of the main developments in
government, 1637-1660
© WJEC CBAC Ltd.
GCE AS and A HISTORY 21
General topic 3
The Restoration and the reign of Charles II, 1660-1685
Focus:
A study of the main developments in domestic and foreign affairs
during the reign of Charles II 1660-1685
Origins:
The state of politics, government and the monarchy in 1660
Key Issues:
The reasons for the Restoration of the monarchy
The relationship between Parliament and the Crown under Charles II
Domestic affairs under Charles II
Foreign affairs under Charles II
Social and economic developments during the reign of Charles II
(including the Great Plague, the Fire of London and scientific
developments)
Significance /
consequences:
The significance and consequences of the main developments during
the reign of Charles II, 1660-1685
General topic 4:
Religion, radicalism and dissent, c.1645-1681
Focus:
The main changes and developments in religion, radicalism and
dissent
The position of religion, c.1645
The causes of religious radicalism and dissent
Origins:
Key issues:
Anglicanism and the downfall of Laud and Laudianism
Puritanism and radicalism during the Civil War
The religious policy of the Commonwealth and Protectorate
The Restoration and the restored church
The growth of dissenting sects and their importance
Radicalism and religious reform in Wales
Significance /
consequences:
The significance and consequences of radicalism
The significance and consequences of religious change and dissent
© WJEC CBAC Ltd.
GCE AS and A HISTORY 22
UNIT HY4 (A Level)
General topic 1:
England's relations with Ireland, Scotland and Wales, c.16031649
Focus:
The main changes and developments in the relationship between
England and her Celtic neighbours
Origins:
The relationship between England and her Celtic neighbours in 1603
Key issues:
The Council of Wales, local government and Welsh representation in
Parliament
The crown's relationship with the ruling elites in Ireland, Scotland and
Wales
The crown and the English, Irish and Scottish parliaments
Religious change and tension in Ireland, Scotland and Wales to 1649
Unrest, rebellion and the Civil Wars in Ireland, Scotland and Wales
Significance /
consequences:
The significance and consequences of developments in England’s
relations with her Celtic neighbours by 1649
General topic 2:
James II, the Glorious Revolution and party politics, 1685-1715
Focus:
The reign of James II, the causes of the Glorious Revolution and the
development of party politics
Origins:
The reasons for James II's accession in 1685
Key issues:
The reign and deposition of James II
The mounting conflict between James II and Parliament
The accession of William and Mary and the Glorious Revolution
The Bill of Rights and the Revolutionary Settlement
The search for religious toleration
The development of party politics after 1689
Issues during the reign of Anne
Significance /
consequences:
The consequences of James II's reign and deposition
The significance and consequences of the Glorious Revolution and
Revolutionary Settlement
© WJEC CBAC Ltd.
GCE AS and A HISTORY 23
Outline theme 1:
Crime, disorder and protest, c.1603-1715
Focus:
A study of the causes and impact of disorder and protest
Origins:
Social and economic conditions in Wales and England
The general reasons for political protest, social disorder and crime
Key issues:
Economic problems and threats to economic stability
Social problems involved with crime, poverty and the effects of
plague
The extent of witchcraft and witch-finding
Protests over Ship Money and the royal prerogative
Parliament and protest
Breakdown of law and order during the Civil War
Restoration of law and order during and after the Republic
Opposition to the monarchy under Charles II and James II
Significance /
consequences:
The significance and consequences of the growth in disorder and
protest to 1715
Outline theme 2:
England's changing relations with foreign powers, c.1603-1715
Focus:
A study of the main issues and developments affecting England’s
relations with foreign powers
Origins:
England’s relations with foreign powers in 1603
Key issues:
The foreign policy of James I
The foreign policy of Charles I
Continental influence in the English Civil wars
Cromwellian foreign and commercial policies
Foreign affairs under the restored monarchy
William of Orange and English foreign policy after 1688
Significance /
consequences:
The significance and consequences of developments in England’s
relations with foreign powers to 1715
© WJEC CBAC Ltd.
GCE AS and A HISTORY 24
PERIOD STUDY 3
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1780-1886
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Wales and England c.1780-1886. In their study, candidates will be required to
consider the process of historical change and its causes, consequences and significance,
both in the long term and the short term. Candidates will also be required to consider the
diverse nature of society and the origins, nature and impact of political, social, economic,
cultural and religious change, where appropriate. In addition, candidates will be required to
demonstrate a synoptic overview of the period as a whole through the study of nominated
outline themes.
UNIT HY1 (AS)
General topic 1
Parliamentary reform and politics 1780-1832
Focus:
A study of the main developments in Parliamentary reform, 17801832
Origins:
The political and electoral system in Wales and England in the late
eighteenth century.
Key Issues:
The reasons for the growth of the Parliamentary reform movement
Early attempts at reform in the 1780s including the work of the
Younger Pitt
The impact of the French Revolution, 1790-1801
Lord Liverpool’s government and the radical challenge, 1812-1822
The impact of Catholic Emancipation in1828 and the election of 1830.
The Reform Bill Crisis 1830-32 and the Great Reform Act of 1832
Significance /
consequences:
The significance and consequences of the developments in
Parliamentary reform in Wales and England to 1832.
General topic 2
Popular protest c.1815-1848
Focus:
A study of the growth of popular protest in Wales and England,
c.1815-1848
Origins:
The economic and social condition of Wales and England in 1815
Key Issues:
General reasons for unrest in the rural and urban areas
The causes of, and events connected with, popular protest in the
rural areas of Wales and England with a particular focus on the
Swing Riots and Rebecca
The causes of, and events connected with, popular protest in the
urban areas of Wales and England with a particular focus on the
Merthyr Rising, the trade union movement, Chartism and the AntiCorn Law League
Significance /
consequences:
The significance and consequences of popular protest in the rural
and urban areas
© WJEC CBAC Ltd.
GCE AS and A HISTORY 25
General topic 3
The campaigns for social reform c.1815-1848
Focus:
A study of the main social reform campaigns and movements and
government responses to them
Origins:
The social condition of Wales and England in 1815
Government attitude to reform in 1815
Key Issues:
The main reasons for the growth of social reform movements.
Key figures in the social reform movements such as Jeremy Bentham
and Edwin Chadwick
The Liberal Tory reforms 1822-1830
The growth of the Factory and Mines Reform Movements
Poor Law reforms
The growth of the Public Health reform movement
Government response and reforms 1833-1848
Significance /
consequences:
The significance and consequences of the campaigns for social
reform
General topic 4
British foreign policy c1793-1841
Focus:
A study of the development of British foreign policy in this period
Origins:
The main interests and influences on British foreign policy in the late
eighteenth century
Key Issues:
Britain’s role in the wars with France, 1793-1815
Britain and the Vienna Settlement, 1815
Castlereagh’s foreign policy, 1812-1822
Canning’s foreign policy, 1822-1827
Palmerston’s foreign policy. 1830-1841
Britain’s relations with the Great Powers, 1793-1841 including the
Eastern Question
Significance /
consequences:
The significance and consequences of developments in British
foreign policy to 1841
© WJEC CBAC Ltd.
GCE AS and A HISTORY 26
UNIT HY4 (A Level)
General topic 1:
The Conservatives in the age of Peel and Disraeli, 1834-1880
Focus:
The main developments in the Conservative party in this period.
Origins:
The nature and ideas of the Conservative Party in 1841
Key issues:
Peel’s effectiveness as a party leader, 1834-1846
The reforms of the Great Ministry, 1841-1846.
Causes and effects of the repeal of the Corn Laws.
The 1867 Reform Act and Tory Democracy.
Disraelian conservatism in action, 1874-1880.
Significance /
consequences:
The significance and consequences of the main developments in
the Conservative Party to 1880
General topic 2:
The development of Liberalism, 1846-1886
Focus:
The main developments in the Liberal party in this period.
Origins:
The main ideas of Gladstonian Liberalism.
Key issues:
Gladstone's role as Chancellor of the Exchequer and his attitude
to Parliamentary reform.
The expanding appeal of Liberalism in Wales and the election of
1868
Gladstone's first ministry, 1868-1874
Gladstone's attitude to foreign and imperial affairs.
Gladstone's second ministry, 1880-1885.
The decision for Home Rule for Ireland, 1885-1886.
Significance /
consequences:
The significance and consequences of the main developments in
the Liberal Party to 1886
© WJEC CBAC Ltd.
GCE AS and A HISTORY 27
Outline theme 1:
Social reform, c.1780-1886
Focus:
A study of the attitudes to and developments in social reform
Origins:
The condition of England and Wales in the late eighteenth century.
Key Issues:
Attitudes towards social reform in the early nineteenth century
Reasons for the pressure for reform
Poverty and public health reforms
The factory and mine reforms
Reforms in elementary education
Social reform under Gladstone and Disraeli
Significance /
consequences:
The significance and consequences of the main developments in
social reform to 1886
Outline theme 2:
Parliamentary reform, c.1780-1886
Focus:
A study of the main developments in Parliamentary reform
Origins:
The Parliamentary and electoral systems in the late eighteenth
century
Key Issues:
Reasons for the growth of the Parliamentary reform movement.
Political protest and the radical challenge after 1815
The causes and impact of Chartism
The extent and importance of legislation on Parliamentary reform
Significance /
consequences:
The significance and consequences of the main developments in
Parliamentary reform to 1886
© WJEC CBAC Ltd.
GCE AS and A HISTORY 28
PERIOD STUDY 4
ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1880-1980
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Wales and England c.1880-1980. In their study, candidates will be required to
consider the process of historical change and its causes, consequences and significance,
both in the long term and the short term. Candidates will also be required to consider the
diverse nature of society and the origins, nature and impact of political, social, economic,
cultural and religious change, where appropriate. In addition, candidates will be required to
demonstrate a synoptic overview of the period as a whole through the study of nominated
outline themes.
UNIT HY1 (AS)
General topic 1:
Wales and England in transition, c.1880-1929
Focus:
A study of the main social and economic changes in Wales and
England
Origins:
The social – economic condition of Wales and England in the late
nineteenth century
Key issues:
Living and working conditions, c.1880
The Liberal reforms, 1906-1914
The impact of World War I on the Home Front
The decline of staple industries after 1919 and the General Strike
of 1926
Significance /
consequences:
The significance and consequences of the main social and
economic developments in Wales and England to 1929
General topic 2:
British foreign policy, c.1902-1939
Focus:
A study of how Britain's foreign policy developed in this period
Origins:
The underlying principles of British foreign policy by the turn of the
century
Key issues:
British foreign policy, 1902-1914
Britain's role in the build up to the Great War
Britain's role in the Great War and the Peace Conferences
British foreign policy in the inter-war period
Britain and the outbreak of World War II
Significance /
consequences:
The significance and consequences of the main developments in
British foreign policy to 1939
© WJEC CBAC Ltd.
GCE AS and A HISTORY 29
General topic 3
Party politics, 1900-1940
Focus
A study of the main developments in politics in Wales and
England, 1900-1940
Origins
The political system in Wales and England in the late nineteenth
