Curriculum

History

Intent:
The History Department's intent is for all students to view History as an interesting subject while providing students with knowledge and understanding of the past, as well as life skills for the future, in particular, articulating, evaluating, communicating, and making judgements. 

 

Enacting our Vision

We aim to do this through not only source work, but also by encouraging students’ creativity and activeness by allowing students to illustrate their knowledge through tasks such as role plays, campaigns, speeches, and storyboards. We regularly organise trips throughout the year to help enrich our students’ cultural capital which are linked to our courses, such as Year 8’s Slavery Study Day at the Museum of London Docklands in November.
 
Careers Link to Subject
  

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Subject: History Year Group: 7
Spring 1 – Curriculum Plan Homework Plan
Norman Conquest

 

 

Students will begin to learn about the Norman takeover of England through the following enquiry questions:

 

–       What was England like before 1066?

–       Why was England a battleground in 1066?

–       How did William take control of England?

 

Students will also be introduced and begin to develop the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Historical vocabulary

4.    Causation and consequence

5.    Interpretations

6.    Change and Continuity

 

Embed

 

Students will embed the key skill of chronology, the relevant historical vocabulary and using evidence  

Apply

 

Students will be able to apply the knowledge and skills they have developed to analyse and evaluate historical evidence and interpretations.

Challenge/Interleaving

 

Students will be able to assess how the provenance of a source affects its usefulness. Also, students will be able to explain the advantages and disadvantages of types of historical evidence.  

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessments:

 

Class Assignment 4 – claimants to the throne election campaign

Class Assignment 5 – key words written test

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Subject: History Year Group: 8
Spring 1 – Curriculum Plan Homework Plan
The fight for civil rights in USA

 

 

Students will begin investigating why black Americans had to fight for their civil rights in the USA.

 

–       Why did black Americans have to fight for their civil rights?

–       How did black Americans fight for their civil rights?

–       How successful were black Americans in their fight to achieve civil rights?

 

Students will also build on and improve the key historical skills:

 

1.    Evidence

2.    Chronology

3.    Change and continuity

4.    Interpretations

 

Embed

 

Students will embed knowledge of why black Americans had to fight for their civil rights and how they did this.  

 

Apply

 

Students will apply their knowledge by evaluating the how successful black Americans were in achieving their civil rights

Challenge/Interleaving

 

Students will be able to compare and contrast different approaches to the fight for civil rights

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessment:

 

Class Assignment 4  – fill in the blanks test on the Indian Rebellion

Class Assignment 5 – key words written test

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Subject: History Year Group: 9
Spring 1– Curriculum Plan Homework Plan
Nazi control and Dictatorship, 1933-1939

 

 

Students will learn how Hitler was able to create a dictatorship in Germany and also control the main institutions and people in Germany through fear and propaganda.

 

Students will also develop the following historical skills:

 

1.    Chronology

2.    Evidence

3.    Causation and Consequence

4.    Interpretations

 

 

Embed

 

Students will be able to explain how Hitler was able to create a dictatorship in Germany

Apply

 

Students will be able to apply their knowledge to explain why major events happened, analyse and evaluate historical evidence and interpretations

Challenge/Interleaving

 

Students will be able to prioritise causes and link them with previous knowledge.

 

 

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessment:

 

Class Assignment 4 – Fill in the blanks on how the Nazis gained support

Class Assignment 5 – key words written test

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Subject: History Year Group: 10
Spring 1 – Curriculum Plan Homework Plan
Superpower relations and the cold war, 1970-1991

 

 

Students will study the end of the Cold War from 1970 to 1991 including the failure of Détente, the Soviet invasion of Afghanistan and the collapse of the Soviet Union

 

Students will also develop the following key historical skills:

 

1.    Causation and consequence

2.    Chronology

3.    Significance/Importance

4.    Narrative account analysing  

 

 

 

Embed

 

Students will be able to explain why Détente failed, and the significance of the fall of the Berlin Wall.

Apply

 

Students will be able to apply their knowledge to explain the consequences and importance of events.

Challenge/Interleaving

 

Students will be able to write a historical account explaining and linking the causes, events and consequences of a flashpoint in the correct chronological order.

 

Students will begin to revise the content covered during the previous half term

 

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessment:

 

Class Assignment 4 – fill in the blanks on the Soviet invasion of Afghanistan.

Class Assignment 5 – key word written test.

 

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Subject: History Year Group: 11
Spring 1 – Curriculum Plan Homework Plan
Medicine through time c1250-present

 

 

Students will begin to study development of medicine through time in Britain from 1250c-modern day. In particular, students will study the ideas about causes of disease, what treatment and prevention was used and also a case study in the Renaissance, 18th and 19th centuries and Modern day.

 

 

Students will also develop the following key historical skills:

 

1.    Change and continuity

2.    Causation and consequence

3.    Evaluation

 

Embed

 

Students will be able to explain the change and continuity in the ideas about causes as well as the treatment and prevention of disease

Apply

 

Students will be able to apply their knowledge to analyse and evaluate historical evidence and explain how and why medicine changed over time.

Challenge/Interleaving

 

Students will be able to evaluate a historical debate and reach a reasoned conclusion supported by evidence.

 

Students will revise Nazi Germany, Cold War, Anglo-Saxons and Normans

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessment:

 

Class Assignment 4 – skills test on the British Sector on the Western Front

Class Assignment 5 – skills test on the Cold War

 

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Subject: History Year Group: 12
Spring 1 – Curriculum Plan Homework Plan
Society and culture in change, 1917-80

 

 

Students will begin to learn about American society and culture through the following enquiry questions:

 

–       How significantly did the position of women change?

