Specification ANCIENT HISTORY

eBacc re cognised

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Oxford Cambridge and RSA

ANCIENT HISTORYJ198For first assessment in 2019

GCSE (9-1)

Version 1.3 (December 2019)

Specification

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1© OCR 2021 GCSE (9–1) in Ancient History

Contents

1 Why choose an OCR GCSE (9–1) in Ancient History? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRGCSE(9–1)inAncientHistory? 31c. Whatarethekeyfeaturesofthisspecification? 41d. WhatisnewinOCRGCSE(9–1)inAncientHistory? 41e. HowdoIfindoutmoreinformation? 4

2 Thespecificationoverview 52a. OCR’s GCSE (9–1) in Ancient History (J198) 52b. Content of GCSE (9–1) in Ancient History (J198) 62c. Content of Greece and Persia (J198/01) 72c. Content of Persian period study 82c. Content of Greek depth studies 102c. ContentofRomeanditsneighbours(J198/02) 142c. Contentofthelongerperiodstudy 152c. ContentofRomandepthstudies 172d. Priorknowledge,learningandprogression 21

3 Assessment of GCSE (9–1) in Ancient History (J198) 223a. Formsofassessment 223b. Assessmentobjectives(AO) 253c. Assessmentavailability 253d. Retakingthequalification 263e. Assessmentofextendedresponse 263f. Spelling,punctuationandgrammarandtheuseofspecialistterminology 263g. Synopticassessment 263h. Calculatingqualificationresults 26

4 Admin:whatyouneedtoknow 274a. Pre-assessment 274b. Specialconsideration 274c. Externalassessmentarrangements 284d. Resultsandcertificates 284e. Post-resultsservices 294f. Malpractice 29

5 Appendices 305a. Grade descriptors 305b. Accessibility 315c. Overlapwithotherqualifications 315d. Setancientsourcesfor‘FromTyrannytoDemocracy,546–483BC’ 315e. Setancientsourcesfor‘AthensintheAgeofPericles,462–429BC’ 325f. Setancientsourcesfor‘AlexandertheGreat,356–323BC’ 335g. Setancientsourcesfor‘HannibalandtheSecondPunicWar,218–201BC’ 345h. Setancientsourcesfor‘Cleopatra:RomeandEgypt,69–30BC’ 355i. Setancientsourcesfor‘Britannia:fromconquesttoprovince,AD43–c.84’ 36

Summaryofupdates 38

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GCSE (9–1) in Ancient History

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1 Why choose an OCR GCSE (9–1) in Ancient History?

ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Ancient History coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEs andvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

•• DeliveryGuides

•• TransitionGuides

•• TopicExplorationPacks

•• LessonElements

•• …andmuchmore.

• Accesstosubjectadvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecifications.

• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s GCSE (9–1) in Ancient History is QN:603/0664/6.

1a. WhychooseanOCRqualification?


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1b. Why choose an OCR GCSE (9–1) in Ancient History?

OCR’s GCSE (9–1) in Ancient History has been designedtohelplearnersdeveloptheirunderstandingoftheancientworldandthelegacy of the ancient world in today’s society.

Wehavedesignedthisqualificationwithteachersand

learnersinmind,havingconsultedextensivelyacrosstheUnitedKingdomtoensurethatOCR’sGCSE(9–1)inAncientHistoryengageslearners,developsadesirewithinthemtocontinuelearningaboutancienthistoryandhelpsdevelopalifelongenthusiasmforthe ancient world.

OCR’s GCSE (9–1) in Ancient History will enable learners to:

Our GCSE (9–1) in Ancient History:

• contributestowardstheEBaccperformancemeasure–thereformedAncientHistoryqualificationwillcontinuetocounttowardstheEBaccperformancemeasureandcanbeusedintheEBaccelementwithintheProgress8performancemeasure

• providesamorepersonalisedcourse– we haveincreasedtherangeofoptionsyoucanchoosefrominthereformedspecification,withnoprohibitedroutesandflexibilityincreating the course of study that appeals to you and your learners

• providesengagingandexcitingcontent – lookingatdefiningcharactersfromhistory suchasAlexandertheGreat,CleopatraandHannibal,definingeventsincludingtheBattleofThermopylae,thefoundationofRomeand thecreationofdemocracy

• providesclearlylaidoutrequirements – the specificationclearlydetailsthecontentthatyouarerequiredtocovertoallowyoutoprepareyourlearnerswithconfidence

• providesstraightforwardassessment – this coursewillprovideclear,fairassessmentsthatwillexaminerelevantandengagingcontent

• providesaccesstoancientsourcematerials– OCRwillproduceresourcescontainingthesetancientsourcematerial,boththeliteraryandvisualsources,foreachdepthstudy.Thiswillreduceschools’outlaywhenpreparingtodeliverthiscourse

• providesincreasedsupportandguidance– OCRwillprovidearangeofhighquality,creativeresourcesthatwillgrowinnumberduringthelifetimeofthespecification.

Aimsandlearningoutcomes

• developandextendtheirknowledgeandunderstandingofthemilitary,political,religious,socialandculturalhistoryoftheancientworld,allowingstudentstobeabletoconsidertheeventsstudiedwithinthecontextofthehistoryof the ancient world

• developtheabilitytoaskrelevantquestionsaboutthepast,toinvestigateissuescriticallyandtomakevalidhistoricalclaimsbyusingarangeofancientsourcesintheirhistoricalcontext

• understand that ancient historians today rely onfewersourcesthanareavailableformodernhistory,meaningthatourversionofeventsoftenreliesonveryscarceevidence,andtheresultingdifficultiesinreconstructingthehistoryoftheancient world

• demonstratetheirknowledgeandunderstandingofwhatwebelievehappenedinancienttimesandtheancientsourcestojustifyourbelief,andreachsubstantiatedconclusionswhichtakeintoaccountthereliabilityoftheavailableancientsources.

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1c. Whatarethekeyfeaturesofthisspecification?

ThekeyfeaturesofOCR’sGCSE(9–1)inAncientHistoryforyouandyourlearnersare:

1d. WhatisnewinOCRGCSE(9–1)inAncientHistory?

ThissectionisintendedforteachersusingOCR’scurrentGCSEinAncientHistory.IthighlightsthedifferencesbetweenthecurrentGCSEinAncient

History(J151/J051)andthenewversionforfirstteachinginSeptember2017:

What stays the same? What’schanging?

• ThereformedqualificationisanEBaccsubjectandthereforecanbeusedwithintheEBaccelementinProgress8.

• Manyofthetopicareashavebeenretained.

• BothRomanandGreekhistorymustbestudied.

• Thecoursedividesintofourseparatesections:two period studies and two depth studies.

• MarksforSpelling,punctuationandgrammarandtheuseofspecialistterminology(SPaG).

• Twoexaminedpapersinsteadofthree.

• Nocontrolledassessment.

• Graded on a 9 to 1 scale.

1e. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontact us at: www.ocr.org.uk

IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

Askoursubjectadvisors:

Email:[email protected]

CustomerContactCentre:01223553998

Visit our Online Support Centre at support.ocr.org.uk

Teachersupport:www.ocr.org.uk

• arompthroughthemostexcitingpartsofRomanandGreekhistory,focusingonthekeyindividualsandeventsthathelpedshapetheancient world

• a clear and balanced structure that will help courseplanning

• aspecificationwithoptionsthatprovideacoherentcourse,nomatterwhichoptionsyouchoose

• astraightforwardspecificationwithdetailedguidancetosupportdelivery

• awiderangeofcontentoptionstomeetyourcentre’sexpertise

• itprovidessolidpreparationforthoselearnerswishingtoprogresstoASandALevelinAncientHistoryqualifications.

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2a. OCR’s GCSE (9–1) in Ancient History (J198)

LearnersmustcompletebothcomponentstobeawardedOCR’sGCSE(9–1)inAncientHistory.

