A-LEVEL History

HISTORY - A LEVEL

INDUCTION

All pupils are given careful induction into the methods of studying History for A Level, the induction being spread over the first few weeks of the first term, but also being a part of the general routine of the first year. Pupils are given training in the different ways of making notes, from books or from teachers; they are given guidance in how to go about organising and writing essays; there is constant practice in acquiring the skills needed for the source based questions. They are provided with all necessary text books and told what needs to be studied and what can be skimmed over.

SYLLABUS

The course is divided into two parts:

(a) an outline of British History from about 1815 to about 1918. We generally reckon to cover about 100 years of British History. Questions are mainly on political history, but there are always questions on social change, on the influence of religion, on artistic development and on economic change and on aspects of foreign policy.

(b) an in-depth investigation into the European Dictatorships, covering the years 1919-1939. The main areas for study are Russian, Germany and Italy, but attention is paid to Spain and to political developments in France and in Eastern Europe between the wars.

The exam consists mainly of essays, but the Dictatorships paper has two compulsory document questions, as well as two essays.

The examining Board is the London Board.

SKILLS REQUIRED

History at A Level requires a considerable number of skills, and it is hard to put them in any order of priority. Obviously, given the emphasis on the written word, there must be a general sense of ease with books: a lot of reading is required and if that is seen as a chore, little progress will be made. It is also important that those who study the subject can properly communicate their findings and ideas, both in spoken and written form. There is also a great deal of analysis and use of judgement e.g. - of peoples’ actions or the effects of the actions, of success and failure; comparisons need to be made, perhaps across state boundaries or across the centuries. Historians must always ask "why?", and that is apparent in their use of evidence to support a case or demolish a weak argument - so the investigation of documentary evidence is of high importance. A further skill is that of initiating or joining in class discussion, with ideas based on reading and thinking, so that the ideas of others can be challenged or properly supported. Pupils must develop the confidence to think for themselves and express their ideas publicly and rationally.

METHODS OF ASSESSMENT

Pupils probably will have to write at least one History essay every fortnight, which will normally be marked within a week. The title of the essay will probably have been discussed beforehand, so that what is being looked for is made clear. The marking involves comments being written on the essay, as well as a mark out of 20 or 25, and/or a Grading A-E and an exam board banding system for assessing work. Document work is approached in much the same way. Where necessary, the staff go through the work of individual pupils and always, when essays are returned, the various points are discussed at length. Notes also are assessed, both for neatness and for accuracy. No allowances are made for notes that are not properly and fully maintained. There is a certain amount of unofficial assessment of what is said in class - how frequently and how interestingly a pupil takes part in lessons.

CAREER IMPLICATIONS

History is, obviously a necessary qualification for anyone wanting to study the subject at University and it is also one of the recognised subjects for anyone wanting to study law or politics or philosophy - the attitudes and methods of enquiry tend to be the same. It is an acceptable A Level course for anyone wanting to study Classics or Languages - and increasingly the Universities are welcoming those who have mixed the Sciences and History at A Level.

Career opportunities for Historians are legion - ranging from merchant banking, to the BBC, to management training in retail stores, Conservation Officer, Publisher, Art Restorer, most posts in the Civil Service, all sorts of Administration, Journalist, Planning Officer or Political researcher.

For some jobs, it is the actual study of the past which is deemed important; for others it is the method of study, the breadth of outlook, the ease of handling evidence, the understanding of motive and cause and effect which make the Historian an attractive asset in the job market.

ü	PREPARATION FOR A CAREER - WHY STUDY HISTORY?
a)	History teaches you to think in a combination of ways not found in any other subject, involving skills which are useful for a variety of careers.
b)	History trains the mind in a particular way which employers welcome eg investigative study and personal research encourages and develops independent and open minds which will always be open to different opinions and interpretation.
c)	History offers an exciting variety of learning components and research tasks
d)	History aims to provide a balanced programme of 'skills' and content in the study of the subject and is increasingly seen as the central discipline, which integrates and complements many fields of knowledge. As a good 'all round' subject it is a valuable qualification at any level.
e)	At degree level it is still the case that enormous numbers of History graduates hold key positions in a vast rage of professions. History is a particularly good training for administration and large numbers of History graduates go on to posts in management requiring leadership. Many work in publishing, journalism and broadcasting, industry and commerce and the civil service, or take up specialist careers in museum, archive, conservation and library work.
	Remember - History is acceptable in so many areas, an early choice of career is not necessary. It is often the case that a better career choice may be made when a person is more mature and circumspect in their judgement.