century
Key issues
The Conservative and Liberal Parties up to 1914
The rise of the Labour Party
The changing fortunes of the Liberal Party, 1914-1940
Political change 1918-1940
The enfranchisement of women
The formation of the National government
The rise of minority parties including communists, fascists and
nationalists
Significance /
consequences
The significance of the main developments in politics in Wales and
England, 1900-1940.
General topic 4
The changing role and status of women, 1880-1929
Focus
A study of the main political, social and economic changes in the
lives of women 1880-1929
Origins
The role and status of women in the late nineteenth century
Key issues
Early challenges to traditional views of the role and status of
women
The growth of the campaign for women’s suffrage including the
Suffragists and the Suffragettes
Attitudes to the issue of female suffrage including political parties,
individuals and society at large
The role of women during the Great War
Factors affecting the development of emancipation and
enfranchisement to 1929
The changing role of women in society and employment, 18801929
Significance /
consequences
The significance of the main political, social and economic
developments in the lives of women up to 1929
© WJEC CBAC Ltd.
GCE AS and A HISTORY 30
UNIT HY4 (A Level)
General topic 1:
Depression and austerity, 1929-1951
Focus:
A study of the impact of the Depression and World War II on Wales
and England
Origins:
The social, economic and cultural position of Wales and England in
1929
Key issues:
The economic impact of the 1930s
The impact of the Depression years on life in Wales and England
How World War II affected life on the Home Front
The reforms of the Labour governments, 1945-1951
Significance /
consequences:
The significance and consequences of the main changes on life in
Wales and England 1929-1951
General topic 2:
Changes in Wales, c.1945-1980
Focus:
A study of the main social, economic, political and cultural changes
in Wales after 1945
Origins:
The political, social, economic and cultural condition of Wales in
1945
Key issues
The changing nature of work and employment in Wales
Changing attitudes to the Welsh language and culture
Demands for political change in Wales
Social changes in Wales
Significance /
consequences:
The significance and consequences of the main developments in
Wales to 1980
© WJEC CBAC Ltd.
GCE AS and A HISTORY 31
Outline theme 1:
Social reform, c.1880-1980
Focus:
A study of the attitudes to and developments in social reform
Origins:
Attitudes to social reform in the late nineteenth century
Key issues:
Social reforms, pre-1914
The impact of World War I on social reform
The impact of the Depression on attitudes to social reform
The social impact of World War II
The reforms of the Labour government, 1945-1951
Challenges to the Welfare State post-1945
Significance /
consequences:
The significance and consequences of the main developments in
social reform to 1980
Outline theme 2:
Britain and Europe, c.1880-1980
Focus:
A study of the changing relationship between Britain and Europe
Origins:
The underlying principles of British foreign policy in 1880
Key events / issues:
Changing British attitudes to Europe up to 1914
Developments in British foreign policy in the inter-war period
Changing relations with Europe post-1945
Significance /
consequences:
The significance and consequences of the main developments in
Britain’s relationship with Europe to 1980
© WJEC CBAC Ltd.
GCE AS and A HISTORY 32
PERIOD STUDY 5
ASPECTS OF THE HISTORY OF EUROPE, c.1515-1621
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Europe, c.1515-1621. In their study, candidates will be required to consider the
process of historical change and its causes, consequences and significance, both in the long
term and the short term. Candidates will also be required to consider the diverse nature of
society and the origins, nature and impact of political, social, economic, cultural and religious
change, where appropriate. In addition, candidates will be required to demonstrate a
synoptic overview of the period as a whole through the study of nominated outline themes.
UNIT HY1 (AS)
General topic 1:
The threat to Europe from the Ottoman Empire, c.1520-1571
Focus:
The main changes and developments in the relationship between
Europe and the Ottoman Empire
Origins:
The threat posed by the Ottoman empire to Europe, c.1520
Key issues:
The reign of Suleiman the Magnificent and Ottoman expansion into
eastern Europe
Hapsburg reaction to the Ottoman threat
French reaction to the Ottoman threat
The importance of the battle of Lepanto
Significance /
consequences:
The significance and consequences of the main developments in the
relations between Europe and the Ottoman Empire to 1571
General topic 2:
Martin Luther and the German Reformation, c.1517-1555
Focus:
The role of Martin Luther and the main developments in the German
Reformation
Origins:
The condition of the Catholic Church in 1517
Key issues:
The role of Martin Luther
Social, economic and political developments in Germany and their
relationship to religious change
Papal and Imperial reaction to Luther
The dissemination of Lutheranism
Significance /
consequences:
The significance and consequences of the main developments in the
German Reformation to 1555
© WJEC CBAC Ltd.
GCE AS and A HISTORY 33
General topic 3:
France, 1515-1547
Focus:
A study of the main developments in the reign of Francis I
Origins:
Francis I's inheritance and the nature of Renaissance monarchy
Key issues:
The nature of government under Francis I
Social, economic and religious change
Renaissance culture
Hapsburg / Valois rivalry
Financial issues
Significance /
consequences:
The significance and consequences of the main developments during
the reign of Francis I
General topic 4:
Spain during the reign of Charles V, 1516-1556
Focus:
A study of the main developments in Spain during the reign of
Charles V
Origins:
Charles V’s inheritance and the nature of his monarchia
Key issues:
Hapsburg – Valois rivalry
Charles’ election and challenges as Holy Roman Emperor
Charles V’s response to the Ottoman threat
Political, social and economic changes in Spain
The conquest and settlement of the New World
The reasons for Charles’ abdication
Significance /
consequences:
The significance of the main developments in Spain during the
reign of Charles V
© WJEC CBAC Ltd.
GCE AS and A HISTORY 34
UNIT HY4 (A Level)
General topic 1:
The reign of Philip II, 1556-1598
Focus:
A study of the domestic and foreign policies of Philip II and their
impact on the pre-eminence of Spain
Origins:
Philip II's inheritance in domestic and foreign matters
Key issues:
Economic and financial policies
Centralisation of government
Philip’s foreign policy
Revolt in Spain
Philip’s support for the Catholic Reformation
Significance /
consequences:
The significance and consequences of the main developments in the
reign of Philip II
General topic 2:
France, c.1562 – 1610
Focus:
A study of the period of wars in France from 1562-1593, and of
recovery in the reign of Henry IV
Origins:
The reasons for the outbreak of the French Wars of religion
Key issues:
Noble faction and religious affiliation
The weakness of the monarchy during the Wars of Religion
The religious nature of the conflict
The reasons for recovery under Henry IV and Sully
The importance of the Edict of Nantes, 1598
Significance /
consequences:
The significance and consequences of the French Wars of religion
The significance and consequences of the recovery of France in the
reign of Henry IV
© WJEC CBAC Ltd.
GCE AS and A HISTORY 35
Outline theme 1:
Political and religious change in Europe, c.1515-1621
Focus:
A study of the main political and religious challenges in Europe
Origins:
Attitudes to religion, the nature of monarchy and the Ottoman
challenge at the beginning of the sixteenth century
Key issues:
The impact of the Protestant Reformation
Religious conflict and reconciliation in France
The impact of the Catholic Reformation
The concept of Renaissance monarchy
The Ottoman challenge
The importance of Imperial power
Significance /
consequences:
The significance and consequences of the main political and religious
challenges in Europe to 1621
Outline theme 2:
Spain and Europe, c.1516-1621
Focus:
A study of the impact and importance of Spain on Europe
Origins:
Charles V's inheritance in 1516 and his election as Holy Roman
Emperor
Key issues:
Charles V's reign in Spain and its impact on Europe
The challenges of the Holy Roman Empire
The reign of Philip II in Spain and its impact on Europe
Spain’s foreign and colonial policies and their impact
Spain and the Catholic reformation
Significance /
consequences:
The significance and consequences of the main developments in
Spain’s relations with Europe to 1621
© WJEC CBAC Ltd.
GCE AS and A HISTORY 36
PERIOD STUDY 6
ASPECTS OF THE HISTORY OF EUROPE, c.1696-1815
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Europe, c.1696-1815. In their study, candidates will be required to consider the
process of historical change and its causes, consequences and significance, both in the long
term and the short term. Candidates will also be required to consider the diverse nature of
society and the origins, nature and impact of political, social, economic, cultural and religious
change, where appropriate. In addition, candidates will be required to demonstrate a
synoptic overview of the period as a whole through the study of nominated outline themes.
UNIT HY1 (AS)
General topic 1:
Russia during the reign of Peter the Great, 1696-1725
Focus:
A study of the reign of Peter the Great and the westernisation of
Russia
Origins:
Russia at the start of Peter the Great's reign
Key issues:
Social, legal and economic change
Reform and expansion of the armed forces
Religious change
Foreign policy – war and expansion
Significance /
consequences:
The significance and consequences of the main changes made by
Peter the Great to 1725
General topic 2:
Prussia during the reign of Frederick the Great, 1740-1786
Focus:
A study of the main developments in Prussia during the reign of
Frederick the Great
Origins:
The condition of Prussia in 1740
Key issues:
The upbringing, influences and character of Frederick the Great
Rivalry with Hapsburg Empire
Domestic and military policies
The emergence of Prussia as a European great power
Significance /
consequences:
The significance and consequences of the main developments in
Prussia under Frederick the Great
© WJEC CBAC Ltd.
GCE AS and A HISTORY 37
General topic 3:
The Hapsburg Empire during the reigns of Charles VI and
Maria Theresa, 1711-1780
Focus:
A study of the succession and the recovery of the Hapsburg Empire
under Charles VI and Maria Theresa
Origins:
The Hapsburg Empire in 1711
Key issues:
The Empire following the Treaty of Utrecht
The Pragmatic Sanction
The domestic and social policies of Charles VI
The Diplomatic Revolution
The domestic and foreign policies of Maria Theresa
Significance /
consequences:
The significance and consequences of the main developments in the
Hapsburg Empire to 1780
General topic 4
International relations, c.1710-1756
Focus:
A study of the main developments in international relations,
c.1710-1756
Origins:
The condition of and relationships between the European powers
c.1710
Key issues:
The Treaty of Utrecht, 1713
Growing rivalry between Austria and Prussia
The impact of the Great Northern War
The War of Austrian Succession
The Diplomatic Revolution
Changes in the balance of power in Europe
Significance /
consequences:
The significance and consequences of the main changes in
international relations, c.1710-1756
© WJEC CBAC Ltd.
GCE AS and A HISTORY 38
UNIT HY4 (A Level)
General topic 1:
Catherine the Great, 1762-1796
Focus:
A study of the reign of Catherine the Great
Origins:
The nature of Russian state and society in 1762
Key issues:
Domestic problems and Catherine's accession
Key features of Catherine's domestic policy
Catherine and the expansion of Russia
The key reforms associated with Enlightened Despotism
Significance /
consequences:
The significance and consequences of the main developments during
the reign of Catherine the Great
General topic 2:
Commercial and colonial rivalry, c.1750-1815
Focus:
The importance of commercial and colonial rivalry on relations
between European powers
Origins:
The main factors underlying commercial and colonial rivalry in 1750
Key issues:
The nature of commercial rivalry and mercantilism
The influence of the Dutch and English East India Companies
Rivalry in India between Holland, France and Britain
Competition and conflict in North America