ContentOverview AssessmentOverview

ThePersianEmpire,559–465BC

ThisisacompulsoryperiodstudyfocusingonthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.

Depthstudy

Onefrom:

• FromTyrannytoDemocracy,546–483BC• AthensintheAgeofPericles,462–429BC• AlexandertheGreat,356–323BC.

J198/01:Greece and

Persia

100marks+ 5marksSPaG*

1 hour 45minutes

Writtenpaper

27.5% of total

GCSE (9–1)

22.5% of total

GCSE (9–1)

ThefoundationsofRome:fromkingshiptorepublic,753–440BC

ThisisacompulsorylongerperiodstudyfocusingonthekingsofRomeandtheearlyRomanRepublic,withanemphasisonthemostexcitingandinterestingeventsandcharacters.

Depthstudy

Onefrom:

• HannibalandtheSecondPunicWar,218–201BC• Cleopatra:RomeandEgypt,69–30BC• Britannia:fromconquesttoprovince,AD43–c.84

J198/02:Rome and its neighbours

100marks+ 5marksSPaG*

1 hour 45minutes

Writtenpaper

27.5% of total

GCSE (9–1)

22.5% of total

GCSE (9–1)

*These10marksforSPaGareinadditiontothetotal200marksfortheassessmentofGCSE(9–1)AncientHistory,andarenotincludedinthepercentageweightingsshown.SeeSection3fformoredetails.

Allcomponentsincludesynopticassessment.

2 Thespecificationoverview

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DuringthecourseofthisGCSE(9–1)inAncientHistory,learnerswillhavethechancetostudysignificantevents,individuals,societies,developmentsandissuesintheirbroaderhistoricalcontexts.Thetopicareasselectedforthisspecificationrangefromthe8thcenturyBCtothe1stcenturyAD,andallowlearnerstostudyfourdifferentsocieties.

LearnerstakingtheGCSE(9–1)inAncientHistorywillneed to study oneperiodstudy,onelongerperiodstudy and twodepthstudies.

TheperiodstudyonthePersianEmpirewillfocusonacoherentmediumtimeframeof94yearsandrequireslearnerstounderstandtheunfoldingnarrativeofsubstantialdevelopmentsandissuesassociatedwiththisperiod.Learnerswillbeabletodemonstrateunderstandingoftheprocessofchange.

ThelongerperiodstudyontheRomankingsandtheearlyRomanRepublicwillfocusonthemostsignificanteventsandcharacteristicsofdifferenterasacrossaperiodofjustover300years.Thelongerperiodstudywillrevealwiderchangesinaspectsofsocietyovertimeandallowcomparisonstobemadebetweendifferenteras.Thiswillincludepoliticalchange,religiousandsocialchange,andtheimpactofwarfareandmilitarychange.

Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisallowslearnerstoseparatemythfromtheindividualsandeventswhichmayhaveahistoricalbasis.

Withineachcomponent,learnersmuststudyone depthstudyfromachoiceofthree.Eachdepthstudywillfocusonasubstantialandcoherentshortertimespan and will require learners to understand the complexityofahistoricaleventorsituationandtheinterplayofdifferentfactors.

Inthedepthstudies,thefocuswillbeonthecriticaluseofancientsourcematerialininvestigatingandassessinghistoricalquestions,problemsandissues.Learnerswillneedtounderstandthedetailedhistoricalcontextoftheevents/situationsforeachdepthstudy.Thelinksbetweenthedepthstudiesandtheperiodstudieswillmakeiteasierforteacherstoprovidethehistoricalbackground,contextandawarenessofhowtheiroptionislocatedwithinthelonger-termdevelopmentsofthetopic.

Thefocusofeachdepthstudywillbeonthebank ofancientsourcematerial,andtheuse,analysisandevaluationoftheevidencetheancientsourcematerialprovides.Thefocuswillalsobeonlookingcarefully at what can be learned about each topic fromtherelevantsources.

Whenyoucombinethedifferentoptionsonoffer, thisspecificationdeliversacoherentandsubstantialAncient History course.

2b. Content of GCSE (9–1) in Ancient History (J198)


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2c. Content of Greece and Persia (J198/01)

Thiscomponenthastwoelements:aperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsoryperiodstudyplusone of the three source-based depth studies. Each of the depth studieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachto theirstudy,butwillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.

ThecompulsoryperiodstudyfocusesontheunfoldingnarrativeofthePersianEmpireunderCyrustheGreat,CambysesII,DariusIandXerxesI.

Centres should choose to study one of the three Greekdepthstudies.Theycanchoosebetween:

• FromTyrannytoDemocracy,546–483BC

ThetimeframeofthisdepthstudyoverlapswiththePersiaperiodstudy,allowinglearnersto focusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.LearnerswillalsounderstandtheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,PersiaandotherGreekcity-statesupto483BC.

• AthensintheAgeofPericles,462–429BC

ThetimeframeofthisdepthstudycontinuesonfromthePersianperiodstudy,enablinglearnerstolookatAthensfromapolitical,militaryandculturalperspective.DetailsregardingtheconflictbetweenGreeceandPersia,whichhasbeenstudiedintheperiodstudy,willhelplearnersunderstandthecontextualbackgroundthatAthensfindsitselfinatthebeginningofthedepth study.

• AlexandertheGreat,356–323BC

Thisdepthstudycoverssimilargeographicalareas to the period study but allows learners to understandtheMacedonianinvasion,conquestofthePersianEmpireandadvanceasfarasIndia.TheeventscoveredinthisdepthstudyallowlearnerstostudysomeoftheeventsassociatedwiththeendoftheAchaemenidEmpire,whichbeganunderCyrustheGreat.

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IntroductiontothePersianperiodstudy

ThisperiodstudyfollowstheunfoldingnarrativeoftheriseofthePersianEmpireunderthefirstfourAchaemenidkingsbetween559and465BC.AfteraninitialfocusonthefoundationoftheempireunderCyrustheGreat,thestudyexaminestheexpansionofPersianterritoryandconstructionprojectsofCyrus’successorsbeforeexploringthePersians’attemptstoexpandintoGreeceandtheresistancetheyfaced.LearnerswillneedtounderstandthenatureofthePersianEmpireinthisperiodandtheroleofthekingsinshapingitsdevelopment.

Therearethreeconsistentthemes:

• theexpansionofPersianterritory

• theinteractionbetweenthePersiansand othercultures,particularlytheGreeks,EgyptiansandBabylonians

• thepersonalitiesandprioritiesofCyrus theGreat,CambysesII,DariusIandXerxesIincludingtheirprioritiesonmattersof religionandarchitecture.

Theperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.

Knowledge,understandingandskills

Learnersshouldbeabletoidentify,describeandexplaineventsanddevelopmentsrelatingtothisperiodofPersianexpansionandtoevaluatetheachievementsofthekings.Theyshouldstudytheunfoldingnarrativethroughthefourchronologicalperiodsoutlined.Ineachofthetimespans,thefocusshouldbeonthecontentspecified.

Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsoftheperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.

Thelengthoftheperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom559to465BCandprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.

Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.Learners willberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandtheissuesforeachtopicinordertoreachsubstantiatedjudgements.

Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.

Intheperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonlybeexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswerthequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.

AdetailedassessmentoverviewcanbefoundinSection3ofthespecification.

2c. ContentofPersianperiodstudy


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ThePersianEmpire,559–465BC

Keytimespans Learnersshouldhavestudiedthefollowingcontent:

The rise of the Persian Empire underCyrustheGreat 559–530BC

ThebackgroundandaccessionofCyrus;theconquestofLydia;theconquestofBabylon;Cyrus’attitudetowardsconqueredpeoplesandhisliberationoftheJews;theconstructionofPasargadae;thecircumstancesof Cyrus’ death.

CambysesII,SmerdisandtheaccessionofDarius 530–522BC

Cambyses’conquestofEgypt;Cambyses’attitudetowardstheEgyptiansandtheirculture;thecircumstancesofCambyses’death;Darius’overthrowofSmerdis/Bardiya/Gaumata.

