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Who Teaches History?

The History Department

All teachers in the department teach A-level History:

Mr Burton – Head of History
Mr Coy
Mrs Dore
Mrs Powers
Ms Hawley

Why study History?

History is a gateway to understanding the world: the people who inhabit it, the societies that have been created by it and how it has led us to being who we are. It contributes to our moral understanding and provides our identity. It is important for good citizenship and teaches a range of fundamental skills.

How is A-Level different from GCSE?

The same skills are used at AS level as at GCSE but at a higher level and wider reading is expected.

Key skills:

Communication of knowledge
Explanation, analysis & arriving at substantiated judgements of key concepts such as causation, consequence, continuity, change and significance within a historical context
Evaluation of sources of evidence
Evaluation of a range of different interpretations about the past

The topics are also different. At A-level, there is a mix between the twentieth century (Britain, 1930-1997/Germany 1919-1963) and Sixteenth Century history (the Tudors). This will give you an opportunity to explore different historical eras which may help to determine where your primary interests in the subject lies.

You will also be given the opportunity to write a piece of coursework on the topic of your choosing in Y13. You should begin thinking what eras and questions in history interest you most of all so that you can research and write about a piece of history that you are most passionate about.

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Expectations

In order to provide students with the most effective support, the following principles, practices and processes are to be maintained:

Punctuality. Students are expected to arrive on time, ready to learn and participate with the correct equipment.
Deadlines. Students are expected to meet deadlines. If, for a good reason, this is not possible, the student should see the teacher involved before the date of the homework is due. Students should catch up with missed work as soon as possible if they are absent. They should see the teacher involved for further guidance. Failure to do so will lead to the discipline procedure being followed (see Sixth Form Handbook).
Learning Environment. Students are expected to take an active part in lessons, being able to engage with discussion in groups, ask and answer questions and focus on written work.
Study periods and independent study. Students will need to read the core textbook and other texts for the lessons so that they can discuss the issues fully. Students should spend an average of 6 hours a week on work outside of lessons. If ‘all’ work is up to date, students should use the reading lists above to study the period further and/or consult the teacher for further advice.

The History Department’s commitment to students

Teachers in the department will support students by planning and teaching engaging lessons, by marking and assessing work and by encouragement and motivation.
Teachers will support students throughout the year but use the Learning Conversations and Subject Action Plans specifically to make targets and discuss progress at the appointed times.

What to do when stuck…

‘We all make mistakes, but only the wise learn from their mistakes’

Winston Churchill

The class teacher is always the first port of call if students have any concerns. They are normally available in their teaching rooms or in the staff room at break time, lunchtime or after school or on email (see below).
The Head of History, Mr Burton, is always available to talk through any concerns. He is usually available in the History Office (between rooms 103 and 105), at breaks, lunchtime and after school.
Classmates are invaluable as a source of help and support. All of the students are starting at the same place at the beginning of A-level and will have many of the same pressures.
The History Department has a vast number of resources on the SHAREPOINT Drive, especially articles to help further understanding and knowledge. Regular revision sessions begin in the Spring Term but students can always ask their teachers for extra advice either in lessons or make an appointment to see them outside of lessons.

Students can email teachers if they need further support. Below are the teachers’ emails:

burton-d@nonsuchschool.org

coy-j@nonsuchschool.org

dore-m@nonsuchschool.org

powers-z@nonsuchschool.org

Hawley-v@nonsuchschool.org

The History Department

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Enrichment

The History Department

Enrichment and super curricular opportunities

In order to support your learning we recommend that you engage in activities from all of the sections below to help widen your interest in the subject as well as begin to introduce you to the kind of independent learning activities we encourage you to engage with during A level study.

As a minimum we would like you to complete the following:

Read one text from the subject reading list
Complete one Futurelearn/Open University Course
Complete a log of at least 3 history documentaries or podcasts you have listened to outlining what you have watched/listened to and some general notes on their content

Subject Reading List

Please refer to the reading lists of pages 14-15 of this booklet which will direct you to books which cover the courses you will study at A Level. Our recommendation is that you read at least one book from this list prior to beginning the course in September.

