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History
History
‘‘History can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.’’ – Robert Penn Warren
Intention:
KS3 broadly follows a national curriculum model and covers c1000 years of history. This allows student to study both breadth and depth studies as well as develop their critical thinking and historical source skills. KS4 covers a thematic study to understand change and continuity across a long sweep of history, including the most significant characteristics from different ages in Paper 1. A period and British depth Study in Paper 2, focuses on a substantial and coherent time span, to allow study of the complexity of society / historical situation and the interplay of different aspects within it. Modern Depth Study Paper 3 again focuses on a substantial and coherent time span, to allow study of the complexity of society / historical situation using different historical interpretations. Our aims are to:
- build on prior learning in primary school and at KS3 in order to develop a life-long passion and enthusiasm for history
- develop students’ understanding of the history of Britain and the events that shaped it. Develop students’ understanding the role Britain played in key events in world history
- develop students’ understanding of historical concepts such as cause and consequence and change and continuity
- develop students’ skills to interrogate a range of historical material and sources
- encourage all students to consider further study of history or history related subject such as politics at post-16 and beyond
- develop students’ interest in history in the wider world through activities such as discussion, links to world events and history in the news
Teaching will happen in mixed ability groups with years KS3 usually being taught in form groups and KS4 taught in option groups.
Implementation - curriculum sequence
| Year | Autumn HT1 | Autumn HT2 | Spring HT1 | Spring HT2 | Summer HT1 | Summer HT2 |
|---|---|---|---|---|---|---|
| 7 | An introduction to the skills of an Historian. Use of evidence to investigate the ‘Ivory Bangle Lady’. Introduction to the evaluation of historical evidence and time terms | Romans – Journey to Rome project. An investigation into life in 2nd century BCE Rome, including getting to Rome, health and hygiene, entertainment and the role of the empire in trade | The Norman Conquest. The causes and events of the Norman Invasion in 1066. The Battle of Hastings and the outcome of the battle. | Norman power and conquest. The impact of the Norman Conquest, including, Harrying of the North, rebellions and the establishment of castles as a means of power and control |
Life under the Normans. Change and development in castle design. Life in Norman England, Town v village life. |
Medieval England. The Black Death, Peasants Revolt and an enquiry into the interpretations of King John and the Magna Carta |
| 8 | The Early Tudors. Henry VIII, the Reformation and the Mid- Tudor Crisis: Edward VI, ‘Bloody Mary’ to the accession of Elizabeth I | Early Elizabethan England. Problems on accession – legitimacy, debt, female monarch. Propaganda & imagery Religious Settlement |
Establishing Empires Empire and the establishment of the Transatlantic slave trade |
The long road to emancipation. Plantation life, the underground railroad, abolition to the American Civil War |
The Industrial Revolution in England Living conditions and public health: Cholera Factory life and child labour |
The fight for rights and equality. Workers’ rights in 19th C and Civil Rights in the 20th C. (Thematic study) |
| 9 | The road to WW1 The role of empires in the causes of WW1. Britain and WW1 – recruitment, life in the trenches, weapons of WW1 |
‘The War to end all Wars’ The Treaty of Versailles A role play to look at the aims and outcomes of the Peace Treaty in 1919 |
The struggle for the female vote. The aims, methods and tactics of the Suffragists v the Suffragettes. The growth of militancy and the Suffragette Derby | The Homefront in WW2. Investigation of the ‘Blitz Spirit’ and the experience of Blitz, evacuation and living through the war |
Life in Nazi Germany and persecution of minorities. The Holocaust | Start GCSE teaching: Medicine through Time. Paper 1 Medieval cause and treatment of disease. Four humours & Hippocrates and Galen, medieval treatments and Black Death |
| 10 | Medicine through Time. Paper 1 Cause, treatment & prevention of disease in Renaissance (1500-1700) |
Paper 1 Medicine through Time. Cause, treatment & prevention of disease in Industrial era (1700 -1900) | Paper 1 Care and Treatment in 19thC hospitals. The Development of Surgery | Paper 1 Historic Environment Paper 1 Treatment of wounds on the Western Front. Medicine in the 20thC. Paper 2: Introduction to Elizabethan Society | Paper 2 Early Elizabethan England Elizabethan Society and the Age of Exploration, Elizabethan Government and Religion |
Paper 2 Challenges to Elizabeth at home and Abroad. Paper 3 Introduction to Weimar Germany. Setting up of Weimar Republic. |
| 11 | Paper 3 Weimar and Nazi Germany. Hitler’s rise to Power, Nazi control and dictatorship, |
Paper 3 Life in Nazi Germany Life in Nazi Germany. Police state & control |
Paper 2 Superpower relations and the Cold War. Reasons for CW & Early tensions – conferences, E. Europe, T doc, M Aid, Berlin Blockade & NATO | Paper 2 Superpower relations and the Cold War. Hungary, Cuba & Czech crisis. Détente, Afghanistan, Reagan & Gorbachev – end of CW. |
Revision / exam practice Papers 1-3 |
The History department follows the Edexcel specification, which can be found here:
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
