What topics are covered in CCEA Entry Level History?

The course covers three main units: 'Studying the Past' (how we learn about history), 'The Normans in Ireland' (their invasion and impact), and 'Life in Medieval Times' (including castles, knights, and peasants). You'll also learn about the Industrial Revolution in some versions.

How is CCEA Entry Level History assessed?

Assessment is through a portfolio of work completed in class, plus a short external test. Your teacher will mark your portfolio, and the test is sent to CCEA. There's no final exam, so you build up your grade over the course.

Do I need to write long essays for this course?

No, you don't need to write long essays. Answers are usually short paragraphs or bullet points. You'll be asked to describe events, explain causes, and use sources. The focus is on clear, simple answers.

What is the difference between Entry Level and GCSE History?

Entry Level is simpler and more supportive. It covers fewer topics and uses easier language. GCSE requires more analysis and longer answers. Entry Level is a great starting point if you find GCSE too hard.

Can I use the internet to help with my portfolio?

Yes, but you must use reliable websites like BBC Bitesize or CCEA's own resources. Always write in your own words and don't copy. Your teacher will check your work.

What skills will I learn in this course?

You'll learn to put events in order, explain why things happened, use sources as evidence, and describe changes over time. These skills are useful for other subjects and everyday life.

How to Revise CCEA Entry Level in History — CCEA Other General Qualification History

Core learning outcomes for CCEA Entry Level in History

Examiner Tips for CCEA Entry Level in History

For source-based questions, always state what the source is, what it shows, and what you can infer from it.
When sequencing events, use a timeline to check your work – even rough sketches help avoid simple ordering errors.
For significance questions, use a framework: describe the event/person and then discuss impact, importance at the time, and longer-term consequences.
In coursework or controlled assessment, keep a clear record of sources used and show how each helps answer the question.

Common Mistakes in CCEA Entry Level in History

Confusing primary and secondary sources, e.g., labelling a textbook as a primary source because it contains images of artefacts.
Struggling with BC/AD and centuries, often misplacing events by hundreds of years.
Describing events without distinguishing between change and continuity, or treating them as the same thing.
Listing facts about an event or person without explaining why they matter or what resulted from them.
Copying chunks from sources without linking back to the enquiry question.

Key Marking Points

Award credit for correctly categorising a source as primary or secondary with a brief justification.
Credit accurate placement of events in chronological order with reference to dates or periods.
Look for clear identification of a change and a continuity, supported by at least one specific example.
In assessing significance, reward answers that go beyond description to offer a reason (e.g., impact, legacy).
When evaluating enquiry work, credit structured responses that reference the sources provided.

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CCEA Entry Level in History

CCEA

vocational

This subtopic provides foundational understanding of what history is and why it matters. Learners explore how historians investigate the past using evidence, construct chronological narratives, and interpret change and continuity. Practical activities develop core skills such as source analysis, sequencing events, and recognising the significance of people and developments.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Topic Overview

CCEA Entry Level in History introduces students to key historical themes, events, and figures, focusing on developing foundational skills in historical enquiry. The course covers topics such as life in medieval times, the impact of the Normans, and changes in society through the Industrial Revolution. Students learn to identify causes and consequences, use sources as evidence, and understand change and continuity over time.

This qualification is designed for students who may find GCSE challenging, offering a supportive pathway to build confidence in history. It emphasizes practical skills like sequencing events, describing key features, and explaining simple historical interpretations. By studying real people and events, students gain a better understanding of how the past shapes the present.

The course is structured around three core units: 'Studying the Past', 'The Normans in Ireland', and 'Life in Medieval Times'. Each unit combines knowledge with skills, ensuring students can apply what they learn to different historical contexts. This foundation prepares students for further study or helps them appreciate history in everyday life.

Key Concepts

Core ideas you must understand for this topic

→Chronology: Understanding the order of events and using timelines to place historical periods in sequence.
→Cause and Consequence: Identifying why events happened (causes) and what resulted from them (consequences).
→Change and Continuity: Recognising what changed over time and what stayed the same, e.g., in medieval society.
→Evidence: Using primary and secondary sources (e.g., artefacts, documents) to learn about the past.
→Interpretation: Understanding that different people may have different views about historical events.

What You Need to Demonstrate

Key skills and knowledge for this topic

Award credit for correctly categorising a source as primary or secondary with a brief justification.
Credit accurate placement of events in chronological order with reference to dates or periods.
Look for clear identification of a change and a continuity, supported by at least one specific example.
In assessing significance, reward answers that go beyond description to offer a reason (e.g., impact, legacy).
When evaluating enquiry work, credit structured responses that reference the sources provided.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for correctly categorising a source as primary or secondary with a brief justification.
Credit accurate placement of events in chronological order with reference to dates or periods.
Look for clear identification of a change and a continuity, supported by at least one specific example.
In assessing significance, reward answers that go beyond description to offer a reason (e.g., impact, legacy).
When evaluating enquiry work, credit structured responses that reference the sources provided.

Assessment Guidance

Guidance for achieving higher grades

💡For source-based questions, always state what the source is, what it shows, and what you can infer from it.
💡When sequencing events, use a timeline to check your work – even rough sketches help avoid simple ordering errors.
💡For significance questions, use a framework: describe the event/person and then discuss impact, importance at the time, and longer-term consequences.
💡In coursework or controlled assessment, keep a clear record of sources used and show how each helps answer the question.
💡When describing a source, always mention what type it is (e.g., a letter, a painting) and say one thing it tells you about the past. This shows you can use evidence.
💡For 'cause and consequence' questions, use words like 'because' and 'so' to link events. For example, 'The Normans invaded because they wanted land, so they built castles to control it.'
💡In your answers, give specific examples from the topics you've studied, such as 'Dublin Castle' or 'the Domesday Book'. This proves you know the details.

Common Mistakes

Common errors to avoid in your coursework

Confusing primary and secondary sources, e.g., labelling a textbook as a primary source because it contains images of artefacts.
Struggling with BC/AD and centuries, often misplacing events by hundreds of years.
Describing events without distinguishing between change and continuity, or treating them as the same thing.
Listing facts about an event or person without explaining why they matter or what resulted from them.
Copying chunks from sources without linking back to the enquiry question.
Misconception: The Normans only invaded England. Correction: The Normans also invaded Ireland in 1169, which is a key topic in this course.
Misconception: Medieval life was all about knights and castles. Correction: While knights and castles are important, most people were peasants who lived in villages and worked the land.
Misconception: History is just memorising dates. Correction: This course focuses on understanding why events happened and using sources, not just remembering dates.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic reading and writing skills to understand questions and write short answers.
•An interest in the past and a willingness to ask questions about why things happened.
•No prior history knowledge is required, but familiarity with simple timelines can help.

Key Terminology

Essential terms to know

Chronology and time sequencing
Using historical sources
Change and continuity
Significance of events and people
Historical enquiry and interpretation

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CCEA Entry Level in History

Topic Overview

Key Concepts

What You Need to Demonstrate

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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