ThereignofDariustheGreat 522–486BC

Darius’pacificationoftheempire,includingtherestorationofcontroloverBabylon;constructionofSusa,PersepolisandtheEgyptiancanal;PersianexpansionintotheAegeanSea;thecampaigninIndia;thewarwiththeScythians;PersiancultureandreligionunderDarius;Darius’organisationandadministrationofthePersianEmpire;theIonianRevolt,includingitscauses,courseandconsequences;PersianrelationswithAthenspriortotherevolt;Mardonius’expeditionof493–492BC;theexpeditiontoGreecein490BCanditsaftermath.

XerxesIandtheGreeks 486–465BC

DeathofDariusandaccessionofXerxes;thesuppressionofrevoltsinBabyloniaandEgypt;theinvasionofGreece,includingPersianpreparation,thejourneytoGreece,theBattleofThermopylae,thesackofAthens,theBattleofSalamis;Persianmilitaryorganisationandfightingtechniques;thecompletionofDarius’buildingprojects;theBattleofEurymedonandPlutarch’s‘famouspeace’.

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IntroductiontotheGreekdepthstudies

Centres should choose oneGreekdepthstudyfromachoiceofthree,whichwillbeassessedalongsidethePersian period study.

TheGreekdepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.

Each of the three depth studies is linked by a commonthemeofculturalchange:democraticfor‘FromTyrannytoDemocracy,546–483BC’,democraticandculturalfor‘AthensintheAgeofPericles,462–429BC’andanewtypeofleaderin‘AlexandertheGreat,356–323BC’.

Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5c to 5e.

TheGreekdepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.


Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstanding,andanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.

Eachdepthstudyrequiresthecriticaluseofancientsourcematerialtointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated

and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudiesrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.

Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.


2c. ContentofGreekdepthstudies


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FromTyrannytoDemocracy,546–483BC

ThisdepthstudywillfocusonthepoliticaltransformationofGreekcity-statesinthisperiod,particularlyfocusingonAthensandSamos.Thedepthstudywillexplorethepolitical,militaryandsocialfactorswhichalloweddemocracytobeestablishedin

AthensbutnotinSamos.LearnerswillalsostudytheimpacttherejectionoftyrannyandthecreationofdemocracyhadontherelationshipbetweenAthens,Persia and other Greek city-states.

Key topics Learnersshouldhavestudiedthefollowingcontent:

Athensunderthetyrants Theconceptoftyranny;thePeisistratids,theiractionsandcharacteristicsoftheirrule;thepoliticalstructureunderthetyrants;HarmodiosandAristogeiton’sinvolvementintheassassinationofHipparchus;changestothenatureofHippias’tyrannyafterHipparchus’death;invasionbySpartatoremoveHippias;thefallofHippias.

Tyranny and Samos AccessionofPolycrates;histreatmentofpoliticalopponents;policytowardsEgyptandPersia;SpartanandCorinthianoppositiontohistyranny;buildingandengineeringachievementsofPolycrates;failedsuccessionofMaeandrius,includinghisoffertointroducedemocracyanditssubsequentwithdrawal;PersianinterferenceinSamianpolitics;supportfortheaccessionofSyloson;comparisonwithAtheniantyranny.

TheEmergenceofDemocracyin Athens

CleisthenesandhisrivalrywithIsagoras,includingtheinvolvement ofSparta;theintroductionofisegoriabyCleisthenes;Cleisthenes’reforms,includingrestructuringoftribes,demes and phratries,andthereorganisationoftheboule;SpartanattempttorestoreHippias;CorinthianargumentsagainstrestoringHippiasastyrantinAthens;Corinthianoppositiontotyrannyonprinciple–theexamplesofCypselusand Periander.

Democracyinaction AtheniandemocraticpolicytowardPersia;establishmentofthetenstrategoi;AtheniandecisiontosupporttheIonianrevoltandsubsequentwithdrawal;thedevelopmentofdemocracyinIoniaafterIonianrevolt;thedevelopmentofthenavyunderThemistoclesanditssignificancefordemocracy;theBattleofMarathonanditssignificancefordemocracy;changestothestatusofthearchonship;onsetandusesofostracism; theroleandtreatmentofMiltiades,ThemistoclesandAristidesinthenewlydemocraticAthens.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5c.

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2 Key topics Learnersshouldhavestudiedthefollowingcontent:

TheworkingsofAtheniandemocracy

CitizenshipafterthereformsofEphialtesandPericles;Periclesasa leaderinAthens;theworkingsoftheecclesia(assembly),boule(council),archontes(magistrates)andstrategoi(generals);theroleoftheassemblyinlawmaking;theroleofpublicspeaking,includingtheroleoftuition bySophists;theuseofostracisminremovingCimonandThucydides.

TherelationshipbetweenAthensandSpartaandPericles’ForeignPolicy

ContextualbackgroundfortherisingtensionsbetweenAthensand SpartaincludingrefusalofAthenianhelpsupressingthehelotrevolt,constructionoftheLongWallsandAthens’growingpower;AthensasaleaderintheGreekworld:theaftermathofthePersianWars,theDelianLeagueandAthenianEmpire;thesignificanceascribedtotheMegariandegreebyAristophanes;movingtheDelianLeaguetreasurytoAthens;Pericles’strategyduringtheArchidamianWaranditsimpactincluding theplague.

PericlesandtheculturalandreligiouslifeinAthens

TheimportanceofPericles’buildingprogramme;thebuildingson theacropolis;theculturalandreligioussignificanceofthesebuildings;criticismsofthebuildingprogramme,includingthetributemoneyand thetrialofPheidias;theeventsofthePanathenaiaandCityDionysiaandtheirreligiousandculturalsignificance;thesignificanceofAthenaandPoseidonforAthenians;AthenianviewsofthemselvesasseenintheFuneralOration.

Women in Athens Roleandpositionofwomenindailylife,includingmarriage;positionofwomeninthedemocraticsystemandtheenhancedstatusofAtheniancitizenwomenafterPericles’citizenshiplaw;depictionsofwomeninMedea;theArrephoroiandAspasiainreflectingAthenianattitudes towomen.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5d.

AthensintheAgeofPericles,462–429BC

Thisdepthstudywillfocusontheinterplayofpolitical,military,social,economic,culturalandreligiousfactorsthatledPericlestoclaiminhisFuneralOrationthat“Athenswasaneducationto

Greece”.ThisdepthstudyshouldenablelearnerstoexamineAthensatthepeakofitspowerwithitsownempireandtheemergenceofathrivingculture.


2Key topics Learnersshouldhavestudiedthefollowingcontent:

Upbringing,character,beliefsandlifeofAlexander

Alexander’syouth;thecharacter,politicalandpersonalinfluenceofOlympias;Alexander’srelationshipwithPhilip;Alexander’scharacterandbeliefs,includingtheadoptionofPersiandressandcustoms;thecourse ofhislifeandhisrelationshipswithcompanionsincludingParmenio,Cleitus,Callisthenes,HephaestionandAntipater.

Alexander’scampaigns: Thereasonsforhisexpeditionsandthemainbattles

TheinitialreasonsfortheexpeditionagainstPersia;theBattlesattheGranicus,GaugamelaandthePersianGates;thepursuitsofDariusandBessus;thefinalcampaignintheIndusValleyincludingthemutinyattheHyphasis;thedifficultiesencounteredonthereturnjourneytoBabylon;thechangingaimsofhisexpeditionsandchangingviewsofPersiansandthePersianempire;thenatureandroleofhisfoundationcities.

SignificanteventsinAlexander’slife

ThemurderofPhilipandthedifferinginterpretationsoftheeventssurroundingit;theeventsoftheBattlesattheGranicusandGaugamela;theburningofPersepolis;themurderofCleitus;themassmarriagesatSusa;Alexander’sdeathandthedifferingexplanationsoftheeventssurroundingit.