The Baltic rivalry of Prussia and Russia
Significance /
consequences:
The significance and consequences of the main developments
affecting commercial and colonial rivalry in 1815
© WJEC CBAC Ltd.
GCE AS and A HISTORY 39
Outline theme 1:
France, c.1715-1815
Focus:
A study of government and control in France from the ancien regime
to the defeat of Napoleon
Origins:
The nature and structure of the ancien regime, c.1715
Key issues:
The ancien regime during the reign of Louis XV, 1715-1774
The causes of the French Revolution, 1774-1789
From constitutional monarchy to Jacobin Republic, 1789-1794
The Directory, 1795-1799
France under Napoleon
Significance /
consequences:
The significance and consequences of the main developments in the
government and control of France to 1815
Outline theme 2:
Great Power rivalry, c.1696-1815
Focus:
A study of the changes in relations between the European powers
Origins:
The main reasons for Great Power rivalry in Europe, c.1696
Key issues:
The Great Northern War and the decline of Sweden
The War of Austrian Succession and the rise of Prussia, 1740-1748
The Seven Years War, 1756-1763
The Revolutionary and Napoleonic Wars, 1792-1815
The changing balance of power in Europe
Significance /
consequences:
The significance and consequences of the main issues affecting
relations between the Great Powers in Europe to 1815
© WJEC CBAC Ltd.
GCE AS and A HISTORY 40
PERIOD STUDY 7
ASPECTS OF THE HISTORY OF EUROPE, c.1815-1917
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Europe, c.1815-1917. In their study, candidates will be required to consider the
process of historical change and its causes, consequences and significance, both in the long
term and the short term. Candidates will also be required to consider the diverse nature of
society and the origins, nature and impact of political, social, economic, cultural and religious
change, where appropriate. In addition, candidates will be required to demonstrate a
synoptic overview of the period as a whole through the study of nominated outline themes.
UNIT HY1 (AS)
General topic 1:
Europe, c.1815-1851
Focus:
A study of the main changes and developments in post-Napoleonic
Europe to 1851
Origins:
The condition of Europe in 1815
Key issues:
The Vienna Settlement and the concept of the Concert of Europe
The characteristics of autocratic rule in Europe
The Congress system
The causes and importance of the revolutions of 1830 and 1848
Significance /
consequences:
The significance and consequences of the main developments in
Europe to 1851
General topic 2:
Italy, c.1830 -1871
Focus:
A study of the main changes and developments in Italy in this period
Origins:
The factors promoting and inhibiting Italian unification, c.1830
Key issues:
The growth of the Italian nationalist movement
The impact of the 1848 revolutions on Italian nationalism
The contribution of key personalities to Italian unification
The attitude of the other powers to unification
Diplomacy and war after 1852
The new Italy, post-1861
Significance /
consequences:
The significance and consequences of the main developments in
Italy to 1871
© WJEC CBAC Ltd.
GCE AS and A HISTORY 41
General topic 3:
Germany, c.1830 -1871
Focus:
A study of the main changes and developments in Germany in this
period
Origins:
The factors promoting and inhibiting German unification
Key issues:
The growth of the German nationalist movement
Economic expansion and integration.
The impact of the 1848 revolutions on German nationalism
Austro-Prussian rivalry
The role of Bismarck
Diplomacy and war after 1860
The establishment of the German Empire
Significance /
consequences:
The significance and consequences of the main developments in
Germany to 1871
General topic 4:
The Eastern Question c.1815-1856
Focus:
A study of the main developments in the Eastern Question c.18151856
Origins:
The decline of the Ottoman Empire and the spread of Russian
influence in the area
Key issues:
The factors leading to the conflict of interest between the Great
Powers over the Eastern Question
The political, strategic, economic, religious and cultural implications
of the Eastern Question
The causes and events of the Greek revolt, 1820
The importance of the Treaty of Unkiar Skelessi, 1833
Mehemet Ali and the Egyptian revolt leading to the Straits
Convention, 1841
The Crimean War: causes, events and impact
Significance /
consequences:
The significance and consequences of the main developments in the
Eastern Question to 1856.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 42
UNIT HY4 (A Level)
General topic 1:
France, 1848-1870
Focus:
A study of France under the Second Republic and Second Empire
Origins:
Events in France in 1848
Key issues:
France under the Second Republic
The coup d'etat and the establishment of the Second Empire
The character, personality and aims of Napoleon III
Domestic, economic and foreign policy
Support and opposition in France to Napoleon
Reasons for the collapse of the Second Empire
Significance /
consequences:
The significance and consequences of the main developments in
France under the Second Republic and Second Empire
General topic 2:
Russia, c.1881 -1917
Focus:
A study of the end of Tsardom and the beginning of the revolution
Origins:
The condition of Russia in 1881
Key issues:
The nature of Tsarist rule
The effects of reform and modernization
Economic and industrial development
The influence of revolutionary groups
The roles of Lenin and other key figures
The causes of revolution in 1917
Significance /
consequences:
The significance and consequences of the main developments in
Russia to 1917
© WJEC CBAC Ltd.
GCE AS and A HISTORY 43
Outline theme 1:
International relations, c.1815-1914
Focus:
A study of international rivalry and co-operation in Europe
Origins:
International relations and national self-interest in 1815
Key issues:
The Vienna Settlement and the idea of the Concert of Europe
Emerging differences amongst the powers and the breakdown of the
Congress System
The Eastern question and the Crimean War
Imperial and colonial issues
The setting up of alliances and ententes
The importance of the Balkan question
The causes of World War I
Significance /
consequences:
The significance and consequences of the main developments in
international relations to 1914
Outline theme 2:
Germany, c.1815-1914
Focus:
A study of the main changes in the development of Germany
Origins:
The Germanic states in 1815
Key issues:
The setting up of the German Confederation
The growth of nationalism in Germany
Economic developments in Germany
The impact of the 1848 revolutions on Germany
The unification of Germany
Germany under Bismarck after 1871
Kaiser Wilhelm and Weltpolitik
Significance /
consequences:
The significance and consequences of the main developments in
Germany to 1914
© WJEC CBAC Ltd.
GCE AS and A HISTORY 44
PERIOD STUDY 8
ASPECTS OF THE HISTORY OF EUROPE, c.1878-1989
Candidates will be required to study a range of nominated topics relating to aspects of the
history of Europe, c.1878-1989. In their study, candidates will be required to consider the
process of historical change and its causes, consequences and significance, both in the long
term and the short term. Candidates will also be required to consider the diverse nature of
society and the origins, nature and impact of political, social, economic, cultural and religious
change, where appropriate. In addition, candidates will be required to demonstrate a
synoptic overview of the period as a whole through the study of nominated outline themes.
UNIT HY1 (AS)
General topic 1:
International relations, 1878-1914
Focus:
A study of the main issues that affected international relations, 18781914
Origins:
The relationship between the European powers in 1878
Key issues:
The impact of the Congress of Berlin, 1878
The growth of colonial ambitions and rivalries
The development of Great Power rivalries
The establishment of Alliances and Ententes
The causes of World War I
The outbreak of World War I
Significance /
consequences:
The significance and consequences of the main issues in
international relations to 1914
General topic 2:
Germany c. 1878-1919
Focus:
The main changes and developments in Germany c.1878-1919
Origins:
The political, social and economic condition of Germany in 1878
Key issues:
Bismarck’s domestic and foreign policies
Relations between Bismarck and the Kaiser.
The development of Weltpolitik
Germany and the onset of war
Reasons for and implications of Germany’s defeat in the First World
War
Germany and the Treaty of Versailles
Significance/
consequences:
The significance and consequences of the main developments in
Germany to 1919
© WJEC CBAC Ltd.
GCE AS and A HISTORY 45
General topic 3:
Italy, c.1918-1944
Focus:
A study of the main changes and developments in Italy in this period
Origins:
The condition of the Italian state in 1918
Key issues:
The appeal and popularity of Italian Fascism
The character and personality of Mussolini
Fascist ideology and use of propaganda
Domestic and foreign policies
Opposition to Italian Fascism.
Reasons for the collapse of Italian Fascism
Significance /
consequences:
The significance and consequences of the main developments in
Italy to 1944
General topic 4:
The Communist Revolution in Russia, c.1917-1941
Focus:
A study of the main changes and developments in Russia in this
period
The condition of Russia in 1917
Origins:
Key issues:
The Bolshevik seizure of power.
Lenin and the development of his ideas.
The civil war, war communism and the New Economic Policy.
Stalin and the purges.
Stalin's industrial and agricultural policies.
Russia’s foreign relations to 1941
Significance /
consequences:
The significance and consequences of the main developments in
Russia to 1941
© WJEC CBAC Ltd.
GCE AS and A HISTORY 46
UNIT HY4 (A Level)
General topic 1:
International relations, c.1918-1945
Focus:
The relations between European powers in the inter-war period and
the period of World War II
Origins:
The relationship between the European powers in 1918
Key issues:
Reconciliation and rivalry post-1918.
The establishment of international agreements.
The background and causes of World War II
Developments in international relations during the war
Yalta and Potsdam.
Significance /
consequences:
The significance and consequences of the main issues affecting
international relations to 1945
General topic 2:
International relations, c.1945-1989
Focus:
A study of the relations between the European powers after 1945
Origins:
The condition of Europe in 1945
Key issues:
The reasons for the post-war division of Europe
Soviet expansion in eastern Europe
The origins of the Cold War in Europe, 1945-1949
European economic co-operation and moves towards integration.
Co-existence and détente.
Significance /
consequences:
The significance and consequences of the main issues affecting
international relations to 1989
© WJEC CBAC Ltd.
GCE AS and A HISTORY 47
Outline theme 1:
Germany, c.1878-1989
Focus:
A study of the main changes and developments in the political, social
and economic life of Germany
Origins:
The condition of the German state in 1878
Key issues:
The political system in Imperial Germany.
The impact of The First World War on Germany
The establishment of the Weimar Republic.
The challenges to democracy in the 1920s and early 1930s
The establishment of the Nazi State.
Developments in Germany post-1945.
The collapse of the Berlin Wall and re-unification
Significance /
consequences:
The significance and consequences of the main developments in the
political and social life of Germany to 1989
Outline theme 2:
Russia, c.1881-1989
Focus:
A study of the main changes and developments in the political, social
and economic life of Russia
Origins:
The condition of Russia in 1881
Key issues:
Tsarist rule in Russia
Social and economic changes in Russia to 1914
The impact of World War I on Russia
The Revolutions of 1917
The setting up of the Bolshevik state
Communist rule under Stalin
Changing control in the Soviet Union from Khrushchev to Andropov
The implications of glasnost and perestroika
Significance /
consequences:
The significance and consequences of the main developments in the
political and social life of Russia to 1989
© WJEC CBAC Ltd.
GCE AS and A HISTORY 48
IN-DEPTH STUDY 1
WALES AND THE TUDOR STATE, c.1529-1588
Candidates will be required to study in depth a range of historical topics relating to Wales
and the Tudor State c.1529-1588. Candidates will be required to consider a range of
perspectives including political, social, economic, religious and cultural issues. This will be
primarily through a range of different types of historical sources, including contemporary and