The most accessible books which I would recommend are:

Dominic Sandbrook’s books on Britain 1956-1982. The BBC also made a TV series to accompany his books.

Never had it so good, 1956-1964

White Heat, 1964-1970

State of Emergency, 1970-1974

Seasons in the Sun, 1974-179

Another accessible book is Andrew Marr’s A History of Modern Britain, and accompanying TV Series.

For the Germany course I would recommend the books of Richard Evans who is perhaps the most distinguished historian of Germany between 1919-1945.

The Coming of the Third Reich: How the Nazis Destroyed Democracy and Seized Power in Germany

The Third Reich in Power, 1933 - 1939: How the Nazis Won Over the Hearts and Minds of a Nation

The Third Reich at War: How the Nazis Led Germany from Conquest to Disaster

Links

I’d also recommend that you take out a 30 day free subscription with history hit tv which is the Netflix of history! It contains thousands of excellent historical programming and documentaries and you can pick and choose the areas that interest you.

https://tv.historyhit.com/

The History Hit Youtube channel which contains all of the podcasts from the series is also outstanding and well worth checking out.

https://www.youtube.com/channel/UCZwU2G-KVl-P-O-B35chZOQ

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Courses

One such course they offer can be found on the link below. This course is on the Tudors and will give you an overview of the Tudor period that we will study in Years 12 and 13 so would be excellent preparation. Moreover, one of the course tutors in well-known historian and former Nonsuch student Susannah Lipscombe.

https://www.futurelearn.com/courses/the-tudors

Other Opportunities

Finally, you might also be interested in entering into any number of the many essay writing competitions held by Oxford and Cambridge. Though some of the deadlines have now passed you can still write an answer for submission next year. The link below will direct you to 81 potential questions as part of the Robson prize awarded by Trinity College Cambridge.

https://www.trin.cam.ac.uk/wp-content/uploads/RobsonPrizequestions-1.pdf

The following is open for all students between the ages of 13-18 with a closing date of 31 August so plenty of time to submit. The history essay is really interesting at this current time:

What can the past teach us about the coronavirus pandemic?

https://www.immerse.education/essay-competition/

This is a brilliant website for students to undertake a mini module in your subject. There are lots of courses starting in the next couple of weeks and then they are recycled over and again. Please identify some courses from the website that you think will be particularly beneficial. The modules range from 2-8 weeks and require between 2-4 hours study a week. The modules are free.

https://www.futurelearn.com/courses

One option might be to study a free history course with the Open University

https://www.open.edu/openlearn/history-the-arts/free-courses?filter=date/list/576/all/all/all/&page=1

Some courses include:

The Holocaust
The Roaring Twenties in Europe (Might be of interest to investigate the impact of the last great pandemic, the Spanish Influenza which killed 50 million in 1917-20)
Introducing the Roman Empire
The Realities of being a Roman Emperor
First World War Trauma (A course that might be of interest if you enjoyed the WW1 medicine course at GCS

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Unit Y113: Britain 1930–1997
Enquiry Topic: Churchill 1930–1951
Key Topics
Churchill’s view of events 1929–1940	Why Churchill was out of office 1929–1939
	His attitude to the Abdication Crisis
	His views about Empire and India and clashes with his party
	Attitude towards Germany after 1933; his views about rearmament and appeasement
	Why Churchill became Prime Minister.
Churchill as wartime Prime Minister	Stance in 1940 and style of leadership;
	Relations with his generals and his impact on strategic decisions in the Mediterranean,
	Bombing of Germany and the war in Europe 1944–1945;
	Plans for reconstruction and loss of 1945 election.
Churchill and international diplomacy 1939–1951	Churchill’s view on Britain’s world and imperial role;
	Churchill’s view on Britain’s world and imperial role;
	Contribution to international conferences;
	Plans for post-war Europe;
	Iron Curtain speech
	Attitude to Empire and Europe after 1945
British Period Study: Britain 1951–1997
Key Topics
Conservative domination 1951–1964	Reasons for the Conservative victory 1951;
	social changes mmigration, unrest, social mobility and tensions, education, living standards, housing, prosperity and unemployment
	Conservative economic policies, Butskellism, industrial growth and stagflation;
	Conservative leadership of Churchill, Eden, Macmillan and Home
	Scandals including the Vassall affair, Philby, Argyll and Profumo
	reasons for Conservative decline; Labour leadership, divisions and electoral failures of the Labour Party
Labour and Conservative governments 1964–1979	Labour victory 1964, Wilson as leader 1964–1970
	economic problems and policies; relations with the Trade Unions
	Labour party divisions; 1970 election, Heath as party leader and Prime Minister
	aims and policies of Heath’s government;
	industrial relations, miners’ strike; Wilson and Callaghan 1974–1979, problems and policies 1974–1979.

