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History A Level at The Wellington Academy

Course description

Students continue their studies of unit 1: Stuart Britain
Part Two: Monarchy restored and restrained: Britain, 1649-1702
From Republic to Restored and Limited Monarchy, 1649-1678

  • The consolidation of the Republic: Scotland and Dunbar; campaigns in Ireland; Charles II and Worcester.
  • Political divisions and experiments: Republicanism and the Rump; Millenarianism and the Parliament of Saints.
  • Cromwell and his aims; the Protectorates; Major-Generals and the relations with the Political Nation.
  • Charles II and the nature of restored monarchy; rule through parliament and ministers; Clarendon; the Cabal and Danby.
  • The emergence of Court and Country 'parties': causes, significance and consequences.
  • Religious divisions and conflicts: the defeat of Millenarianism; the restoration of the Church of England; Protestant Dissenters; conflict over Catholic influence at Court.

The Establishment of Constitutional Monarchy, 1678-1702

  • Political developments and conflicts: Exclusion, its aims, methods and its failure; James II and the attempts at absolutism and the restoration of Catholicism.
  • The ‘Glorious Revolution’: causes and nature; its consolidation in England, Scotland and Ireland.
  • Divisions within the Political Nation and the emergence of Whigs and Tories and their impact.
  • Religious changes: religious toleration and changes to the position of Anglicans, Protestants and Catholics.
  • Government under William and Mary: the importance of political parties and ministers; the changing influence of Crown and Parliament and the reasons for the development of limited monarchy.
  • The condition of Britain and its monarchy by 1702: the significance of the Act of Settlement; the balance of power between Crown and Parliament; the condition of the Church of England and non-conformism and Catholicism.

Students continue their studies of unit 2: Democracy and Nazism: Germany, 1918-1945
Part Two: Nazi Germany, 1933-1945
The Nazi Dictatorship, 1933-1939

  • Hitler's consolidation of power, March 1933–1934: governmental and administrative change and the establishment of the one-party state; the Night of the Long Knives and the impact of the death of President Hindenburg.
  • The 'Terror State': the police, including the SS and Gestapo; the courts; extent, effectiveness and limitations of opposition and non-conformity; propaganda: aims, methods and impact; extent of totalitarianism.
  • Economic policies and the degree of economic recovery; Schacht; Goering; the industrial elites.

Social policies: young people; women; workers; the churches; the degree of Volksgemeinschaft; benefits and drawbacks of Nazi rule.
The Racial State, 1933-1941

  • The radicalisation of the state: Nazi racial ideology; policies towards the mentally ill, asocials, homosexuals, members of religious sects, the Roma and Sinti.
  • Anti-Semitism: policies and actions towards the Jews, including the boycott of Jewish shops and the Nuremberg Laws.
  • The development of anti-Semitic policies and actions; the effect of the Anschluss; Reichkristallnacht; emigration; the impact of the war against Poland.
  • The treatment of Jews in the early years of war: the Einsatzgruppen; ghettos and deportations.

The impact of War, 1939-1945

  • Rationing, indoctrination, propaganda and morale; the changing impact of war on different sections of society including the elites, workers, women and youth.
  • The wartime economy and the work of Speer; the impact of bombing; the mobilisation of the labour force and prisoners of war.
  • Policies towards the Jews and the ‘untermenschen’ during wartime; the Wannsee Conference and the 'Final Solution'.
  • Opposition and resistance in wartime including students, churchmen, the army and civilian critics; assassination attempts and the July Bomb Plot; overview of the Nazi state by 1945.

Unit 3 is a Historical Investigation where students undertake their own independent enquiry.

The Historical Investigation must:

  • Be independently researched and written by the student.
  • Be presented in the form of a piece of extended writing of between 3000 and 3500 words in length.
  • Draw upon the student's investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this.
  • Place the issue to be investigated within a context of approximately 100 years.
  • Be an issue which does not duplicate the content of Components 1 and 2.

Students will be required to identify an issue or topic they wish to study and develop a question from this issue or topic as the focus of the Historical Investigation. The issue or topic to be studied and the question which stems from it must place the issue or topic in the context of approximately 100 years of history. The question could be based on British history or non-British history or could be a multi-country issue. However, it must not duplicate content studied in Components 1 and 2. The Historical Investigation could identify an issue and a related question which traces a development over approximately 100 years. Alternatively, it could focus on a narrower issue, but place it the context of approximately 100 years.

Examples of possible approaches:

  • A broad issue and related question which analyses its development over approximately 100 years, for example: assessing how Puritanism changed during the Seventeenth Century; or assessing the extent to which the condition of the Russian peasant improved over the period 1850-1950.
  • A more specific issue in the context of approximately 100 years, for example: assessing the extent to which the Glorious Revolution successfully settled relations between Crown and Parliament in the context of the Stuart period; or assessing the extent to which Tsar Nicholas I changed the nature of Tsarist rule set against the period of Catherine the Great, Alexander and Nicholas I.

Issues which relate to international, national or local developments are appropriate, as are investigations which adopt specific historical perspectives such as cultural, social or technological.

However, in choosing the issue, students need to take the following into account:

  • Is there a range of primary sources and primary material available to support individual investigation?
  • Is the issue and related question one which has promoted debate and differences of interpretation amongst historians?

Entry requirements

5 A*-C at GCSE including English and maths plus subject specific requirements


Units 1 and 2 are assessed in a 2 hours 30 minutes examination at the end of the year 13 course.
Unit 1:

  • Three questions (one compulsory).
  • 80 marks.
  • 40% of A Level.

Two sections

  • Section A - one compulsory question linked to historical interpretations (30 marks).
  • Section B - two from three essays (2 x 25 marks).

Unit 2

  • Three questions (one compulsory).
  • 80 marks.
  • 40% of A Level.

Two sections

  • Section A - one compulsory question linked to primary sources or sources contemporary to the period (30 marks).
  • Section B - two from three essays (2 x 25 marks).

Unit 3 is a coursework unit of 3000-3500 words

  • 40 marks.
  • 20% of A Level.
  • Marked by teachers.
  • Moderated by AQA

How to apply

If you want to apply for this course, you will need to contact The Wellington Academy directly.

Last updated date: 29 September 2016

Key information