later sources and historical interpretations. In addition, candidates will be required to
investigate in greater detail an historical issue arising from within the in-depth study itself.
Candidates will also have to study further topics or themes arising out of the in-depth study.
UNIT HY2 (AS)
Origins:
The relationship between Wales and the Tudor state in 1529
Key issues:
The Council of Wales and the system of local government
Lawlessness and disorder in Wales
Englefield, Lee and Cromwell's roles
Pre-Union legislation and the Acts of Union
The changing role of the Welsh gentry and Welsh representation in
Parliament
Sir Henry Sidney and government in Wales
Significance /
consequences:
The significance and consequences of the main developments in the
relationship between Wales and England to 1588
© WJEC CBAC Ltd.
GCE AS and A HISTORY 49
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
Economic activity and social change in Wales, c. 1534-1588
Focus:
A study of the main changes in Welsh society and economy
Origins:
The political, social and economic state of Wales in 1534
Key issues:
New concepts of gentility and opportunities for social advancement
The changing role of the Welsh gentry
The impact on the lower orders of society
Internal and external trade
The growth of towns and industry
Developments in land holding and the creation of landed estates
Changes in Welsh cultural life
Significance /
consequences:
The significance and consequences of the main changes in the
economy and society of Wales to 1588
General topic 2:
The Elizabethan Church Settlement and religious change, c.
1559-1588
Focus:
A study of the Church Settlement and religious change in Wales
Origins:
The state of religion and the condition of the church in Wales, c.1559
Key issues:
The Elizabethan Church Settlement and initial reaction in Wales
Anglicanism, Puritanism and recusancy in Wales
The translations of the Scriptures into Welsh
The work of Salisbury, Davies and Morgan
Protestant faction and Catholic resistance
Significance /
consequences:
The significance and consequences of the Church Settlement on
religion in Wales to 1588
© WJEC CBAC Ltd.
GCE AS and A HISTORY 50
IN-DEPTH STUDY 2
REBELLION AND REPUBLIC, c.1629-1660
Candidates will be required to study in depth a range of historical topics relating to the period
of Rebellion and Republic, c.1629-1660. Candidates will be required to consider a range of
perspectives including political, social, economic, religious and cultural issues. This will be
primarily through a range of different types of historical sources, including contemporary and
later sources and historical interpretations. In addition, candidates will be required to study
in greater detail an historical issue arising from within the in-depth study itself. Candidates
will also have to investigate further topics or themes arising out of the in-depth study.
UNIT HY2 (AS)
Origins:
The relationship between Crown and Parliament, c.1629
Key issues:
The Personal Rule and challenges to royal authority
The causes of the Civil Wars
The roles of Ireland, Scotland and Wales in the Civil Wars
The reasons for the Parliamentary victory
The economic and social impact of the Civil Wars
The search for a settlement up to the Regicide of 1649
Significance /
consequences
The significance and consequences of the main issues in the
background to Civil War and the course of the wars to 1649
© WJEC CBAC Ltd.
GCE AS and A HISTORY 51
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
Personal Rule and conflict with Parliament, c.1629-1642
Focus:
A study of the Personal Rule and the growing conflict with Parliament
Origins:
The relationship between Crown and Parliament in 1629
Key issues:
Charles's distrust and closure of Parliament
The period of the Personal Rule
Wentworth and the policy of Laud and Laudianism
The growth of opposition and the collapse of Personal Rule
The Scottish crisis and the recall of Parliament
The financial power of Parliament
The issue of MP's rights and privileges
Significance /
consequences:
The significance and consequences of the main issues that affected
relations between Crown and Parliament to 1642
General topic 2:
Cromwell and the Interregnum, 1649-1660
Focus:
A study of the main issues connected with Republicanism and the
Interregnum
Origins:
The state of the country in 1649
Key issues:
The Rump and demands for reform
The Barebones Parliament and the Instrument of Government
Cromwell's rule and his policies as Lord Protector
Radicalism during the Protectorate
The reasons for the collapse of the Protectorate and the restoration
of the Monarchy
Significance /
consequences:
The significance and consequences of the main issues connected
with the period of the Interregnum
© WJEC CBAC Ltd.
GCE AS and A HISTORY 52
IN-DEPTH STUDY 3
REFORM AND PROTEST IN WALES AND ENGLAND, c.1830-1848
Candidates will be required to study in depth a range of historical topics and problems
relating to the period of Reform and Protest c.1830-1848. Candidates will be required to
consider a range of perspectives including political, social, economic, religious and cultural
issues. This will be primarily through a range of different types of historical sources,
including contemporary and later sources and historical interpretations. In addition,
candidates will be required to investigate in greater detail an historical issue arising from
within the in-depth study itself. Candidates will also have to study further topics or themes
arising out of the in-depth study.
UNIT HY2 (AS)
Origins:
The political, social and economic condition of the country, c.1830
Key issues:
The reasons for the demand for Parliamentary reform leading to
the Reform Bill Crisis of 1830-1832.
The passing of the Great Reform Act
The causes and importance of the Merthyr rising.
The reasons for the emergence of Chartism and its challenge to
authority
The passing of the new Poor Law of 1834 and opposition to it.
Reasons for change in conditions in the factories and mines.
Social reform 1830-1848: public health, mines and factories, and
education for children.
Significance /
Consequences:
The significance and consequences of the main developments
connected with reform and protest to 1848
© WJEC CBAC Ltd.
GCE AS and A HISTORY 53
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General Topic 1:
Peel and Reform, c.1834-1846
Focus:
Sir Robert Peel and the issue of reform, 1834-1846.
Origins:
The nature of Peel's conservatism and the Tamworth Manifesto.
Key issues:
Peel as a party leader, 1834-1846.
The reforms of the 1841-1846 ministry.
Peel and the debate over the Corn Laws.
Reasons for repeal of the Corn Laws, 1846.
Significance /
Consequences:
The significance and consequences of the reforms of Robert Peel
General Topic 2:
The period of Rebecca, c.1839-1844
Focus:
The causes, events and results of the Rebecca Riots
Origins:
The condition of the rural population in Wales in the midnineteenth century
Key issues:
The outbreak and spread of the riots.
The activities of the rioters.
Government and local reaction to the riots.
The ending of the riots.
Significance /
Consequences:
The significance and consequences of the Rebecca riots
© WJEC CBAC Ltd.
GCE AS and A HISTORY 54
IN-DEPTH STUDY 4
CHANGE AND CONFLICT IN WALES c.1900-1918
Candidates will be required to study in depth a range of historical topics and problems
relating to Change and Conflict in Wales c.1900-1918. Candidates will be required to
consider a range of perspectives including political, social, economic, religious and cultural
issues. This will be primarily through a range of different types of historical sources,
including contemporary and later sources and historical interpretations. In addition,
candidates will be required to investigate in greater detail an historical issue arising from
within the in-depth study itself. Candidates will also have to study further topics or themes
arising out of the in-depth study.
UNIT HY2 (AS)
Origins:
The political situation in Wales at the turn of the century
Wales's economic and social position in 1900
Key issues:
Demographic change and its effect on urban and rural Wales
Social and economic changes in Wales
Living conditions and lifestyles in urban and rural Wales
The Liberal ascendancy and the growing influence of the Labour
Party
The causes of industrial unrest and conflict
The outbreak of industrial unrest in Wales
Significance /
consequences:
The significance and consequences of the main political, economic
and social issues in Wales to 1914
© WJEC CBAC Ltd.
GCE AS and A HISTORY 55
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
Education, religion and culture in Wales, c.1900-1914
Focus:
The main educational, religious and cultural issues and conflicts in
Wales, 1900-1914
Origins:
The educational provision in Wales in 1900
The position of religion and Welsh culture in 1900
Key issues:
The nature and support for non conformists and Anglicans
The Education dispute
The Religious Revival
The growth of popular culture and leisure and sporting activities
The demand for disestablishment
The position of the Welsh language
Significance /
consequences:
The significance and consequences of the main changes in
education, religion and culture in Wales to 1914
General topic 2:
Wales and the Great War, 1914-1918
Focus:
A study of the contribution of Wales to the war effort, 1914-1918
Origins:
The initial reaction to the outbreak of war in Wales
Key issues:
The reaction of Wales to recruitment and conscription
Opposition to the war within Wales
Cultural and religious reaction to war
The effects of the organisation and direction of labour on Wales
The effects of war on Welsh society, religion and culture
The experiences of Welsh soldiers
The reaction in Wales to the ending of hostilities
Significance /
consequences:
The significance and consequences of the main issues that affected
Wales during World War I
© WJEC CBAC Ltd.
GCE AS and A HISTORY 56
IN-DEPTH STUDY 5
BRITAIN c.1929-1939
Candidates will be required to study in depth a range of historical topics and problems
relating to the history of Britain c.1929-1939. Candidates will be required to consider a
range of perspectives including political, social, economic, religious and cultural issues. This
will be primarily through a range of different types of historical sources, including
contemporary and later sources and historical interpretations. In addition, candidates will be
required to investigate in greater detail an historical issue arising from within the in-depth
study itself. Candidates will also have to study further topics or themes arising out of the indepth study.
UNIT HY2 (AS)
Origins:
The political situation in Wales and England in 1929
Britain's economic and social situation in 1929
The extent of cultural and technological growth by 1929
Key issues:
The formation of the National government
Financial crisis and onset of depression
Popular and official reactions to social hardship and
unemployment
The rise of minority parties
Developments in popular culture, religion, sport and the media
The changing lives of women
Significance /
consequences:
The significance and consequences of the main developments in
the political, economic and cultural life of Britain to 1939
© WJEC CBAC Ltd.
GCE AS and A HISTORY 57
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
British foreign policy, c.1929-1939
Focus:
A study of the background and events connected with British
foreign policy, 1929-1939
Origins:
Britain’s foreign policy position in 1929
Key issues:
Baldwin and foreign policy
Britain and the League of Nations
Chamberlain and foreign policy
Appeasement
The Munich agreement
British reaction to the German invasion of Czechoslovakia
The outbreak of war
Significance /
consequences:
The significance and consequences of British foreign policy,
1929-1939
General topic 2:
Depression and recovery, c.1933-1939
Focus:
A study of the social and economic impact of the depression on
the people of Britain
Origins:
Britain's social and economic position in 1929
Key issues:
The location and extent of social hardship and unemployment
Popular reaction to social hardship and unemployment
Government responses to the depression
The signs of recovery in the late 1930s
The impact of the Depression on the people of Britain
Significance /
consequences:
The significance and consequences of the period of depression
on people in Britain
© WJEC CBAC Ltd.
GCE AS and A HISTORY 58
IN-DEPTH STUDY 6
THE GERMAN REFORMATION c.1500-1555
Candidates will be required to study in depth a range of historical topics and problems