TheMacedonianarmyunderAlexander

Theuseofthecavalry;theuseofthephalanx;theuseofspecialisttroops;theweaponsandarmourofthearmy;thesignificanceofthetacticsusedatthemainbattles;theuseofsiegewarfareatTyreandtheAornusRock;theactionsofAlexanderandhisarmyduringthefinalcaptureofTyre;Alexander’srelationshipwithhisarmy.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5e.

AlexandertheGreat,356–323BC

ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedAlexandertheGreattobecomeoneofancienthistory’smostfamousmen.Thisdepthstudyprovideslearnerswiththe

opportunitytoexplorethepolitical,military,religious,culturalandtechnologicalfactorsthatenabledAlexanderofMacedontoachievesomuchinsuchashortspaceoftime.

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2c. ContentofRomeanditsneighbours(J198/02)

Thiscomponenthastwoelements:alongerperiodstudyandasource-baseddepthstudy.Learnersmuststudythecompulsorylongerperiodstudyplusone of the three source-based depth studies. Each of the depthstudieshasalinktotheperiodstudy,andwillensurethatlearnersdonothaveanarrowapproachtotheirstudy.Learnerswillbeabletoseechangeanddevelopments,andmakesubstantiatedjudgements,overasubstantiallengthoftime,sothattheycanseeissuesinawiderperspective.

ThelongerperiodstudyfocusesonthekingsofRomeandtheearlyRomanRepublic,allowinglearnerstostudysomeofthemostexcitingandinterestingeventsandcharactersfromthisperiod,throughtheprismoffourkeythemes.

Centres should choose to study one of the three Romandepthstudies.Theycanchoosebetween:

• HannibalandtheSecondPunicWar,218–201BC

ThisdepthstudyallowslearnerstostudytheeventsbetweenRomeandCarthagearound250yearsaftertheendofthelongerperiodstudy. It will allow learners to appreciate that thestrengthofRomeincreasedinsubsequentyears,sothatbythebeginningofthisdepthstudy,RomehadcontrolofmostofItaly.ItwillalsoallowlearnerstostudytheinteractionsbetweenCarthaginianandRomancultures.

• Cleopatra:RomeandEgypt,69–30BC

ThisdepthstudyfocusesonaperiodwhentheRomanRepublicwasincrisis,beforeOctavianbecamethefirstRomanEmperor.ItprovidesalinktothelongerperiodstudyshowingRomeinthelastfewdecadesoftheRomanRepublicandthebeginningofOctavian’s(Augustus’)principate. It will also allow learners to study theinteractionsbetweenEgyptianandRomancultures.

• Britannia:fromconquesttoprovince, AD 43–c.84

Thisdepthstudyfocusesonaperiodwhen RomeisruledbyEmperors,allowinglearnerstoappreciateathirdtypeofpoliticalsysteminthecontextofRomanhistory.ItwillallowlearnerstoappreciatethattheRomanscontinuedexpandingtheirterritoryintothe 1stcenturyAD.ItwillalsoallowlearnerstostudytheinteractionsbetweenBritishandRomancultures.


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2c. Contentofthelongerperiodstudy

IntroductiontotheRomanlongerperiodstudy

ThislongerperiodstudyenableslearnerstoexploretheearlydevelopmentofAncientRomeandtobeabletoputthisdevelopmentintothewidercontextoftheancientworld.Learnerswillcomparetheratesandtypesofchangeaffectingpoliticalandsocialstructures,culturalandreligiouspractices,andmilitaryadvancesacrossthefourtimespansoutlined.Thisstudyenableslearnerstoexplorethecomplexrelationshipsbetweenthekings,theRomanpeopleandothercountriesinthisperiodandlaterduringtheRepublicanera,thechangingroleofplebeiansandpatricians,andRome’sgrowinginfluenceintheancientworld.

Thefollowingfoursub-themesareaddressedacrossthelongerperiodstudy:

• politicalchange

• religiousandsocialchange

• impactofwarfareandmilitarychange

• separatingmythfromreality.

Thelongerperiodstudyhasarequirementforlearnerstounderstandthenatureandoriginofthehistoricalevidenceforthisperiod.Thisisbroughtoutinthefourththemetoallowlearnerstoseparatemythfromtheindividualsandeventswhichmayhavea historical basis.

Thelongerperiodstudywillbeworth27.5%oftheoverallspecificationandshouldtakeapproximately33to38guidedlearninghourstoteach.


Thelongerperiodstudywillallowlearnerstodeveloptheirknowledgeandunderstandingofthesignificantevents,keyfeaturesandcharacteristicsofdifferenteras,allowinglearnerstoseewiderchangesinsocietyfromthetimeofRomankingsthroughto thecreationandstabilisationoftheearlyRomanRepublic.Learnerswillberequiredtodemonstrate anunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied.

Thelengthofthelongerperiodstudywillencouragelearnerstodeveloptheirinterestin,andunderstandingof,theimportantevents,individuals,developmentsandissuesfrom753to440BC,andprovidesasufficientchronologicalrangetobeabletostudycontinuityandchange.Thiswillallowlearnerstoanalysethecauses,significanceandconsequencesofkeyhistoricalevents,andthesimilaritiesanddifferencesbetweensituationswithintheperiod.

Learnersshouldbeabletodemonstrateanunderstandingoftherelationshipsbetweendifferentaspectsofthelongerperiodstudied,makingconnections,drawingcontrastsandanalysingtrends,suchasbetweeneconomic,political,social,cultural,religiousandmilitaryhistory;andbetweenshortandlong-termtimescales.

Learnerswillberequiredtodemonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthetopicsstudied,includingthechronology,events,individuals,developmentsandissuesforeachtopicinordertoreachsubstantiatedjudgements.

Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofthehistoricaleventsstudiedtoreachsubstantiatedconclusions.

Inthelongerperiodstudy,learnerswillbepresentedwithanunseenancientsource.Learnerswillonly beexpectedtousedetailsfromthepassageinconjunctionwiththeirownknowledgetoanswer thequestion.Therewillnotbeanexpectationforlearnerstoevaluatethesource’sreliabilityorprovenanceinthesequestions.


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ThefoundationsofRome:fromkingshiptorepublic,753–440BC

Keytimespans Learnersshouldhavestudiedthefollowingcontent:

Thelegendarykings:OriginsofRome 753–616BC

TheAeneasandRomulusfoundationmyths;Romulus’politicalinitiatives; Rome’srelationshipwiththeSabines;theroleoftheSenate;Romulus’death andthesuccessionofNuma;Numa’sdiplomacyandreligiouspolicies;thelegalsysteminthereignofTullusHostilius;AncusMarcius’expansionofRome.

Romulus’religiousinitiatives;Numa’sreligiousreforms.

Romulus’organisationoftheRomanarmy;Romulus’conflictswithneighbouringcommunities;TullusHostilius’conflictwithAlbaLonga.

Thenatureandoriginofthehistoricalevidenceforthisperiod,includingarchaeologicalandgeographicalissues.

TheEtruscankings: 616–509BC

Themannerinwhicheachmonarchgainedpower;themethodsadoptedby theEtruscanKingstosecuretheirpower;ServiusTullius’reforms;thetyranny ofTarquinusSuperbus.

ThedevelopmentofthecityofRome;theinfluenceofomensascribedtoServiusTullius;theimportanceoftheTarquin’spersonalwealthingainingpopularity.

Reorganisationofthearmy;thepoliticalandeconomicsignificanceofTarquinusPriscusandServiusTullus’victories;theimpactofTarquinusSuperbus’militaryrecord.

Thenatureandoriginofthehistoricalevidenceforthisperiod,includingboththeliteraryandarchaeologicalsources.

OriginsoftheRepublic: 509–494BC

TheremovalofTarquinusSuperbus;thecreationoftheearlyRepublicincludingthedevelopmentoftheConsulshipandtheSenate.

ImpactofthefoundationoftheRepublicupontheplebeianandpatricianclass,inparticularthetensionsdevelopingbetweenthetwogroups.

