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Scheme of Work: Component 1B Spain in the Age of Discovery, 1469

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Scheme of Work: Component 1B Spain in the Age of Discovery, 1469 Scheme of work A-level History Specification 7041/7042 Spain in the Age of Discovery, 1469–1598, 1B Introduction To help teachers in planning a course of study for the new A-level qualification, a possible scheme of work is provided below. This is purely illustrative of one way in which this course might be delivered and it is not intended to be in any way prescriptive. Teachers will need to develop schemes which suit the arrangements and time allocations of their own schools and colleges. Teaching arrangements and approaches are likely to differ between institutions. Provided the content as given in the Specification is covered, any sensible approach is legitimate. Assumed coverage The scheme of work which follows is based on two teaching years of 30 weeks per year. It assumes students will receive 2–2.5 hours per week for each of their A-level components and that 6 weeks in each year will be devoted to the NEA. Please note that this option will be withdrawn for AS after summer 2020 with final assessment in 2021. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Scheme of work HISTORY: Spain in the Age of Discovery, 1469–1556 Component 1 Breadth Study (Teacher 1) Teach alongside: Component 2 Depth Study (Teacher 2) and Component 3 NEA (Teacher 1 and/or 2) Note that whole course may be delivered by a single teacher General Introduction (Component 1) Learning Objectives AO1 and AO3 Time taken Component- Specific Guidance Learning activities Differentiation and Resources specific skills extension 30 weeks for 1. Students are Students should be Students will need to understand: Students should be Students should have the Part 1 expected to develop made aware of the 6 the nature of causes and encouraged to study opportunity to consult an understanding of Key Questions which consequences, of change and the course content in academic books whenever (the remaining the process of identify the issues and continuity and of similarity and relation to the key possible. Class textbooks, 6 weeks of the change over time. perspectives that are difference over an extended period. questions and to read guided reading and school /college central to this period of and research further worksheets, access to year to be 2. Students will study. They should be able to make links around the issues and suitable internet sites, spent on NEA need to be able to between perspectives, such as developments studied, on-line journals, podcasts, Component 3) comprehend and Please refer to the political, economic and social as using, as appropriate, a stimulating lectures, evaluate arguments Specification for the well as appreciating developments variety of academic PowerPoint presentations in extracts from different types of A- relating to these perspectives history books. and other sources of academic history level questions. separately, over time. They should information will all be books on key issues also be aware of the role played by Students’ valuable. and developments individuals, groups, ideas and understanding of the relating to the ideology. process of change over Note that students will content of their time should be need to practise study. regularly assessed. exam-style questions throughout the course. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 2 of 41 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 3. Students will be The suggested learning activities A-level practice questions required to write below are intended to develop can be found on the AQA analytical essays these skills but are neither website and it is showing judgement exhaustive nor exclusive. They are recommended that either about the issues intended as suggestions only from a historical interpretation and developments which teachers might select. It is or essay question is set they have studied. not expected that teachers would every 2 weeks throughout have time to cover all of these the 30 weeks of each activities. part of the course. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 3 of 41 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Learning Objective AO1 and AO3 Spain in the Age of Discovery, 1469–1598 Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities PART ONE: THE ESTABLISHMENT OF A ‘NEW MONARCHY’, 1469–1556; Section 1: The forging of a new state, 1469–1516 Week 1 The condition of The political, economic, Look at a map of 15th century Spain and identify Use key terms to Map Iberia in late 15th the Iberian social and religious key features, eg polyglot collection of states develop conceptual century showing Peninsula in 1469 condition of Iberian lacking economic, political and religious unity; understanding eg regions and wider Peninsula diverse culturally; defined by regionalism Aragon meaning of ‘New contextual European and Castile key states. Monarchy’. map for comparison. Groupwork researching factors defining Make an action plan Family Tree. similarities and differences between states. for Ferdinand and Ferdinand and Isabella’s priorities in Isabella lineage Using map of 15th Spain assess extent of 1474; rank order their dynastic relationship. disunity and resulting problems for Ferdinand actions. Group and Isabella. discussion of reasons Guided worksheets for judgments. and reference Analysis of Ferdinand and Isabella 1569 material for reading. marriage relationship clauses of contract Create a chart to potential difficulties. illustrate forces of change and of Consider the importance of geography in continuity for religious, shaping states; the extent of religious and social and economic political unity/disunity and impact on government issues. and society. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 4 of 41 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 2 List possible opponents of Ferdinand and PowerPoint display on Group post-it Isabella, opposition to Ferdinand and Isabella: respective exercise. Collate categorise threat and reflect on outcomes and personalities of findings and import possible reasons. Ferdinand and via computer. Isabella. Draw up a list of outcomes of unification (political, economic, religious). Debate in class. Debate their relative significance and extent of change. Week 3 The restoration of Royal government Research the structure of government: conciliar Evaluation of the A spread map of royal authority structure and system; Royal Council; Cortes peripatetic style of extent to which the visitations useful for functionality; unity and royal government. government was new identification of confederation or based on existing problems. Understanding the system of government and methods. relationship between Cortes, Councils of State, Diagrams/flow charts Justiciar, Military Orders, Hermandades and Respective role of of government monarchs. Ferdinand and structures as above. Isabella in defining Research relationship between Dual Monarchy government could be and respective states: nobility and Towns. done via a chart which group can contribute to. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 5 of 41 is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities Week 4 Relations with other Debate the need for alliances and response to European maps for European powers external threats: political/dynastic alliance with contextual England 1489; relations with France; conflict with understanding. expansionist Charles VIII; Navarre; Italian Wars; trade/commerce Mediterranean; relationship with HRE; Portugal. Week 5 Social issues and The nobility Consider the role and nature of nobility. Interpreting a range of Interpretations from a policies Medieval nobility essentially arrogant/aggressive differing sources, range of differentiated little respect for monarchy, able to determine maps, texts texts including who sat on the throne historically. documents to assess extracts from Question the validity of Ferdinand and Isabella the extent of academic historians. being credited with ‘taming the Nobility’. opposition/ Examine the methods adopted: successful cooperation to royal /unsuccessful. Examine the key events in 1504 authority. and 1516 and review the extent of pacification of nobility and later in 1517. Consider the role of the nobility in Reconquest, Italian Wars and New World. Debate: Draw up a balance sheet to determine extent of control of nobility and its implications for royal authority. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address 6 of 41 is AQA,
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