relating to the German Reformation c.1500-1555. Candidates will be required to consider a
range of perspectives including political, social, economic, religious and cultural issues. This
will be primarily through a range of different types of historical sources, including
contemporary and later sources and historical interpretations. In addition, candidates will be
required to investigate in greater detail an historical issue arising from within the in-depth
study itself. Candidates will also have to study further topics or themes arising out of the indepth study.
UNIT HY2 (AS)
Origins:
The power and importance of the Catholic Church in the early
sixteenth century
General factors promoting criticism of the Catholic Church
Key issues:
The role and importance of the Humanists
The sale of indulgences and the Tetzel Mission
Martin Luther's 95 theses and initial reaction to them in Rome and
Germany
The significance of Luther's critical tracts
The Diet of Worms and Luther's excommunication
Luther's relations with the German princes
The dissemination of Lutheranism
The reforming religious orders
Significance /
consequences:
The significance and consequences of the main developments in the
German Reformation
© WJEC CBAC Ltd.
GCE AS and A HISTORY 59
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
Charles V and the German Reformation, c.1515-1555
Focus:
A study of the role played by Charles V, the Holy Roman Emperor, in
the Reformation
Origins:
The position of Charles V in 1519
Key issues:
The calling of the Diet of Worms, 1521
The impact of Peasants' War and the setting up of the Schmalkaldic
League
Charles and the Council of Trent, 1546
The Peace of Augsburg, 1555
Significance /
consequences:
The significance and consequences of the main developments in
Charles V’s fight against Lutheranism
General topic 2:
The Peasants’ War, c.1521-1525
Focus:
A study of the causes, events and implications of the Peasants' War
Origins:
The social, economic and political causes of the Peasant's War
Key issues:
The impact of Luther's message
The Twelve Articles of 1525
The role of Thomas Munster
Luther's involvement in and reaction to the Peasants’ revolt
The reaction of theologians and secular authorities
Significance /
consequences:
The significance and consequences of the Peasants’ War for the
spread of Protestantism in Germany
© WJEC CBAC Ltd.
GCE AS and A HISTORY 60
IN-DEPTH STUDY 7
THE FRENCH REVOLUTION c.1774-1795
Candidates will be required to study in depth a range of historical topics and problems
relating to the French Revolution, c.1774-1795. Candidates will be required to consider a
range of perspectives including political, social, economic, religious and cultural issues. This
will be primarily through a range of different types of historical sources, including
contemporary and later sources and historical interpretations. In addition, candidates will be
required to investigate in greater detail an historical issue arising from within the in-depth
study itself. Candidates will also have to study further topics or themes arising out of the indepth study.
UNIT HY2 (AS)
Origins:
The political and economic problems of the ancién regime
The causes of the French Revolution of 1789
Key issues:
The summoning of the Estates General
Political events of 1789
The work of the National Assembly 1789-1791
The reaction of the Crown and the growth of Republicanism
The emergence of the émigrés
Political divisions and the outbreak of war in 1792
Factors leading to the overthrow of the monarchy and the
establishment of the First Republic
Reaction to the revolution in Europe
Significance /
consequences:
The significance and consequences of the main developments in the
French Revolution to 1792
© WJEC CBAC Ltd.
GCE AS and A HISTORY 61
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
The Terror, c.1792-1795
Focus:
A study of the Terror and its aftermath on France
Origins:
The condition of France in 1792
Key issues:
The growth of counter-revolution
The impact of war on the revolution
The key features of the Terror
The role of Robespierre
The coup of Thermidor
Reaction to the Terror, the Thermidorians and the Constitution of
1795
Significance /
consequences:
The significance and consequences of the period of Terror on France
General topic 2:
The Church and the Revolution, c.1789-1795
Focus:
A study of the impact the Revolution had on the Catholic Church
Origins:
The position of the Catholic Church at the outbreak of revolution in
1789
Key issues:
The role of the clergy in 1789
The Church and economic change
The Civil Constitution of the Clergy
Reaction to religious change and the growth of religious cults
The Refractory Church, the counter-revolution and the Terror
Significance /
consequences:
The significance and consequences of revolution on the Church in
France
© WJEC CBAC Ltd.
GCE AS and A HISTORY 62
IN-DEPTH STUDY 8
THE CRISIS OF THE AMERICAN REPUBLIC c.1848-1877
Candidates will be required to study in depth a range of historical topics and problems
relating to the Crisis of the American Republic, c.1848-1877. Candidates will be required to
consider a range of perspectives including political, social, economic, religious and cultural
issues. This will be primarily through a range of different types of historical sources,
including contemporary and later sources and historical interpretations. In addition,
candidates will be required to investigate in greater detail an historical topic arising from
within the in-depth study itself. Candidates will also have to study further topics or themes
arising out of the in-depth study.
UNIT HY2 (AS)
Origins:
Sectionalism: the main differences between northern and southern
states, c.1848.
The institution of slavery and the anti-slavery movement.
Key issues:
Events since 1848 leading to sectional conflict between north and
south.
The causes of Secession and the start of the Civil war.
War on the Home Fronts.
Warfare: strategy, new methods and main campaigns.
Significance /
Consequences:
The significance and consequences of the work of the anti-slavery
movement
The significance and consequences of the Civil War on the
American people
© WJEC CBAC Ltd.
GCE AS and A HISTORY 63
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1
Abraham Lincoln and the crisis of the Union, c.1848-1865
Focus:
The role and importance of Abraham Lincoln
Origins
Abraham Lincoln's political ideas and moral crisis in the 1850s.
Key issues:
Lincoln and the rise of the republican party, 1854-1860.
Lincoln's election and the decision for war, 1860-1861.
Lincoln's leadership of the union, 1861-1865.
Lincoln and the presidential election of 1864.
Lincoln, emancipation and reconstruction, 1862-1865.
The assassination of Lincoln
Significance /
Consequences:
The significance and consequences of the work of Abraham
Lincoln
General topic 2
Reconstruction, c.1863-1877
Focus:
A study of the events and impact of reconstruction
Origins
The Emancipation Proclamation and wartime reconstruction.
Key issues:
The failure of Presidential reconstruction.
Reasons for conflict between President and Congress, 1865-1867.
Reconstruction legislation and constitutional amendments, 18661869.
The transformation of the South, 1865-1872.
The retreat from reconstruction, 1868-1877.
Significance /
Consequences:
The significance and consequences of the main developments in
the period of reconstruction
© WJEC CBAC Ltd.
GCE AS and A HISTORY 64
IN-DEPTH STUDY 9
NAZI GERMANY c.1933-1945
Candidates will be required to study in depth a range of historical topics and problems
relating to Nazi Germany c.1933-1945. Candidates will be required to consider a range of
perspectives including political, social, economic, religious and cultural issues. This will be
primarily through a range of different types of historical sources, including contemporary and
later sources and historical interpretations. In addition, candidates will be required to
investigate in greater detail an historical issue arising from within the in-depth study itself.
Candidates will also have to study further topics or themes arising out of the in-depth study.
UNIT HY2(AS)
Origins:
Reasons for Nazi party growth and support by 1933
Hitler's appointment as Chancellor.
Key issues:
The establishment of the Nazi dictatorship
The roles of propaganda, indoctrination and terror in the Third
Reich.
Nazi social, religious and racial ideology and policy.
The nature and organisation of the Nazi political system.
Nazi economic policy: recovery and rearmament
Nazi foreign policy up to 1939
Significance /
consequences:
The significance and consequences of the main developments in
Nazi Germany to 1939
© WJEC CBAC Ltd.
GCE AS and A HISTORY 65
UNIT HY3 (A Level)
This unit is assessed internally. It is centre-set, teacher marked and externally moderated.
The assignment produced must be of between three and four thousand words, focussing on
a specific historical problem or issue arising from the in-depth study.
Further guidance is given in Section 8 of the specification.
UNIT HY4 (A Level)
General topic 1:
Support, opposition and resistance within the Third Reich,
c.1933-1945
Focus:
The nature and extent of support, opposition and resistance at
various times
Origins:
Support for the Nazis in the early 1930s
Challenges to the Nazis in the early 1930s
Key issues:
Reasons for support of the Nazi regime
The issues which affected public opinion
The motivation and extent of opposition and resistance: individual
and collective
Conspiracies and plots
The war and its effect on popular support
The Nazi state and its reaction to opposition
Significance /
consequences:
The significance and consequences of support, opposition and
resistance within the Third Reich
General topic 2:
Germany: war and defeat, c. 1939-1945
Origins:
Hitler's aims and objectives in foreign policy
The Nazi foreign position in 1939
Key issues:
The impact of Blitzkrieg and Total War
German successes in Western Europe and the collapse of
France.
The invasion of the Soviet Union.
The impact of German occupation on the peoples, regions and
countries of Europe
The defeat of Germany and liberation of Europe
The post-war settlement
Significance /
consequences:
The significance and consequences of the main developments in
the war years to 1945
© WJEC CBAC Ltd.
GCE AS and A HISTORY 66
5
SCHEME OF ASSESSMENT
AS and A level qualifications are available to candidates following this specification.
AS
The AS is the first half of an A level course. It will contribute 50% of the total A level
marks. Candidates must complete the following two units in order to gain an AS
qualification.
Weighting
Within AS
Weighting
Within A level
HY1
Chosen Period Study
60%
30%
HY2
Chosen In-depth Study
40%
20%
HY1:
Written Paper (1 hour 40 minutes)
Candidates are required to answer two two-part structured questions from a choice of
four, from four nominated areas.
HY2:
Written Paper (1 hour 20 minutes)
Candidates are required to answer one set of four questions, graded in difficulty, and
focussed on historical sources, from a choice of two.
A Level
The A level specification consists of two parts: Part 1 (AS) and Part 2 (A level).
Part 1 (AS) may be taken separately and added to A2 at a further examination sitting to
achieve an A level qualification, or alternatively, both the AS and A2 may be taken at
the same sitting.
Candidates must complete the AS units outlined above plus a further two units to
complete A level History. The A2 units will contribute 50% of the total A level marks.
HY3*
HY4*
Weighting
within A2
Weighting
within A level
Chosen In-depth Study
40%
20%
Chosen Period Study
40%
20%
Chosen In-depth Study
20%
10%
*Includes synoptic assessment
© WJEC CBAC Ltd.
GCE AS and A HISTORY 67
HY3: Internal Assessment
Candidates are required to complete one personal assignment, between three and
four thousand words in length, focusing on a specific historical problem or issue
arising from the in-depth study. The personal assignment will be internally set,
centre marked and moderated by the awarding body.
HY4: Written Paper (2 hours 30 minutes)
Candidates are required to answer one open-ended essay question from a choice of
two, from two nominated areas, arising from the period study. They are also required
to answer one synoptic open-ended essay from a choice of two, from two nominated
areas, arising from the period study. Candidates are also required to answer one
open-ended essay from a choice of two, from two nominated areas, arising from the
in-depth study.
Unit HY4 assesses aspects of both the Period Study and the In-depth study.
This structure has been developed for two distinct reasons:

The examination will test, in particular, aspects of the history of the latter stages
of both the Period Study and the In-depth study. This will ensure coverage of the
entire course and thus provide a coherent and final assessment element. It will
ensure connectivity between the AS and A level units, and will enable candidates
to draw on material from earlier units to address issues in unit 4. Candidates will
be given the opportunity to attempt overarching questions which assess their
understanding of the whole Period or In-depth study.

Unit HY4 is assessed by open-ended essay questions. This type of assessment
will be used for both Period Study and In-depth study questions. This reflects the
advice from the regulators to utilise more extended writing assessments to
ensure that questions differentiate, stretch and challenge the more able
candidates at this level.
Synoptic Assessment
Synoptic assessment, testing candidates' understanding of the connections between
the different elements of the subject and their holistic understanding of the subject, is
a requirement of all A level specifications. In the context of History this means:


drawing together knowledge and skills to demonstrate overall historical
understanding
demonstrating an understanding of the connections between the essential
characteristics of historical study, including an appropriate range of concepts and
/ or perspectives
The synoptic requirement is met in two ways:

Within HY3, candidates complete an investigation into a specific historical issue
arising from the in-depth study, synthesising knowledge and skills to address the
set question. This type of assessment is considered to be inherently synoptic
due to the bringing together of specific historical knowledge with the use of a
variety of evidential and interpretive skills.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 68