MilitarychallengestotheearlyRepublicandtheRomanresponse,includingtheBattleofSilviaArsia,theinvasionofLarsPorsenaandtheBattleofLakeRegilius.

Thenatureandoriginofthehistoricalevidenceforthisperiod.

SecuringtheRepublic: 494–440BC

ThedevelopmentofPlebeianinfluenceongovernment;SiciniusandtheFirstSecessionofthePlebeians;theVoleroPubliliusuprisingandthereformsof471;theDecemvirates,SecondSecessionandTwelveTables;theValerio-Horatianlawsandtheotherreformsofthe440s.

Changeandcontinuityinpatricianandplebeianlives;thepowerofthepatriciansrelativetotheplebeians;problemsfacingtheplebeianclass;theimpactofAppiusClaudius’andhisfamilyuponpatricianandplebeianrelations.

Themilitaryimplicationsoftheplebeianrevoltsandtheroleofsoldiersinthoserevolts;impactofwaruponRomanpolitics.

Thenatureandoriginofthehistoricalevidenceforthisperiod.


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2c. ContentofRomandepthstudies

IntroductiontotheRomandepthstudies

Centres should choose oneRomandepthstudyfromachoiceofthree,whichwillbeassessedalongsidetheRomanlongerperiodstudy.

TheRomandepthstudiesfocusonasubstantialandcoherentshortertimespanandrequirelearnerstostudysignificantindividuals,societies,eventsandissueswithinthecomplexityofahistoricaleventorsituationandtheinterplayofdifferentfactors,suchasmilitary,political,religious,social,technologicalandculturalfactors,withinthateventorsituation.

Each of the three depth studies is linked by a commontheme:theRomansandtheirinteractionswithaneighbouringpeople.

Foreachdepthstudy,OCRhasprescribedtheancientsourcesthatlearnerswillneedtohavestudied.Theseare listed in Appendices 5f to 5h.

TheRomandepthstudywillbeworth22.5%oftheoverallspecificationandshouldtakeapproximately27to32guidedlearninghourstoteach.


Learnerswillberequiredtodemonstrateanunderstandingofthekeyhistoricaltermsandconceptsrelevanttothetopicsstudied,includingchange,continuity,causation,consequenceandsignificance.Learnerswillberequiredtodemonstrateknowledgeandunderstandingandanalyseandevaluatethesignificanceofevents,individuals,groups,developmentsandideasinthetopicstudiedinordertoreachsubstantiatedjudgements.Learnerswill also need to understand the detailed historical contextoftheevents/situationforthedepthstudy.

Eachdepthstudyrequiresthecriticaluseofancientsourcematerialstointerpret,analyseandevaluatehistoricalquestions,problemsandissues.Differenttypesofevidenceneedtobeanalysedandevaluated

and learners need to understand the usefulness and limitationsoftheancientsourceevidencestudiedandhowthisaffectstheconclusionsthatcanbedrawn.Thedepthstudywillrequirelearnerstodealwiththecontextsinwhichevidencewaswrittenorproducedandassessthereliabilityoftheevidence.

Learnerswillberequiredtodemonstratetheabilitytocreatetheirownevidence-basedstructuredarguments,selecting,organisingandcommunicatingtheirknowledgeandunderstandingofboththehistoricaleventsstudiedandtheancientsourcematerialtoreachsubstantiatedconclusions.


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2 Key topics Learnersshouldhavestudiedthefollowingcontent:

ReasonsfortheoutbreakoftheSecondPunicWar

TheimpactoftheFirstPunicWaronthebalanceofpowerbetween RomeandCarthage;theimpactoftheTreatyofLutatiusonCarthage;thesignificanceofthecolonisationofIberiabyHamilcarandHasdrubal;thedevelopmentofawarpartywithinCarthagedemandingrevengeorrenegotiationoftheTreatyofLutatius;Hannibal’spersonalmotivationsforwaragainstRome,includingtheinfluenceofHamilcarandthethreatofRomanexpansionintoIberia.

ThenatureanddynamicsofHannibal’sleadership

Hannibal’sleadershipandtacticsduringtheSiegeofSaguntum,theBattlesontheRhoneandthecrossingoftheAlps;Hannibal’sleadershipandtacticsduringtheinvasionofItaly,includingtheBattlesofTrebia,TrasimeneandCannae;Hannibal’sfailuretomarchonRomeandinabilitytocounterFabiantactics,hisfailuretomakepeacewithRomeandtoretainallianceswithItaliantribesmadeafterCannae,andhisfailuretokeepsupplyroutesopenwithIberiaandCarthage.

ThechangingnatureofRome’sresponsetoHannibal

TheleadershipofSempronius,Flaminius,Servillius,VarroandPaullus;Romanmistakesinthecampaignandthereasonsforthem;theimpact ofFabiusMaximusuponRomantactics,includinghisappointmentasdictatorandtheuseofreligiontoimproveRomanconfidence;Minucius’failureandFabius’successinisolatingHannibalfromhisalliesandcuttingoffhissupplyroutes;theimpactofScipioAfricanusonRomantactics;ScipioAfricanus’appointmentandsuccessfulcampaigninIberia;debateinSenatebetweenScipioAfricanusandFabiusMaximus;Scipio’sinvasionof Africa to draw Hannibal out of Italy.

HowdidRomedefeatCarthage?

ReasonsforHannibal’swithdrawalfromItaly,includingpressurefromtheCarthaginiansenateandsupplyproblems;thesignificanceoftheNumidiancavalrysupportingRomeandregionalunrestcausedbytheRomaninvasionofAfrica;Hannibal’srefusaltofightandthemurderofHasdrubal;theBattleofZama;thereasonsforHannibal’sdefeatanditsconsequencesforCarthageandRome.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5f.

HannibalandtheSecondPunicWar,218–201BC

ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatallowedHannibaltoinvadeRomeanddefeatitsarmy,butafter17yearsforcedHannibaltoleaveItalytodefendCarthagefroma

Romaninvasion.Itprovideslearnerswiththeopportunitytoexplorethepolitical,military,economic,socialandreligiousfactorsthataffectedthe course of the Second Punic War.


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Cleopatra:RomeandEgypt,69–30BC

ThisdepthstudyenableslearnerstounderstandthecomplexityoftherelationshipbetweenRomeandEgyptbetween69and30BCandthepolitical,military,religious,economic,socialandcultural

factorsaffectingthereignofCleopatraandherrelationshipswithkeyhistoricalfiguresduringthisperiodofsignificantupheavalintheMediterraneanworld.

Key topics Learnersshouldhavestudiedthefollowingcontent:

Cleopatra’slifeandcharacter Cleopatra’sfamilyandMacedonianheritage;herlikelyeducationandupbringing;hercharacterasdepictedinthesources,includinghercharm,herhumour,andhercourage.

CleopatraasqueenofEgypt,includingpolitical,domesticandforeignpolicies

ThedeathofPtolemyXIIandCleopatra’sfirstyearsasqueen;civilwarbetweenCleopatraandPtolemyXIII;Cleopatra’srelationshipwithherbrothersandArsinoe;theexpansionofEgyptianterritoryunderCleopatra;Cleopatra’srelationshipwithhersubjects;herGraeco-Egyptianpublicpersonaandrepresentationinthearchaeologicalsources;thepromotionofIsisasherpatrongoddessandtherationaleforthis.

Cleopatra’srelationshipswithCaesar(48–44BC)andMarkAntony(41–30BC)andtheirpoliticalsignificance

Rome’srelationshipwithclientstatesandattitudetoforeigners;theimportanceofEgyptforRomeeconomicallyandpolitically;overviewofRome’sinvolvementwithEgyptinthe60sand50sBC;Cleopatra’sinitialmeetingwithCaesarandhisdecisiontosupporther;Cleopatra’spersonalandpoliticalrelationshipwithCaesaranditsimpactonbothRomeandEgypt;thebirthofCaesarion;Cleopatra’svisittoRomeandherreception;MarkAntony’spositioninRomanpoliticsafterCaesar’sdeath;Cleopatra’smeetingwithMarkAntonyatTarsus;thedevelopmentofthepoliticalandpersonalrelationshipbetweenCleopatraandMarkAntonyanditssignificanceforbothEgyptandRome;theroleplayedbyCleopatrainthebreakdownofMarkAntonyandOctavian’srelationship,includingtheDonationsofAlexandria.

