Year 12

Students study two major periods: Revolutionary Russia and the early Tudor monarchy, gaining insight into how political and social change occurs.

In the Russia depth study, they examine the Bolshevik Revolution, the consolidation of power in the 1920s and the leadership struggle after Lenin’s death that resulted in Stalin’s rise.

Alongside this, students explore the establishment of the Tudor dynasty under Henry VII and the development of Henry VIII’s reign, including finance, foreign policy, religion and the role of his ministers.

These studies help students understand how Tudor government and authority evolved.

Throughout the course, students develop key historical skills such as evaluating sources, analysing interpretations and assessing causes and consequences.

In Year 12, students also begin their Non-Exam Assessment (NEA), an independent investigation into the development of the Civil Rights Movement in the United States from the 1860s to the 1960s, which continues into Year 13.

Year 13

Students continue their study of Revolutionary Russia and the Tudor period, focusing on the development of Stalinist policy and the mid-Tudor monarchs.

In the Russia unit, they examine Stalin’s economic strategies of the 1930s, including collectivisation and the Five Year Plans, alongside the extensive use of propaganda to support these policies.

They also evaluate the impact of state terror, the regime’s rearmament programme and the foreign policy aims that shaped Stalinist Russia.

In the Tudor course, students explore the reigns of Edward VI and Mary I, considering whether a “mid-Tudor crisis” occurred and how each monarch addressed the political and religious challenges of their time.

They then progress to the early years of Elizabeth I’s reign, analysing the difficulties she faced at home and abroad as she sought to stabilise England.

Throughout this period, students refine key historical skills, including the analysis of sources, the evaluation of historians’ interpretations and the formation of well-supported judgements.

Alongside their taught content, students continue work on their Non-Exam Assessment (NEA), an independent investigation into the Civil Rights Movement in the United States from the 1860s to the 1960s. Submission takes place before Easter.

Assessment Components

Assessment consists of two written examination papers, each worth 40% of the A Level, and a historical investigation coursework unit worth 20%. Together, these assess students’ breadth and depth of historical knowledge, as well as their ability to research independently and evaluate interpretations.

Opportunities

History students go on to study a wide variety of subjects at university. Many progress to History degrees, but the subject is also highly recommended for degrees such as law, politics and English.

Employers value the research, analytical, teamwork and communication skills developed through History. A History degree can lead to careers such as archivist, museum curator, archaeologist, academic historian, media researcher and many other roles in the public, private and charity sectors.

In Year 13, students have the opportunity to apply for a place on the Lessons from Auschwitz project. They attend online workshops and complete research and reflection activities before visiting Auschwitz-Birkenau and taking part in discussions and training about how we teach the Holocaust and continue to develop this for future generations.

Entrance Requirements

Essential Grade 5 in History.