Within HY4, candidates will answer an open-ended essay question which
focusses on the process of historical change across the full breadth of the period
studied and demonstrates links between a range of historical perspectives
Quality of Written Communication
Candidates will be required to demonstrate their competence in written
communication in all assessment units where they are required to produce extended
written material. Mark schemes for these units include the following specific criteria
for the assessment of written communication.



legibility of text; accuracy of spelling, punctuation and grammar; clarity of
meaning;
selection of a form and style of writing appropriate to purpose and to complexity
of subject matter;
organisation of information clearly and coherently; use of specialist vocabulary
where appropriate.
Availability of Units
Availability of Assessment Units
Unit
January
2009
June
2009
January
2010 & each
subsequent
year
June
2010 & each
subsequent
year
HY1



HY2



HY3
HY4
© WJEC CBAC Ltd.



GCE AS and A HISTORY 69
Awarding, Reporting and Re-sitting
The overall grades for the GCE AS qualification will be recorded as a grade on a
scale from A to E. The overall grades for the GCE A level qualification will be
recorded on a grade scale from A* to E. Results not attaining the minimum standard
for the award of a grade will be reported as U (Unclassified). Individual unit results
and the overall subject award will be expressed as a uniform mark on a scale
common to all GCE qualifications (see table below). The grade equivalence will be
reported as a lower case letter ((a) to (e)) on results slips, but not on certificates:
Max.
UMS
A
B
C
D
E
Units 2 and 3
(weighting 20%)
80
64
56
48
40
32
Units 1 and 4
(weighting 30 %)
120
96
84
72
60
48
AS Qualification
200
160
140
120
100
80
A Qualification
400
320
280
240
200
160
At A level, Grade A* will be awarded to candidates who have achieved a Grade A in
the overall A level qualification and 90% of the total uniform marks for the A2 units.
Candidates may re-sit units prior to certification for the qualification, with the best of
the results achieved contributing to the qualification. Individual unit results, prior to
certification of the qualification have a shelf-life limited only by the shelf-life of the
specification.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 70
6
KEY SKILLS
Key Skills are integral to the study of AS/A level History and may be assessed
through the course content and the related scheme of assessment as defined in the
specification. The following key skills can be developed through this specification at
level 3:






Communication
Application of Number
Problem Solving
Information and Communication Technology
Working with Others
Improving Own Learning and Performance
Mapping of opportunities for the development of these skills against Key Skills
evidence requirement is provided in 'Exemplification of Key Skills for History,
available on WJEC website.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 71
7
PERFORMANCE DESCRIPTIONS
Introduction
Performance descriptions have been created for all GCE subjects. They describe the
learning outcomes and levels of attainment likely to be demonstrated by a representative
candidate performing at the A/B and E/U boundaries for AS and A2.
In practice most candidates will show uneven profiles across the attainments listed, with
strengths in some areas compensating in the award process for weaknesses or
omissions elsewhere. Performance descriptions illustrate expectations at the A/B and
E/U boundaries of the AS and A2 as a whole; they have not been written at unit level.
Grade A/B and E/U boundaries should be set using professional judgement. The
judgement should reflect the quality of candidates’ work, informed by the available
technical and statistical evidence. Performance descriptions are designed to assist
examiners in exercising their professional judgement. They should be interpreted and
applied in the context of individual specifications and their associated units. However,
performance descriptions are not designed to define the content of specifications and
units.
The requirement for all AS and A level specifications to assess candidates’ quality of
written communication will be met through one or more of the assessment objectives.
The performance descriptions have been produced by the regulatory authorities in
collaboration with the awarding bodies.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 72
AS performance descriptions for history
Assessment objective 1
Assessment objective 2
Assessment
objectives


A/B
boundary
performance
descriptions
Candidates characteristically:
a) recall, select and deploy accurate, relevant and detailed historical knowledge
appropriately
b) show evidence of understanding through analysis and explanation 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.
Candidates characteristically:
a) analyse and evaluate source material in its historical context with a
degree of discrimination
b) use the sources appropriately to support arguments
c) 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.
E/U
boundary
performance
descriptions
Candidates characteristically:
a) recall and select some relevant historical knowledge appropriately
b) show some evidence of understanding through analysis and/or explanation and
attempt some judgements about key concepts
c) show evidence of some understanding through analysis and/or explanation and
attempt limited judgements about the relationships between key features /
characteristics of the historical period
d) convey meaning clearly, although powers of expression may be limited and there
will be errors in spelling, punctuation and grammar.
Candidates characteristically:
a) comprehend, identify and extract some information from a range of
sources. Offer limited analysis and evaluation of source material
b) use some sources as evidence to support limited arguments
c) show some awareness of different interpretations and representations of
historical issues, events and/or individuals.

Recall, select and deploy historical knowledge appropriately, and communicate
knowledge and understanding of history in a clear and effective manner.
Demonstrate their understanding of the past through explanation, analysis and
arriving at substantiated judgments of:
o key concepts such as causation, consequence, continuity, change
and significance within an historical context
o the relationships between key features and characteristics of the
periods studied.
© WJEC CBAC Ltd.

As part of an historical enquiry, analyse and evaluate a range of
appropriate source material with discrimination.
Analyse and evaluate, in relation to the historical context, how aspects of
the past have been interpreted and represented in different ways.
GCE AS and A HISTORY 73
A2 performance descriptions for history
Assessment objective 1
Assessment objective 2
Assessment
objectives


A/B
boundary
performance
descriptions
Candidates characteristically:
a) recall, select and deploy accurate, relevant and precise historical knowledge
appropriately
b) show understanding through analysis and explanation and reach substantiated
and mostly sustained judgements about key concepts
c) show understanding through analysis and explanation and reach substantiated
and mostly sustained judgements about the relationships between key features /
characteristics of the historical period
d) communicate accurately, clearly and fluently, using appropriate language and
structure, using spelling, punctuation and grammar generally with a high degree
of accuracy.
Candidates characteristically:
a) analyse and evaluate source material in its historical context with insight
and discrimination
b) use the sources appropriately to substantiate arguments
c) analyse and evaluate how, in relation to the historical context, aspects of
the past have been interpreted and represented in different ways.
E/U
boundary
performance
descriptions
Candidates characteristically:
a) recall, select and deploy some relevant historical knowledge appropriately
b) show evidence of understanding through limited analysis and explanation and
reach some judgements about key concepts
c) show evidence of understanding through explanation and analysis and offer some
judgements about the relationships between key features / characteristics of the
historical period
d) convey meaning clearly and with appropriate vocabulary, although there may be
errors in spelling, punctuation and grammar.
Candidates characteristically:
a) comprehend, identify and select information from a range of sources.
Offer limited analysis and evaluation of the source material making
tentative links to the historical context
b) use a range of sources as evidence to support arguments, although
these may be limited in places
c) show awareness that aspects of the past have been interpreted and
represented in different ways and offer limited analyses and evaluation
of these.