–       How much was society affected by immigration?

–       To what extent did popular culture and news media impact on society?

 

 

Students will also develop the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Causation and consequence

4.    Change and Continuity

5.    Evaluating

6.    Making and supporting judgements

 

Embed

 

Students will embed the key skill of chronology, the relevant historical vocabulary, and using evidence to support judgements.

Apply

 

Students will be able to apply the knowledge and skills they have developed to analyse and evaluate historical evidence.

Challenge/Interleaving

 

Students will be able to analyse and evaluate sources, and carry out independent research to develop their knowledge of American society and culture.

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessments:

 

Class Assignment 4 – essay skills question on the quality of life in America

Class Assignment 5 – essay skills question on society and culture in changes in America.

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Subject: History Year Group: 12
Spring 1 – Curriculum Plan Homework Plan
Society and culture in change, 1917-80

 

 

Students will begin to learn about American society and culture through the following enquiry questions:

 

–       How significantly did the position of women change?

–       How much was society affected by immigration?

–       To what extent did popular culture and news media impact on society?

 

 

Students will also develop the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Causation and consequence

4.    Change and Continuity

5.    Evaluating

6.    Making and supporting judgements

 

Embed

 

Students will embed the key skill of chronology, the relevant historical vocabulary, and using evidence to support judgements.

Apply

 

Students will be able to apply the knowledge and skills they have developed to analyse and evaluate historical evidence.

Challenge/Interleaving

 

Students will be able to analyse and evaluate sources, and carry out independent research to develop their knowledge of American society and culture.

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessments:

 

Class Assignment 4 – essay skills question on the quality of life in America

Class Assignment 5 – essay skills question on society and culture in changes in America.

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Subject: History Year Group: 12
Spring 1 – Curriculum Plan Homework Plan
The changing quality of life, 1917 – 80.

 

 

Students will continue learning about American society, culture, and key events in American history, as well as developing an understanding of the change and continuity in the quality of life through the following enquiry questions:

 

–       What was the impact of economic change?

–       To what extent did living standards change?

–       How significant were changes in structure in leisure and travel to life in the USA?

 

Students will also develop the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Causation and consequence

4.    Change and Continuity

5.    Evaluating

6.    Making and supporting judgements

 

Embed

 

Students will embed the key skill of chronology, the relevant historical vocabulary, and using evidence to support judgements.

Apply

 

Students will be able to apply the knowledge and skills they have developed to analyse and evaluate historical evidence.

Challenge/Interleaving

 

Students will be able to analyse and evaluate sources, and carry out independent research to develop their knowledge of American society, culture, and the changing quality of life.

Improve/Go Green

 

Students to re-write a paragraph of their homework and assessment in response to the feedback received from their teacher

Spring 1 Assessments:

 

Class Assignment 4 – essay skills question on the quality of life in America

Class Assignment 5 – essay skills question on society and culture in changes in America.

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Subject: History Year Group: 13
Spring 1 – Curriculum Plan Homework Plan
Depth Study: USA and India

 

 

Students will begin their depth studies of Britain: losing and gaining an empire, 1763-1914. Students will be analysing the treatment of subjugated people in colonies, and how they responded to government policies imposed upon them impacted Britain’s gains and losses as an empire.

 

Students will also build on, and improve, the following key historical skills:

 

In addition, students will be developing the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Historical vocabulary

4.    Causation and Consequence

5.    Identifying turning points

6.    To make an informed judgement

 

 

Embed

 

Students will be able to explain the strengths and weaknesses of government policies for aiding Britain to gain and lose an empire

 

Apply

 

Students will be able to apply their knowledge to analyse and evaluate historical evidence

Challenge/Interleaving

 

Students will be able to analyse and evaluate sources, and carry out independent research to develop their knowledge of significant events which aided the development of Britain’s government policies, and allowing the expansion of their empire.

 

Students will also be interleaving one theme of In Search of the American Dream over a two week period while the PPEs are ongoing.

Improve/Go Green

 

Students to re-write a paragraph of their homework in response to the feedback received from their teacher

Spring 1 Assessment

 

 

Essay skills question on the American depth study.

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Subject: History Year Group: 13
Spring 1 – Curriculum Plan Homework Plan
Depth Study: Australia, Canada and Nile Valley

 

 

Students will contine their depth studies of Britain: losing and gaining an empire, 1763-1914. Students will be analysing the treatment of subjugated people in colonies, and how they responded to government policies imposed upon them impacted Britain’s gains and losses as an empire.

 

 

In addition, students will be developing the following key historical skills:

 

1.    Chronology

2.    Evidence

3.    Historical vocabulary

4.    Causation and Consequence

5.    Identifying turning points

6.    To make an informed judgement

 

 

Embed

 

Students will be able to explain the strengths and weaknesses of government policies for aiding Britain to gain and lose an empire

 

Apply

 

Students will be able to apply their knowledge to analyse and evaluate historical evidence

Challenge/Interleaving

 

Students will be able to analyse and evaluate sources, and carry out independent research to develop their knowledge of significant events which aided the development of Britain’s trade policies, and allowing the expansion of their empire.

 

Students will also be interleaving South Africa, 1948-94: from apartheid state to “rainbow nation” over a two week period while the PPEs are ongoing.

Improve/Go Green

 

Students to re-write a paragraph of their homework in response to the feedback received from their teacher

Spring 1 Class Assignment:

 

 

Essay skills question on the Australian depth study.