OCR controlled assessment
Posted 06 January 2010 - 11:07 AM
Posted 06 January 2010 - 06:04 PM
We played around with several titles including one on Haig another on the changing nature of warfare. In the end we opted for one on terror as a political weapon in Nazi Germany as we taught a similar question to our Year 11s this year and already had the resources and SOW. Its a nightmare trying to keep pace with all the changes, especially when you are deliverying two separate GCSEs
PS Off to the Gym!
Posted 06 January 2010 - 06:27 PM
Posted 06 January 2010 - 08:49 PM
In readiness for the controlled assessment I have been collecting sources that GCSE students could use. I've put them on ilovehistory. There are quite a few sources there, although I'm still searching for some - for example I can't seem to find the text of the Lusaka manifesto online, and I'd like something on Muldergate, oh and something on Soweto.
Posted 06 January 2010 - 09:03 PM
How important was terror as a tool in helping the Nazis keep control of Germany from 1933 to 1939?
Of course you could change it to propaganda, popular policies or even lack of opposition.
I've got some great videos and resources that we've used before so it shouldn't take more than 8 weeks to teach. That should give us from Easter onwards to revise Paper 2.
At one stage I also considered doing it on the atomic bomb, the question went something like: How far was American desire for a revenge a key factor in Truman's decision to drop the atomic bomb on Japan in 1945?
Another was: Why were there important changes in the nature of European warfare in the period 1909 to 1959
Edited by Roy Huggins, 06 January 2010 - 09:14 PM.
Posted 07 January 2010 - 11:40 AM
e.g. How successful was FDR and the New Deal
Was the New Deal a success/failure
Any advice gratefully recieved
Posted 07 January 2010 - 12:35 PM
Do i have to research the source material???
Sorry if i sound dumb!
Posted 07 January 2010 - 03:33 PM
I'm planning to teach a normal course on Life in Nazi Germany. The topics that I will cover are:
Hitler's Rise to Power
The Terror State
Putting Germany bacvk to work
I'd imagin that it will take about 8 /9 weeks to teach followed up by the time set aside for the students to research and write their answers. They can have full access to their exercise books, school network etc but I shall put together a source booklet along with Andrew Hill of key quotes from contempories and historians to provide them with some material that they can use.
If you remind me I'll post it in this thread!
Posted 27 January 2010 - 11:56 AM
I hope I am being particularly dense.In the teacher's guide I am reading it clearly states that the modern world study must by a 'live issue that is still reported in the media today'. Does Nazi Germany fit into this category? I would love to teach this option.
As far as I can see in the OCRs guide to controlled assessment we can only choose between this Modern World Study and History Around Us??!!
Hope I am missing something obvious as we have no budget left for training this year....
Posted 27 January 2010 - 04:51 PM
I noticed from the link that you are doing OCR A, whilst we are doing OCR B. In that case different rules may apply. Certainly, when I went on teh exam feedback course and spoke to other centres, everyone was doing similar topics for 'B'
I also submitted a form to OCR and they never mentioned anything so I'm presumming that we are fine.
Posted 27 January 2010 - 08:57 PM
I might be missing something but I cant find the e-mail or phone number of the controlled assessment consultant anywhere! Can anyone shed any light on this?
Of course I'm also interested in what other people think as well so have attached the outline. If anyone wants it to amend or tweak for themselves then please feel free.
The USA 1919-41.doc 36K 1959 downloads
Posted 27 January 2010 - 09:44 PM
Posted 02 February 2010 - 02:11 PM
I have been reading the discussion with interest and would like to throw in another question re CA.
OCR have produced a scheme of work which focuses on investigating the significance of the individual in history. However, like the rest of you the inset was geared towards adopting a topic based approach - as Roy is doing for example.
Is anyone else adopting / adpating OCR's scheme of work - I am very tempted as it would allow pupils to pick an individual of their choice and they may well just be genuinely interested.....I appreciate it might be a lot to 'manage', but we might well limit it to a choice of 5.
Any thoughts welcomed....
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