Recall, select and deploy historical knowledge appropriately, and communicate
knowledge and understanding of history in a clear and effective manner.
Demonstrate their understanding of the past through explanation, analysis and
arriving at substantiated judgments of:
o key concepts such as causation, consequence, continuity, change
and significance within an historical context
o the relationships between key features and characteristics of the
periods studied.
© WJEC CBAC Ltd.

As part of an historical enquiry, analyse and evaluate a range of
appropriate source material with discrimination.
Analyse and evaluate, in relation to the historical context, how aspects of
the past have been interpreted and represented in different ways.
GCE AS and A HISTORY 74
8
INTERNAL ASSESSMENT GUIDELINES
GUIDELINES FOR THE CONDUCT AND ASSESSMENT OF HY3
All A level specifications in History must have internal assessment as a separate unit
at either AS or A2, comprising 20% of the total A level marks and assessing the skills
associated with historical enquiry. In WJEC specification the internal assessment will
be carried out in HY3 at A level.
In HY3, candidates are required to complete an assignment based on an historical
issue or problem arising from their chosen in-depth study. The guidelines below
define the criteria that should be understood by candidates when preparing for and
undertaking their assignments and the rules and procedures which centres must
follow.
8.1
Defining the assignment
The assignment must be set by the centre and approved by WJEC Chief Moderator.
It must be undertaken by the candidate under agreed coursework conditions over an
extended period of time. It is marked by the centre and moderated by an Awarding
Body external moderator. The assignment should take the form of an extended
piece of writing which addresses the historical issue or problem set.
8.2
The length of the assignment
The Assignment should be between three and four thousand words in length,
excluding extracts from historical sources and references. Candidates who exceed
this word limit will be penalised, by the centre initially, or later by the Awarding Body
moderator, if deemed necessary. Candidates should not use any more than 15
sources in the writing of their assignment.
8.3
Specific skills to be assessed and their weighting
All the assessment objectives will be examined in Assessment HY3. Assessment
Objective 2(b) has a higher weighting in this Unit as expected by the subject criteria.
Assessment objectives
AO1a:
Recall, select, deploy historical knowledge & communicate
knowledge and understanding of history in a clear and effective
manner.
AO1b:
Weighting
%
2½%
2½%
Demonstrate their understanding of the past through explanation,
analysis and making substantiated judgements
AO2:
In relation to the historical enquiry:
(a) analyse and evaluate a range of appropriate source material;
7%
(b) analyse and evaluate how aspects of the past have been
interpreted and represented in different ways
8%
© WJEC CBAC Ltd.
GCE AS and A HISTORY 75
8.4
The setting of tasks
Centres must choose their own assignment titles. The assignment must be based on
the in-depth study chosen.

The titles(s) chosen by a centre, which may be taken from any part of the indepth content studied, should focus on a substantial or significant issue.

The title(s) should also allow candidates to discuss and explain the development
of at least two differing or contrasting historical interpretations.

The titles(s) should include a contentious statement which is capable of being
evaluated through an historigraphical debate.
Example:
Britain, c. 1929-39
"The Great Depression of the early 1930s devastated rural Wales even more
than it devastated industrial Wales." How valid is this assessment of the effects
of the Great Depression on Wales in the 1930s?

Centres may select up to a maximum of two different assignment titles for each
in-depth study chosen by the centre.

The assignment title(s) selected by a centre may be used up to a maximum of
four years.

The Awarding Body will provide a range of approved questions suitable for use in
this unit.
8.5
The creation of Document Packs

Each assignment must be based on a starter pack of documents, produced by
the centre and including a range of between 8-10 sources.

The sources in the initial pack should include:
-
a range of different types of sources, e.g. written, statistical, graphical or pictorial;
both contemporary and later sources;
sources which present more than one historical interpretation;
reference to video and film evidence, if appropriate.
written sources chosen should be of an appropriate length, but not exceed one
side of A4 paper

The Awarding Body will publish a number of exemplar document packs in its
teachers’ guide. Centres should follow the styles of these document packs when
constructing one for their own titles(s). Careful attention must be given to the
number of sources, the length of sources and the quality of the attributions to aid
evaluation.

The purpose of this document pack is to give candidates a level playing field to
begin with. Candidates are expected to add to and enhance the starter pack
through their additional research.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 76
8.6
Approving the internal assessment questions

Centres must submit a valid proposal form including their titles, associated
marking schemes and the initial pack of documents to be used by candidates, to
the Awarding Body for approval, at least six weeks before candidates commence
their assignments. A proposal form is available from the Awarding Body to
standardise submissions.

Centres must not set an assignment to candidates until formal written approval
has been given by the Awarding Body Chief Moderator. Once approval has
been given, approval will continue for the remaining years of the four year cycle.
8.7
Preparing for the assignment
In preparing candidates, the procedures detailed below should be followed:
8.7.1 Introducing the historical issue or problem
The assignment should focus on an historical issue or problem. This should
be presented to candidates by teachers through a formal teaching
programme. In some instances, this will involve revisiting or expanding upon
a topic or issue considered elsewhere in the course. On other occasions,
where appropriate within the context of the in-depth study chosen, it could
take the form of an enquiry into a local history issue to establish to what
extent the local experience modifies or confirms what has been learnt about
the national situation. It is suggested that this formal teaching programme
should occupy around 6-10 hours contact time.
The teaching programme should be designed to introduce the topic and set
the assignment in its historical context within the in-depth study. This should
involve a discussion of a range of background historical sources. It should
also cover the relevant historiographical issues connected with the
topic chosen.
© WJEC CBAC Ltd.
GCE AS and A HISTORY 77
8.7.2 The historical enquiry
Candidates should be given the initial pack of sources approved by the Awarding
Body Chief Moderator. Between 8 - 10 sources is the recommended number of
sources for this pack.
The range of sources should be seen as a starting point for further investigation and
research by the candidate.
8.7.3 Researching the assignment
Candidates must progress to investigate the historical issue through analysis and
evaluation of a range of additional sources. These must be identified independently
by the candidates.
This further research of materials relating to the issue or problem might include:
- historical descriptions and analyses of the issue;
- contemporary first-hand descriptions or accounts;
- contemporary analysis or opinion;
- other accounts, including more than one view or interpretation of the historical
issue;
- the use of video, film or museum representations
It is essential that candidates consider the historiographical context of at least
two differing or contrasting historical interpretations in their response. This
element will need to be researched and set within the context of appropriately
selected sources.
It is also important that candidates select no more than 12-15 sources to analyse and
evaluate in their assignment. The greater number of these should be from those
identified by the candidate through additional research.
Candidates should be encouraged to use ICT in their research and in the
presentation of their assignment.
8.8
Writing the assignment
8.8.1 The conditions under which the assignment is written
The assignment must be written by the candidate under approved coursework
conditions over a period of time specified by the centre.
The emphasis that candidates undertake independent research and utilise ICT
means that some work will have to be done away from the classroom. However, it
is essential that the bulk of the work for HY3 is tackled under the supervision
of the class teacher in class-based sessions. It is not acceptable for
candidates to be given all or large parts of the assignment to be done outside
class with minimal supervision.
Teachers should encourage candidates to retain any rough notes and materials as
evidence of work done independently. Teachers and candidates will be expected to
sign a declaration stating that the work produced is entirely the work of the candidate.
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GCE AS and A HISTORY 78
8.8.2 Structuring the assignment
There is no set or suggested structure to this assignment. However, centres are
encouraged to advise candidates to consider certain aspects:
-
assignments must address the question set
background detail must be limited
analysis and evaluation of source material should be integrated into any narrative
and / or discussion of historical interpretations
explanation of relevant historiographical issues
assignments must build to a substantiated judgement on the question set
assignments should be coherent, lucid and integrated.
Centres should also ensure that:
-
a range of different types of source is used in the assignment
every page of the assignment is numbered
the additional sources provided by the candidates are clearly labelled in the body
of the essay
there is clear reference to the origin and provenance of each of the sources
provided
there is a bibliography at the end of the essay
a word count should be provided
no more than 15 sources in total are used in the completion of the assignment
8.9
Marking the assignment
The assignment will be marked within the centre. The teacher marking the work will
apply the criteria and level descriptors as laid down in the mark scheme, as
developed by the centre and approved by the Chief Moderator. If there is more than
one teaching group within a centre, internal standardisation must be carried out in
line with the Awarding Body’s guidelines. A sample of the completed assignments,
from a specified range of candidates, should be sent to a nominated Awarding Body
moderator. WJEC will issue instructions to centres on the criteria that should be
used in selecting candidates' work.
8.10
The moderation process
All work submitted for HY3 must be appropriately assessed and moderated. The
moderation will take the form of sampling of a range of candidate's work by an
Awarding Body moderator. The moderator will determine whether the approved
mark scheme has been applied accurately and consistently and make appropriate
recommendations to the Chief Moderator and Awarding Body subject officer.
GCE History Specification - for teaching from 2012/ED
02-04-12
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