Scheme of work A-level History 7041/7042 The Sun King: Louis XIV, France and Europe, 1643–1715, 2F 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 Please note that this option will be withdrawn for AS after summer 2020 with final assessment in 2021.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: The Sun King: Louis XIV, France and Europe 1643–1715 Component 2 Depth Study (Teacher 2) Teach alongside: Component 1 Breadth Study (Teacher 1) and Component 3 NEA (Teacher 1 and/or 2) Note that whole course may be delivered by a single teacher General Introduction (Component 2) Learning Objectives AO1 and AO2 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 appreciate Students should be Students should have the Part 1 expected to develop aware that each depth the complexity of the historical encouraged to study opportunity to consult an understanding of study has an process through a detailed focus the course content in primary sources and (The remaining the process of introductory on the period of this depth study. relation to the key academic books whenever 6 weeks of the change and commentary setting out concepts and issues, possible. Class textbooks, school /college continuity through the focus of the study To demonstrate depth of historical as set out in the guided reading and year to be the study of the and the key concepts knowledge and understanding, introductory worksheets, access to spent on NEA interrelationship of a that apply to it. There is students should be able to make commentary, using, as suitable internet sites, Component 3) variety of a close links and comparisons between the appropriate, a variety of on-line journals, podcasts, perspectives. interrelationship aspects of the period studied. It is primary source material stimulating lectures, power between the therefore important that the content as well as academic point presentations and commentary and the should be studied both in its own reference books. other sources of content that follows. right and holistically so that links information will all be and contrasts are rooted in secure Students’ valuable. knowledge and understanding. understanding of concepts and perspectives should be regularly assessed. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered 2 of 48 address is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 2. Students will Please refer to the The suggested learning activities Note that students will need to be able to Specification for the below are intended to develop the need to practise evaluate, with different types A-level required skills but are neither exam-style questions reference to questions. exhaustive nor exclusive. They are throughout the course. provenance and intended as suggestions only from content, how which teachers might select. It is A-level practice questions primary sources not expected that teachers would can be found on the AQA contribute to have time to cover all of these web site and it is historical activities. recommended that either understanding. a source evaluation or essay question is set 3. Students will be every 2 weeks throughout required to write the 30 weeks of each part analytical essays of the course. showing judgement about the issues and developments they have studied. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered 3 of 48 address is AQA, Devas Street, Manchester M15 6EX. © AQA 2020 Learning Objectives AO1 and AO2 The Sun King: Louis XIV, France and Europe, 1643–1715 Time Specification Content detail Content coverage with some suggested Differentiation and Resources Topic activities. stretch and challenge opportunities PART ONE: THE SUN KING, 1643–1685; Section 1: The Regency, 1643–1661 Week 1 The French Introduction to France PowerPoint introduction to course. Choice of online Map of France in Monarchy in 1643 in 1643 General knowledge of France in 1643. topics to research 1643 to show borders, according to students’ provincial boundaries Use key terms to develop conceptual ability. and main geographic understanding, eg meaning of regency; Divine features. Right of Kings; pays d’état; pays d’élection; Keep a vocabulary cuius region eius religio, etc. book of French terms Bourbon Family Tree. Create a chart of France’s strengths and and test knowledge of weaknesses in 1643. terms regularly. Create unit handbooks (including Annotate map of France 1643; borders and main Use of flash cards to bibliography, map, features. ensure development chronology, glossary of knowledge. of French terms) Construct a table comparison of Britain at present with France in 1643 in terms of: Read an introductory Several useful population; main way of earning a living; chapter from a websites on Louis XIV communications; social divisions; government, standard textbook of and France. etc. the period. Research online: French weights and measures; currency; institutions; key individuals, etc. Student presentations. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered 4 of 48 address 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 The legacy of Richelieu Look at the development of centralised Discussion of the Richelieu timeline and Louis XIII monarchy and ministerial control under characteristics of the frame for students to Richelieu. relationship between complete. monarch and minister Create an annotated timeline of key events will allow development Examples of under Richelieu. of ideas. obituaries from a quality daily Students might write obituaries of Richelieu and newspaper. Louis XIII. Episodes of films/tv programmes of the Three Musketeers may give some idea of life in the period. Week 3 The establishment of Look at the death of Louis XIII and its Spider diagram will Guided information the Regency consequences. allow students to sheets. develop their own Draw a spider diagram to explain the role and ideas about Several websites dangers of regency in monarchies. regencies. have short biographies of Louis Test to make sure knowledge of France so far is with sufficient insight secure. for the purposes of this 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 5 of 48 address 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 The Minority of The roles of Anne of Research the use of Mazarin by Anne of Austria Discussion of Information sheets on Louis XIV Austria and Mazarin and the rising of opposition by rival nobles. Look Mazarinade will Mazarin or Anne of at the arrest of Duc de Beaufort. enable students to Austria or access to develop own ideas suitable websites with Read a Mazarinade to gain understanding of and apply skills in information about the dealing with contemporary sources at AS level dealing with sources. two characters. (provenance, tone, content and own Students could read a knowledge). modern biography of Copy of exemplar Mazarin. mark scheme on smartboard to show students the sorts of skills required in source analysis. Guided reading. Week 5 The Parliament of Examine the role of Parliament de Paris in Level of engagement Flow charts to show Paris, unrest and administration and registration of edicts. and empathy in role the processes opposition play. involved in passing a Students could construct a table comparing the British law and in process of edicts and role of lits de justice with registering an edict in the British process of making statute law. France. Comparison of sources discussing the role of Suitable parliament. contemporary source about the working and Role play of various individuals and groups and role of Parliament. attitudes towards Mazarin. AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered 6 of 48 address 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 6 The Frondes Students could work in small groups and draw Choice of students in Compile stimulus posters to show: groups/ of tasks given material relating to the the objectives of each group of to students can Frondes from suitable Frondeurs differentiate by ability. collections of sources. the course of each Fronde reasons for their ending Ensure a variety of impact of the Frondes especially on provenance to Louis XIV.