Schemes of Work

Unit 1: Britain 1930–1997

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Key Topics
Thatcher and the end of consensus 1979–1997	Election victories
	Thatcher and her ministers
	Reasons for support and opposition; social and economic policies including monetarism, free-market, supply-side economics and privatisation
	Social policies and unrest; unemployment and the Trade Unions, the Miners’ Strike
	Fall of Thatcher and replacement with Major
	Conservative divisions under Major and electoral defeat 1997.
Britain’s position in the world 1951–1997	Relations with and policies towards the USA and the USSR; Britain’s influence at the UN
	Role in Europe
	Nuclear policy;
	Response to crises: Korean War, Suez, the Falklands War, First Gulf War;
	Decolonisation and changing attitudes to the Commonwealth.

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Schemes of Work

Unit 2: Democracy and Dictatorships in Germany 1919–1963

Unit 2: Democracy and Dictatorships in Germany 1919–1963
The Weimar Republic
	Key Topics
The establishment and development of the Weimar Republic: 1919–Jan 1933	Consequences of the First World War;
	The Impact of the Treaty of Versailles
	The Weimar Constitution
	Coalition governments and challenges to Weimar
	Communist revolts and the Kapp Putsch
	Munich Putsch
	hyperinflation; Stresemann and the ‘Golden Years’
	Dawes and Young Plans, economic recovery
	Foreign loans, political stability
	Improvements to working and living conditions
	Great Depression, elections and governments 1928–1933
	The rise and appeal of Nazism, role of propaganda and Hitler
	Papen, Schleicher and ‘backstairs intrigue’; Hitler’s appointment as Chancellor
The establishment of the Nazi Dictatorship and its domestic policies Feb 1933–1939
Key Topics
The establishment of the Nazi Dictatorship and its domestic policies Feb 1933–1939	Hitler’s consolidation of power, the Reichstag Fire
	March Elections and Enabling Act
	Night of the Long Knives, army oath and death of Hindenburg
	censorship and propaganda
	machinery of terror, including courts, SS, Gestapo;
	treatment of opposition; religious policies
	Goering’s Four Year Plan, public works, conscription and autarky
	German Labour Front; ‘Strength through Joy’
	olicy towards women
	education and policy towards youth
	racial policies to 1939; benefits of Nazi rule.
The impact of war and defeat on Germany: 1939–1949
	Key Topics
The impact of war and defeat on Germany: 1939–1949	The war economy and Total War; impact of bombing
	War and racial policies including the Final Solution
	Morale and rationing
	Opposition and resistance
	Consequences of the Second World War; Cold War, Potsdam, division of Germany, Bizonia and developments in the Soviet Zone, currency and the Berlin Blockade

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Unit 2: Democracy and Dictatorships in Germany 1919–1963
Divided Germany: The Federal Republic and the DDR 1949–1963
	Key Topics
Divided Germany: The Federal Republic and the DDR 1949–1963	The creation of West Germany and the DDR
	The Basic Law and constitution of West Germany
	The economic miracle; political and social stability; foreign policy, rapprochement with France, EEC, rearmament, NATO, policy towards USA and USSR, DDR
	Elections of 1953, 1957 and 1961
	Berlin Wall
	Adenauer’s decline and the Der Spiegel Crisis of 1962
	West Germany in 1963
	The GDR in 1949
	Uprising 1953
	Economic change, land reform, collectivisation, nationalisation and heavy industry
	Social change, churches, Trade Unions, education and youth.

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The History NEA

What is the NEA?

