Q&A

Here is your chance to ask us any questions that you may have. For this first issue, we will respond to some questions that frequently show up in our GCSE and GCE email accounts; however, in the future, if you have a question that you would like to ask us that you think other people may be interested in the answer to, then please email us at: giraldus@wjec.co.uk

Why don’t Black Lives Matter in WJEC History? They do. Of course they do. And there are pathways through both GCSE and AS/A-level history that permit the study of issues related to the Black experience, the Asian experience, the immigrant experience and the experience of women and minority groups. However, it is clear that we can and should do more to provide coverage of a range of histories. A limitation on immediate change is that the specifications are – largely – fixed until there is mandated specification reform. Nonetheless, we are doing what we can to broaden the appeal of the subject and to make it more relevant to all of our learners. One of the key ways of doing this will be in the GCE NEA (see below).

When does the Non-Examination Assessment (NEA) cycle change and what are the rules? The next GCSE cycle runs from the start of teaching in September 2021 to the submission of the NEA in May 2024. For A-level, the cycle runs from the start of teaching in September 2022 to the submission of the NEA in 2025. This autumn's A-level professional development session for teachers will focus on the NEA in preparation for the release of the suggested titles for the new cycle. The approach taken to these new titles will be different to previous cycles and the guidance relating to them will emphasise (although it cannot demand) consideration of issues such as Black History, women's History, LGBTQ+ history, as well as focusing on Welsh, British, European and World dimensions. More will be revealed later this year.

How long should answers be and is there a preferred format? A frequent teacherly response to this is "How long is a piece of string?" and there is much to commend that answer. Ultimately, the length of the response does not matter provided that the question set has been answered fully and, where relevant, with supporting evidence. Some responses are concise, well argued and to the point (and score well) and others are brief, limited and lack engagement (and do not score well). In the same vein, responses can be detailed, with lengthy analysis and evaluation or they can be descriptive, with lengthy narrative and little focus. There is no preferred format – people write in different ways. Some prefer to start with a bold statement that answers the question directly before going onto justify and critique that view, others prefer to write something akin to a mystery novel with a big reveal at the end. Either method is fine so long as the response engages in a debate and the question is answered.

In a nutshell, responses should be as long as they need to be to answer the question (within the time constraints of the examination). How important is historiography? A difficult question. If you are able to demonstrate a good understanding and use of it, then historiography can add value to your response. However, too often, it is not well understood and poorly applied.

For WJEC, all that is really needed is to show an understanding of the existence of different points of view and the ability to explain why there are differences: based on the evidence available to the people making the interpretation and, if known, their beliefs and ideas. Does it matter what options/routes in GCSE and AS/A-level history are studied? Ultimately, no. All options and routes lead to the same outcome – a GCSE or an AS/A-level in History. However, the options can affect the enjoyment of the teaching and learning process, as well as be affected by the resources available in schools and colleges.