71419 History A.indd - Pearson Schools

Official Publisher Partnership
Official Publisher Partnership
Official Publisher Partnership
Official Publisher Partnership
Teacher Materials
HISTORY A
Democracy and
Church and State
1529–1589
HISTORY A
Democracy and
The German Reformation
1517–1555
HISTORY A
Liberals and
Conservatives
1846–1895
HISTORY A
Democracy and
The Unification of Italy
1815–70
Planning and Delivery Resource Pack
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Teachers notes provide planning and delivery
support based on OCR INSET feedback for the
new specification.
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Innovative activity ideas and sample sources to motivate and engage your students
Complements OCR’s support material.
● Supports our OCR History A Student Books: Church and State 1529 – 1589,
The German Reformation 1517 – 1555, Liberals and Conservatives 1846 – 1895
and The Unification of Italy 1815 – 1870.
1
Church and State
1520–89
Notes suggest inspiring
activities linked closely
to the specification
and the Student Book.
unit overview
All of the Period Study units contain six Key Issues and they should provide
the focus for your teaching and designing your schemes of work. The questions
set in the examination will arise naturally from the Key Issues.
For this unit three questions will be set on each Study Topic and candidates will
be required to answer two questions, although they can be drawn from different
Study Topics.
Church and State 1529–89
Key Issues
The exam questions arise naturally from
the Key Issues, students should be aware
of the main areas of debate within each Key
Issue. This means breaking down the Key
Issue into further questions. By doing this it
will mean that your students are unlikely to
face an issue in the examination that they
have not already considered and about which
they will have an opinion. These questions
will also provide a further step in developing
your scheme of work and may well provide
questions that can be debated over the course
of a number of lessons.
There are many exercises that can be
developed to try and ensure that students
do have a full grasp of the key events in the
period they are studying. In order to help
them have this sound grasp it is important
that a number of different strategies are used
which will reinforce the correct chronological
order. The following set of activities is
designed to try and help achieve this.
Clothes Line
Produce a clothes line across the classroom
and hang the dates and appropriate events
from the line.
This format can be best explained by
examining a Key Issue. Worksheet 1.1 does
this by asking the question ‘How much support
for, and opposition to, the Reformation was
there from 1529 to 1547?’
Chronology
Although answers in the higher bands require
candidates to demonstrate a high level of
analytical skill, it is vital that their ideas are
supported by precise and accurate factual
material. Many candidates do not have a
secure grasp of the chronology of events
within the Study Topic; this is particularly true
in areas where a large number of important
events follow in a short period of time. It is
very important that they do have a sound
chronological understanding of the topic as the
wrong order of events frequently leads to the
candidate drawing the wrong conclusions!
Cut and Paste
Issue students with Worksheet 1.2 which
lists the events concerning religious change
under Henry VIII. Using HAH: The English
Reformation 1485–1558 pages XX to XX
they should find out the dates of the events
and write them on the back, these can then
be stuck on the timeline. You can adapt
this exercise for other areas by using the
customizable Word files.
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Sample page from OCR
History A Level A
(Planning and Delivery Resource Pack)