TheBattleofActiumanditssignificanceforEgyptandRome

CausesofthewarbetweenOctavianandAntony/Cleopatra;preparationsforthebattle;keyeventsofthebattle,includingtherolesofOctavian,Agrippa,MarkAntonyandCleopatra;theoutcomeandthereasonsforitasdescribedbythesources;differentviewsofthebattleinthesources;impactofthebattleonCleopatra’sandAntony’scareers;themethodofCleopatra’ssuicideandreasonsforheractions;MarkAntony’ssuicide;thesignificanceofthesuicidesforOctavian.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5g.

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2Key topics Learnersshouldhavestudiedthefollowingcontent:

Claudius’invasionofBritain Thereasonsfortheinvasion:Caesar’searlierattemptstoinvade,thepoliticalsituationinsouthernBritain,includingtensionswithinandbetweentheCatuvellauniandAtrebates,andthepoliticalsituationinRome,includingtheconsiderationsofClaudiusinthecontextofhisownpositionandthepreparationsofCaligula;themaineventsoftheinvasion,includingRomanpreparations,crossingtheChannel,andtheencountersattheMedwayandThames;Claudius’roleintheinvasionanditspropagandavaluetohim;thesecondphaseincludingVespasian’scampaignandtheFosseWay.

ThechangingpoliciesofthevariousRomangovernors.Thesignificanceandsuccessofthesegovernors

OstoriusScapula’scampaignsincludinghismotives,preparationsandtactics;DidiusGallus’policiestowardstheSiluresandBrigantes;thesignificanceoftheappointmentsofQuintusVeranius,SuetoniusPaulinus,PubliusPetroniusTurpilianusandTrebelliusMaximus;campaignsandachievementsofBolanus,CerialisandFrontinus,includingthereasonsfortheirpolicies;Agricola’scampaignsandachievementsincludinghismotives,preparationsandtactics;theinfluenceofdifferentemperors.

CooperationbetweenRomansandBritonsandtheeffectsofRomanrule

ThesubmissionofthetribestoClaudiusatCamulodunum;creationofclientstates:theAtrebates,theIceni,andtheBrigantes;clientstatesandtheirrelationswithRomans;Romanisation:theeffectsofRomanruleandtheextentofchange,includingurbanisationandcultural,religiousandlifestylechanges;theeconomicimpactoftheRomanarmyandtraders;earlydevelopmentinCamulodunum,FishbourneandAquaeSulisasexamplesoftheeffectsofRomaninfluence.

Resistanceaftertheinvasion TheresistancecampaignsofCaratacus,Boudicca,VenutiusandCalgacus;thereasonsfortheirresistanceandtheextentoftheirsuccess;thenatureoftheRomanresponsetoresistance;thesources’portrayaloftheBritons,particularlythosewhoresistedRomanrule.

LearnersshouldhavestudiedthesetsourceslistedinAppendix5h.

Britannia:fromconquesttoprovince,AD43–c.84

ThisdepthstudyenableslearnerstounderstandthecomplexfactorsthatcontributedtotheinvasionofBritaininAD43andthesubsequentconquestandconsolidationoftheRomanpositionupuntiltheendofAgricola’sgovernorship.Thisdepthstudyprovides

learnerswiththeopportunitytoexplorethepolitical,military,economic,socialandculturalfactorsthataffectedtherelationshipbetweentheBritonsand theRomans.


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2d. Priorknowledge,learningandprogression

LearnerswhoarebeginningaGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudy.Nopriorknowledgeofthissubjectisrequired.

GCSEs(9–1)arequalificationsthatenablelearnerstoprogresstofurtherqualifications,eithervocationalorgeneral.

ThisqualificationprovidestheidealfoundationforlearnerstoprogresstostudyingASLevelinAncientHistoryandALevelinAncientHistory.

Findoutmoreatwww.ocr.org.uk


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3 Assessment of GCSE (9–1) in Ancient History (J198)

3a. Forms of assessment

OCR’sGCSE(9–1)inAncientHistoryconsistsoftwocompulsorycomponentsthatareexternallyassessed.

J198/01 Greece and Persia

Thisisacompulsorycomponent.Itisworth 105 marks,representing50%ofthetotalmarksforthe GCSE (9–1).

ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1,AO2andAO3.

Theexaminationlasts1hour45minutes and is formedoffoursections.

SectionAconsistsof60marks.SectionAwillassesslearners’knowledgeandunderstandingofthePersianperiod study.

5marksareavailableforSPaGinSectionA.

LearnerswillneedtotakeeitherSectionB,SectionC or SectionDdependingonwhichGreekdepthstudytheyhavestudied.

• SectionBassessesthe‘FromTyrannytoDemocracy,546–483BC’depthstudy.

• SectionCassessesthe‘AthensintheAgeofPericles,462–429BC’depthstudy.

• SectionDassessesthe‘AlexandertheGreat,356–323BC’depthstudy.

SectionsB,CandDallconsistof45marks.

J198/02Romeanditsneighbours

Thisisacompulsorycomponent.Itisworth 105 marks,representing50%ofthetotalmarksforthe GCSE (9–1).

ThiscomponentisanexternallyassessedwrittenexaminationtestingAO1,AO2andAO3.

Theexaminationlasts1hour45minutes and is formedoffoursections.

SectionAconsistsof60marks.SectionAwillassesslearners’knowledgeandunderstandingoftheRomanlongerperiodstudy.

5marksareavailableforSPaGinSectionA.

LearnerswillneedtotakeeitherSectionB,SectionC or SectionDdependingonwhichRomandepthstudytheyhavestudied.

• SectionB assesses the ‘Hannibal and the SecondPunicWar,218–201BC’depthstudy.

• SectionCassessesthe‘Cleopatra:RomeandEgypt,69–30BC’depthstudy.

• SectionDassessesthe‘Britannia:fromconquesttoprovince,AD43–c.84’depthstudy.

SectionsB,CandDallconsistof45marks.


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Bothquestionpapershavethesamestructure.ThestructureofJ198/01andJ198/02willfollowthispattern:

SectionA

WerecommendthatlearnersspendaroundonehouronSectionA.

Question Typeofquestion AO1 marks

AO2 marks

AO3 marks

SPaG marks

Totalmarks

1 Discretefactualknowledge 4 – – – 4

2 Outline … 6 – – – 6

3Features/characteristicsofaperiod,eventorindividual

5 – 5 – 10

4 Second order concepts 5 5 5 – 15

5 Essay 10 10 – 5 25

Question1assessesdiscretefactualknowledge.

In Question2,learnerswillberequiredtoselect,organiseandcommunicatetheirknowledgeandunderstandingtooutlinehistoricaleventsorfeatures.Theanswermustbeincontinuousproseandshouldnot be a series of bullet points.

In Question3,learnerswillneedtobeabletousedetailsfromanunseensourcetogetherwiththeirownknowledgetoansweraquestionaboutthefeaturesandcharacteristicsofaperiod,eventorindividual.

In Question4,learnerswillusethesameunseensourceandtheirownknowledgeandunderstandingtoaddressaquestiontargetingsecondorderhistoricalconcepts,suchascontinuity,change, cause,consequence,significanceandsimilarityanddifferencewithinsituations.Question4willhaveadifferentfocusfromQuestion3.

Question5willbeanessayquestion.Therewillbe aslightdifferencebetweentheperiodandlongerperiodstudyessays,withthelongerperiodstudyquestionfocusingonatleasttwooftheeras.

