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Guidance on effective practice in A level History
The introduction of Curriculum 2000 (C2K) gave schools and colleges the opportunity to reconsider their choice of specification and rethink the aims, organisation and character of the history they offer. The advice which follows draws on the experience of schools and colleges to provide some general points of guidance about managing and implementing effective teaching and learning. These are illustrated by some case studies of good practice on this website.
In planning AS and A2 history courses, effective departments ensure that students have:
- course guides, which explain the method of assessment for each unit and make explicit which assessment objectives apply to each element of coursework and to externally examined units
- a scheme of work, outlining the period studied and the sequence of study, to allow students to organise a study plan and structure their reading
- a year plan highlighting the dates, timescales and deadlines of coursework assignments and of the personal study/individual assignment
- a structured introduction to the A2 programme from mid June, after AS exams have been completed, to maintain continuity and student enthusiasm. Where students are undertaking a personal study/individual assignment this time can be used to construct a title proposal, sub-questions, reading list and a research schedule. Where this is not the case, the introduction can focus on one of the A2 examined units.
In the provision of history AS and A2 courses, effective teachers ensure that they provide:
- a structured teaching programme that builds on skills developed at key stage 4. Diagnostic testing should be used to ensure that students have sufficient understanding to demonstrate a response to the full range of assessment objectives
- a coherent programme of study, which allows students to gain experience of a range of historical techniques and periods
- clear guidance to students on essay writing techniques, source-based work, note taking, and research skills
- at A2, the time and guidance to practise and develop skills needed to tackle the synoptic unit
- opportunities for independent learning as the students’ confidence in their research skills increase and they become more equipped to follow their own lines of enquiry
- access to resources which will assist students to build on the knowledge, understanding and skills acquired to gain an in-depth understanding of their period of study
- the development of transferable skills facilitating progression to further study.
Case studies
> History
QCA web links
> A level performance descriptions: history
Documents to download
> Summaries of the A level specifications available in history PDF
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Page updated: 12 June 2008