The syllabus has two inter-linking parts:
I Working with evidence: This aims to deepen students' understanding of what is involved in the study of history and to develop their skills in the evaluation of evidence and the conduct of research. The skills and understanding developed should inform their work on the topics for study.
II Topics for study: The topics are thematic in conception and located within specified time parameters.
Each topic is studied from a number of perspectives: politics and administration, society and economy, culture, religion and, in many cases, science. This is to ensure a balanced coverage of past events and the people who participated in them.
The listed `elements' define the aspects to be studied. While arranged under the appropriate `perspective' heading, this does not preclude the study of the elements in an integrated, chronological approach where this is appropriate.
The listed `case studies" involve an in-depth investigation of a particularly significant or representative aspect of an element or elements. For the topics prescribed for documents-based study, the documents to be used will relate to the listed case studies.
The listed `key personalities' identify historical personages, families or generic types that students will encounter in their study of the listed elements. For Ordinary level students the key personalities provide a particular focus of study.
The listed `key concepts' are ones that will be encountered in studying the topic. For Higher level students, their ability to understand and apply these concepts will be an important differentiation indicator.
DIFFERENTIATION
As indicated in the syllabus document, the syllabus is designed to be taught at both Ordinary and Higher levels. All students study the same content; the levels are differentiated throughthe learning outcomes that are set down in the syllabus document. There are common learnin outcomes for the two levels with additional learning outcomes for Higher level students.
The differentiated outcomes are reflected in differentiated assessment arrangements. These arrangements are set out in detail on pages 16-17 of the syllabus document.