Therewillalsobeanadditional5marksavailable forspelling,punctuationandgrammarandtheuse ofspecialistterminologyconnectedtoQuestion5.SeeSection3fformoreinformationonspelling,punctuationandgrammar,andtheuseofspecialistterminology.

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SectionB,CandD

LearnersanswereitherSectionBorSectionCorSectionD.

TheSectionBquestionsnumber6to10,SectionCquestionsnumber11to15andSectionDquestionsnumber16to20.

Werecommendthatlearnersspendaround45minutesonthissection.

Question Typeofquestion AO1 marks

AO2 marks

AO3 marks

SPaG marks

Totalmarks

6,11,16Discretefactualknowledge

5 – – – 5

7,12,17What can we learn fromthesource

– – 5 – 5

8,13,18Evaluatethe

source– – 5 – 5

9,14,19Second order

concepts5 5 – – 10

10,15,20Essayusingancientsourceknowledge

5 5 10 – 20

Thetotalnumberofmarksavailableforthedepthstudy will be 45.

Questions6,11and16 assess discrete factual knowledge.

Questions7,12and17requirelearnerstoextractthenecessaryinformationfromthepassage/sourceinrelationtothequestionposedanduseittodisplayunderstandingoftheissueinthequestion.

Questions8,13and18 require learners to use details fromthepassage/sourceprovidedtomakeajudgementabouthowaccuratetheinformationinthepassage/sourceis.

In Questions9,14and19,learnersarerequiredtounderstandsecond-orderhistoricalconcepts,suchascontinuity,change,cause,consequence,significanceandsimilarityanddifferencewithinsituations.

Questions10,15and20areessayquestionsinwhichlearnersarerequiredtouse,analyseandevaluatetheancientsourcematerialtheyhavestudiedtoaddressthethemeorthemeshighlightedinthequestion.


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AssessmentObjective

AO1 Demonstrateknowledgeandunderstandingofthekeyfeaturesandcharacteristicsofthehistorical periods studied.

AO2 Analyseandexplainhistoricaleventsandhistoricalperiodstoarriveatsubstantiatedjudgements.

AO3

Use,analyseandevaluateancientsourceswithintheirhistoricalcontexttomakejudgementsand draw conclusions about:

• historicaleventsandhistoricalperiodsstudied

• howtheportrayalofeventsbyancientwriters/sourcesrelatestothehistoricalcontextsinwhichtheywerewritten/produced.

3b. Assessmentobjectives(AO)

TherearethreeAssessmentObjectivesinOCRGCSE(9–1)inAncientHistory.Thesearedetailedinthetable below.

Learnersareexpectedtodemonstratetheirabilityto:

AOweightingsinOCRGCSE(9–1)AncientHistory

TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:

Component%ofoverallGCSE(9–1)inAncientHistory(J198)

AO1 AO2 AO3

J198/01Greece and Persia

22.5% 12.5% 15%

J198/02Romeanditsneighbours

22.5% 12.5% 15%

Total 45% 25% 30%

3c. Assessmentavailability

Therewillbeoneexaminationseriesavailableeachyear in May / June to alllearners.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

ThisspecificationwillbecertificatedfromtheJune2019examinationseriesonwards.

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3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Learnersmustretakebothcomponentsinthesameexaminationseries.

3e. AssessmentofextendedresponseTheassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedand

coherentlineofreasoning.Marksforextendedresponsesareintegratedintothemarkingcriteria.

3f. Spelling,punctuationandgrammarandtheuseofspecialistterminology

Inthespecificationasawhole,5per centofthemarkswillbeusedtocredittheaccuracyoflearners’spelling,punctuationandgrammarandtheiruseofspecialistterminology(SPaG).

Therewillbe5marksavailableforSPaGforQuestion5 in J198/01 Greece and Persia.

Therewillbe5marksavailableforSPaGfor Question5inJ198/02Romeanditsneighbours.

ThesemarksforSPaGareinadditiontothetotal 200marksfortheassessmentofGCSE(9–1)AncientHistory.ThetasksinwhichSPaGisassessedwillbeextendedresponsesandwillbeclearlyindicatedinassessmentmaterials.

Themarkingexpectationsforspelling,punctuationandgrammarandtheuseofspecialistterminology(SPaG)canbefoundinthemarkschemesforthesepapers.

3g. SynopticassessmentSynopticassessmenttargetslearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) course.

TheemphasisofsynopticassessmentistoencouragetheunderstandingofAncientHistoryasadiscipline.

Synopticassessmentisfoundinbothcomponents,where each depth study essay assesses all three assessmentobjectives.

3h. Calculatingqualificationresults

Alearner’soverallqualificationgradeGCSE(9–1)inAncientHistorywillbecalculatedbyaddingtogethertheirmarkstakenfromthetwocomponentstakentogivetheirtotalweightedmark.Thismarkwillthenbecomparedtothequalificationlevelgradeboundaries

fortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.


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4 Admin:whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline

Moreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecan befoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overviewisavailableontheOCRwebsiteat www.ocr.org.uk/administration

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingaGCSE(9–1)inAncientHistorymustbeenteredforJ198.

Entryoption Components

Entry code Title Code Title Assessment type

J198 Ancient History01 Greece and Persia Externalassessment

02 Romeanditsneighbours Externalassessment

4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.

http://www.ocr.org.uk/administration

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4c. Externalassessmentarrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQpublicationInstructions for conducting examinations.

HeadofCentreannualdeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofourapprovalforyoutooperateasacentre.

Privatecandidates

PrivatecandidatesmayenterforOCRassessments.Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.

PrivatecandidatesneedtocontactOCRapprovedcentres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

Furtherguidanceforprivatecandidatesmaybefoundon the OCR website: http://www.ocr.org.uk

4d. Resultsandcertificates

GradeScale

GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbegraded

Unclassified(U).Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:

• thegradeforthequalification

• therawmarkforeachcomponent

• thetotalweightedmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• rawmarkgradeboundariesforeachcomponent

• weightedmarkgradeboundariesforeachentryoption.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/Level2GCSE(9–1)inAncient History’.



4

Anumberofpost-resultsservicesareavailable:

• Reviewofmarkingrequests – If you are not happywiththeoutcomeofalearner’sresults,centresmayrequestareviewofmarking.Fulldetailsofthepost-resultsservicesareprovidedon the OCR website.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Access to scripts – Centres can request access tomarkedscripts.

4e. Post-resultsservices

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRas

soonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.

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5 Appendices

5a. Grade descriptors

Grade 8

Toachievegrade8,candidateswillbeableto:

• demonstraterelevantandcomprehensiveknowledgeandsophisticatedunderstandingofkeyfeaturesandcharacteristicsofhistoricalperiods

• criticallyanalysehistoricaleventsandperiods,andprovidealucidexplanationtoreachreasoned,substantiatedjudgements

• criticallyanalyseandevaluateancientsources,incontext,andusethesetoreachreasoned,substantiatedjudgementsandevidence-basedconclusionsabout:•• historicaleventsandperiods•• howtheportrayalofeventsbyancientwriters/sourcesrelatestothecontextsinwhichtheywere

produced.

Grade 5


• demonstratemostlyaccurateknowledgeandclearunderstandingofkeyfeaturesandcharacteristicsofhistorical periods

• analysehistoricaleventsandperiods,andprovideacoherentexplanationtoreachplausiblejudgements,whicharesupportedbysomeevidence

• analyseandprovidesomeevaluationofancientsources,incontext,andusethesetoreachplausiblejudgementsandconclusions,whicharesupportedbysomeevidence,about:•• historicaleventsandperiods•• howtheportrayalofeventsbyancientwriters/sourcesrelatestothecontextsinwhichtheywere

produced.

