[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-622284-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-622284-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","british-thematic-study-with-historic-environment-gcse-9-1-history-paper-1-teaching-and-learning-materials-guide","British thematic study with historic environment - GCSE (9-1) History Paper 1 - Teaching and learning materials guide","","Guidance for teaching GCSE (9-1) History Paper 1 British thematic study with historic environment, supporting educators—especially those teaching the thematic study for the first time. It explains the DfE thematic study requirement: understanding change and continuity across long timescales, comparing ages and periods, and linking key historical features with wider societal change. It outlines how the approach develops historical skills and clarifies the “process of change” introductory section, including patterns, turning points, and factors that inhibit or encourage change, with option strands and practical teaching focus examples.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/british-thematic-study-with-historic-environment-gcse-9-1-history-paper-1-teaching-and-learning-materials-guide/622284/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/british-thematic-study-with-historic-environment-gcse-9-1-history-paper-1-teaching-and-learning-materials-guide/622284.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the core requirement for the GCSE History thematic study?","Question",{"text":63,"@type":64},"Students must understand change and continuity across a long sweep of history, including the most significant characteristics of different ages. The study should reveal wider changes in society and enable comparisons between different periods.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does a long-timescale thematic study develop historical skills?",{"text":68,"@type":64},"It helps students understand that change can occur at different rates and can co-exist with continuity. It also supports understanding that “change” is not always the same as “progress” and that key changes can depend on long-term developments.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the specification’s introductory section “The process of change” require?",{"text":72,"@type":64},"It clarifies the content focus and the relevant concepts and factors students must understand. Students should grasp how key features linked to society, how patterns of change (including trends and turning points) develop, and how factors work together to produce developments at particular times.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},622284,1793084562,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Guidance on  \nPaper 1  \nBritish thematic study with historic environment  \nGCSE (9-1) History  \nPearson Edexcel Level 1/Level 2 GCSE (9-1) in History (1HI0)  \nGCSE History 2016: Thematic studies and historic environment  \nContents  \nContents 1  \nThematic study requirement 2  \nTeaching approaches 5  \nCommon barriers and pitfalls 9  \nTeaching ideas 11  \nThinking Historically 13  \nActivities 16  \nUseful resources 24  \nHistoric environment 25  \nTeaching approaches 26  \nCommon barriers and pitfalls 27  \nTeaching ideas 27  \nThematic study requirement  \nThematic study requirement   \nThe changes to the requirements for the new GCSE History specifications mean that all courses will include a thematic study. It is recognised that many teachers will be teaching a thematic study for the first time at GCSE and this support is aimed particularly at those teachers, although the ideas are relevant to everyone teaching this course.  \nThe DfE History GCSE Subject Content requirement for thematic studies is given below.  \nThematic studies should require students to understand change and continuity across a long sweep of history, including the most significant characteristics of different ages. They should reveal wider changes in aspects of society over the centuries and allow comparisons to be made between different periods of history.  \nHow does this develop historical skills?  \nThe study of history often focuses heavily on change but the study of a longer timescale allows students to understand that change can occur at different ratesand that change can co-exist with continuity.  \nStudents will appreciate the role of factors which both prompt and influence change but they will also develop an understanding that‘change’ is not always the same as ‘progress’ and that key changes may be dependent on long-term developments. They will gain a better understanding of the importance of social attitudes and values and gain a deeper understanding that a factor may play a significant role in one time period but a minor role in another.  \nThese are all important aspects of historical understanding which are difficult to develop when studying shorter timescales of c50 years. It is only the Thematic Study which requires students to study change and continuity over a period of centuries.  \nThe Thematic Study can also offer a framework which allows students to locate the British Depth Study and develop a sense of chronology where they can appreciate the time difference from the British Depth Study to the Modern Depth Study.  \nHow does this work in practice?  \nThese thematic studies should be seen not in terms of coverage of an extended period, but as the tracing of significant threads in the theme across the chronological range.  \nFrom Edexcel’s Getting Started guidance  \nTo avoid overloading the student, we have identified two key strands which run throughout all four of the chronological periods. The strands for each option are listed here.  \nOption 10: Crime and punishment in Britain, c1000–present  \n1 Nature and changing definitions of criminal activity  \n2 The nature of law enforcement and punishment  \nThematic study requirement  \nOption 11: Medicine in Britain, c1250–present  \n1 Ideas about the cause of disease and illness  \n2 Approaches to prevention and treatment  \nOption 12: Warfare and British society, c1250–present  \n1 The nature of warfare  \n2 The experience of war  \nIn the specification, each thematic study begins with an introductory section headed ‘The process of change’. This explains the content focus and identifies the relevant concepts and factors that students need to understand and that must be incorporated into the teaching. This introduction indicates that, in studying the content defined in strands 1 and 2, students should understand the following key elements:  \n􀁸 How key features in the development of Crime and punishment/Medicine/ Warfare were linked with the key features of society in Britain in the periods studied.  \n􀁸 The nature a","cbCaie0wkUS29pxd","https://ap.wps.com/l/cbCaie0wkUS29pxd","pdf",384984,32,"English","# Thematic study requirement\n## How this develops historical skills\n## How it works in practice\n## Option strands and “The process of change” introduction\n## Teaching focus examples\n# Historic environment\n## Teaching approaches\n## Common barriers and pitfalls\n## Teaching ideas\n## Useful resources","[{\"question\":\"What is the core requirement for the GCSE History thematic study?\",\"answer\":\"Students must understand change and continuity across a long sweep of history, including the most significant characteristics of different ages. The study should reveal wider changes in society and enable comparisons between different periods.\"},{\"question\":\"How does a long-timescale thematic study develop historical skills?\",\"answer\":\"It helps students understand that change can occur at different rates and can co-exist with continuity. It also supports understanding that “change” is not always the same as “progress” and that key changes can depend on long-term developments.\"},{\"question\":\"What does the specification’s introductory section “The process of change” require?\",\"answer\":\"It clarifies the content focus and the relevant concepts and factors students must understand. Students should grasp how key features linked to society, how patterns of change (including trends and turning points) develop, and how factors work together to produce developments at particular times.\"}]","British thematic study with historic environment - GCSE (9-1) History Paper 1 - Teaching and learning materials guide | PDF",1792466495,81]