The requirement is for an essay rather than a report. This requires continuous prose and a structured argument. The topic can be chosen from any aspect of history, including ancient history. There is no given beginning and end date, but the topic must be based on historical evidence.

Choosing your essay title

The essay must be based on the independent investigation of historical issue. The issue may arise from the study of a period or topic in unit groups 1–3, or it may be on a topic, or from a period, that the learner has not studied as part of the A level course. The topic for this essay cannot be the same as that chosen for the in-depth interpretation topics studied within Unit Group 3.

Your NEA can therefore be on any topic except:

The Pilgrimage of Grace
The Western Rebellion
Tyrone’s Rebellion

Whilst you are free to choose any topic you wish, you must be mindful that some questions are easier to answer then others. To fulfil the requirements of the mark scheme, your question will need:

A topic that is debated by historians
A topic that several historians have written about and whose views are easy to find
A topic whereby there are a plentiful supply of easy to find primary sources

Often, the best topics to study are those where there is an A Level textbook that you can purchase. These textbooks will have the historians views summarised and a range of sources.

How much do you need to write?

The length is recommended. Essays which fall significantly below 3000 words may well fail to deal with the chosen topic in sufficient depth. Essay which go beyond 4000 words are unlikely to demonstrate the skills required any more convincingly than essays which remain within the 3000-4000 word recommended limit. Marks will not be deducted for excessive length, but learners may well penalize themselves by offering

descriptive rather than analytical and evaluative writing.

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Learning Outside the Classroom

Societies

There is one society linked to the Department that students are encouraged to get involved in:

History & Politics Society – debates, lectures, presentations, competitions, re-enactments, visiting speakers

Trips

The Churchill War Rooms, lectures, conferences, The National Archives

Resources and Equipment

The Department buys students a textbook. Further resources are also provided, for example, photocopies, and the library is stocked with a wide range of appropriate books.

The department is a member of History Today as well as the Historical Association. You will be given access to these resources with a username and password at the beginning of the year.

The History Department

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Writing an A Level History essay

History is not known. It is therefore a debate. Any essay that you write in history should reflect this.

Below is an example of a typical history title and an exemplar paragraph has been supplied and annotated.

The period 1547-1562 was one of crisis in Tudor England. Assess the validity of this view.

The period between 1547 and 1562 was not one of crisis in Tudor England. Some historians have argued that the period represents a crisis because England’s foreign policy was an absolute disaster. This was most clearly seen in the lost of Calais by Mary I in 1558. Though Calais was of symbolic value rather then of any actual value to England, the loss of the last remaining piece of French territory held by the English monarchs was a significant blow. Moreover, prior to the reign of Mary I, the Protector Somerset also oversaw a disastrous foreign policy with the ‘rough wooing’ of Scotland failing to achieve its goal of convincing the Scottish to marry Mary Queen of Scots to Edward. In fact the policy was particularly disastrous as it had the effect of uniting the auld alliance of Scotland and France against England. However, the period was not one of total disaster in foreign policy. The Protector Northumberland was quick to realise that England’s foreign wars needed to be ended to ensure that she could fix her broken finances. He did this with the Treaty of Boulogne in 1550 which saw the French pay England 40,000 Crowns to leave Boulogne and Scotland and thus end the wars between them. This was a success for Northumberland as it demonstrated a pragmatic approach to foreign policy making which prioritised the domestic safety of England over the glory of foreign wars. Moreover, it would be wrong to call English foreign policy in this period one of crisis because Tudor foreign policy was nearly always a disaster. Henry VIII had engaged in a number of costly and ultimately fruitless wars and though Elizabeth had success in defeating the Spanish Armada this was a rare occurrence of a successfully foreign policy with her usually failing to act when threatened by foreign powers. Therefore, it must be reiterated that the period 1547-1562 was not one of crisis in Tudor England.

The History Department

The student puts forward their argument

A Considerable amount of detailed knowledge is written to explain why English foreign policy in the period might be seen as a disaster.

The word however is used to signal that the student is going to show that some might disagree and hold the opposite view. They then go on to show why some argue that English foreign policy was a success.

The word moreover is used to signal evaluation. The student has presented two conflicting views. They now need to evaluate which of the two arguments is the strongest and why.