Grade 2


• demonstrategeneralisedknowledgeandbasicunderstandingofsomekeyfeaturesandcharacteristicsofhistorical periods

• useabasiclineofreasoningtodescribehistoricaleventsandperiodsandreachstraightforwardjudgements

• expresssomeopinionsabouthistoricalevents,withlimiteduseofancientsourcesandlimitedregardforthecontextsinwhichtheywereproduced.


55d. Setancientsourcesfor‘FromTyrannytoDemocracy,546–483BC’

Learnersshouldhavestudiedthesetsourceslistedbelow:

Literaryevidence

Herodotus,Histories, 3.39;3.44–3.60;3.120–3.125;3.139–3.147 5.55–5.56;5.62–5.78;5.90–5.103 6.25;6.43–6.44;6.102–6.107;6.109;6.121–6.124

Thucydides,History of the Peloponnesian War, 1.13 2.37.1 6.53.3–6.59

Aristotle,The Athenian Constitution, 14–22

TheOldOligarch(PseudoXenophon),Constitution of the Athenians,1.2–1.3

Plutarch,Life of Aristides, 2.1–2.2;2.4–4.5;5.1–5.2;7 Life of Themistocles, 3.1–3.2;4;5.4

Cornelius Nepos,Miltiades,6–8 Themistocles, 2 Aristides, 1

Archaeologicalevidence

Romancopyofthelosttyrannicidesstatue(NationalArchaeologicalMuseum,Naples)TempleofHera,SamosExampleostrakashowingavarietyofnames(knowledgeoftheGreekscriptisnotrequired);anynameswillbetransliterated.

5b. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQpublicationAccess Arrangements and Reasonable Adjustments.

TheGCSE(9–1)inAncientHistoryqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturethatcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.

5c. Overlapwithotherqualifications

ThereisasmalldegreeofoverlapinthecontentofthisspecificationandthoseforGCSE(9–1)inLatin,ClassicalGreekandClassicalCivilisation.

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5e. Setancientsourcesfor‘AthensintheAgeofPericles,462–429BC’Learnersshouldhavestudiedthesetsourceslistedbelow:

Literaryevidence

Plutarch,Life of Pericles, 7.1–7.4;9;11.1–11.4;12–14;16.1–16.3;18;24;28–32;33.3–33.6;34;35.3–35.4; 37;39

Aristotle,The Athenian Constitution, 25;26.3;27;42–45;55;63–64;67–69

Aristotle,Rhetoric,1402a

Thucydides,The History of the Peloponnesian War, 1.23.6;1.67.1–4;1.96;1.101–1.102;1.107.1;1.126;1.139.1–2 2.13.2–5;2.34–2.46;2.52.3–2.53.4;2.59.1;2.60.2–4;2.61.2;2.63.1;2.65

Aristophanes,Akharnians,lines515–539;Peace,lines605–609;Frogs,lines1089–98

Plato,Gorgias,452d–e,459b–c

Sophocles,Tereus,fragment583

Euripides,Medea, lines 230–251 and 1081–1089

Xenophon,The Estate Manager,7.4–7.6;7.23–7.25;7.35–7.37;7.42

Pausanias,Description of Greece,1.24.5;1.24.7;1.26.6;1.27.3;1.28.2

Pliny,Natural History,34.74

Quintilian,Oratorical Education, 12.10.9


InscriptionesGraecae.Vol.I,46RomansculpturedepictingAthenaParthenosParthenonfriezes,SouthXLV137–140,EastV31–35ParthenonWestpedimentreconstructionPanathenaicamphoraRed-figurechous(jug)attributedtotheMeidasPainter:womenperfuminggarmentsMapofthebuildingsontheacropolis.


5

5f. Setancientsourcesfor‘AlexandertheGreat,356–323BC’


Literaryevidence

Plutarch,Life of Alexander, 2–3;6–9;31–33;38;50–51;73–77

DiodorusSiculus,Library of History,16.91–16.94

Arrian,The Campaigns of Alexander, 1.11–1.16 2.3;2.24 3.9–3.15;3.18 4.8–4.12;4.28–4.30 7.4;7.14;7.24–7.26;7.28–7.30


MosaicfromtheHouseoftheFauninPompeiidepictingDariusandAlexanderTheAlexandersarcophagus,showingAlexanderattheBattleofIssusBabylonianAstronomicalDiarytabletmentioningtheBattleofGaugamela(BritishMuseum)SilvertetradrachmmintedbyLysimachusshowingAlexanderwithhorns,ZeusAmmonandAthena(BM:1919,0820.1)SilvertetradrachmmintedbyPtolemyIshowingAlexanderwithelephantscalpheaddress.(BM:1987,0649.508)

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5g. Setancientsourcesfor‘HannibalandtheSecondPunicWar, 218–201BC’


Literaryevidence

Polybius,The Histories, 3.8–3.12;3.15–3.16;3.20;3.33–3.34;3.44;3.50–3.56;3.80–3.89;15.19

Livy, The History of Rome, 21.22;21.26–21.29;21.32–21.35;21.54 22.7–22.8;22.23–22.26;22.44–22.48;22.51 23.29 26.11–26.12;26.46.8–26.47.10 30.20;30.29–30.36

Plutarch, Life of Fabius Maximus, 5


DedicationforQuintusFabiusMaximus(CIL11.1828)


5

5h. Setancientsourcesfor‘Cleopatra:RomeandEgypt,69–30BC’


Literaryevidence

Suetonius,Life of Julius Caesar,52

Plutarch,Life of Caesar, 48–49 Life of Antony,24–33;36–37;51;53;55–69;72–79;81–86

CassiusDio,Roman History,XLII44–45;XLIII27

Cicero,Letter to Atticus,XV.15

VelleiusPaterculus,The Roman History,2.82–2.87

Horace,Odes,1.37

Virgil,Aeneid,8.675–731


ReliefportraitsofCleopatraandCaesarionfromDenderaCoinofCleopatraandCaesarionmintedinCyprusSilverdenariusofAntonyandCleopatramintedin32,declaringAntony’sconquestofArmeniaandgivingCleopatra’stitleas‘queenofkingsandofhersonswhoarekings’(BritishMuseum)CoinofPtolemyAuletes,BritishMuseumCoinofCleopatra,withdistinctivehairstyleandhookednose,BritishMuseumHeadofCleopatraasayoungwoman,BritishMuseum.

36© OCR 2021


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5i. Setancientsourcesfor‘Britannia:fromconquesttoprovince,AD 43–c.84’


Literaryevidence

CassiusDio,History of Rome,60.19.1–60.22.2;60.23.1–60.23.6;60.30.2, 62.1.1–62.3.4;62.7.1–62.9.2;62.12.1–62.12.6

Josephus,Jewish War,3.1.2

Suetonius,Caligula,44.2;46.1; Claudius,13.2;17.1–17.3;21.6;24.3 Vespasian,4.1–4.2

Tacitus,Agricola,10–27;29–37 Annals,12.23;12.31–12.40;14.29–14.39 Histories, 3.44–3.45


GoldstaterofVerica(BM1919,0213.165)GoldstaterofCunobelinus(BM1977,0434.11)BronzecoinofCunobelinus(BM1925,1201.1)AureusofClaudius(BM1863,0501.1)SilverdidrachmaofClaudius(RIC122)ArchofClaudius(ILS216)TombstoneofSex.ValeriusGenialis(RIB109)TombstoneofRufusSita(RIB121)Vindolandatablet‘concerningsupplies’(Tab.343)Vindolandatabletdetailingtheprocurementofmaterialsforthefort(Tab.309)Vindolandatabletrequestingtoknowifthereisaninntolodgeat(Tab.632).


Summaryofupdates

Date Version Section Titleofsection Change

April 2018 1.1 4d Resultsandcertificates Amendtocertificationtitling

July 2019 1.2 2c ContentofRomandepth studies

Minortypographicalamends

December2019

1.3 1e HowdoIfindoutmoreinformation?

RemovelinktoSocialforumandreplacewith link for Online Support Centre

Updatetospecificationcoverstomeetdigitalaccessibilitystandards

38© OCR 2021


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