History

CURRICULUM VISION

INTENT:

What is the curriculum aim / vision for this subject?

For students to have an enjoyment of history.
The curriculum allows students to have a rounded understanding of the past and gives an insight how this impacts on the present and future
The curriculum should give students the opportunity to become critical thinkers who are able to articulate, analyse, explain and infer.

What do we expect students to get from this subject?

Broadening understanding of their role in the community.
Enhance skills, ambition and questioning to improve employability.
Enjoyment of history.

Understanding of different cultures, traditions and opinions to develop kindness and tolerance.

IMPLEMENTATION:

How does learning develop over the five years?

The skills required as a student transitions through the five years are built upon through clear stepping stones.
The curriculum provides students with a broad knowledge and understanding of history

What principles have guided our decision making in developing this curriculum? What is distinctive about our curriculum?

There is a clear focus on developing students understanding of where they live.
Key events and periods are taught to give students an understanding of how these have shaped Britain and the wider world.
The skills gained on initial arrival to the school lay the foundations for deeper thinking year on year.

How is the timetabled curriculum supplemented or enriched by other approaches to learning?

Engaging lessons which students enjoy and want to participate in.
Student involvement in assemblies such as Remembrance Day assemblies.
Use of presentations and drama to assist with oracy skills.
Student trips, for example to visit the Battlefields.

In what ways does our curriculum help to develop…?

Cultural diversity and identity: Knowledge and understanding of students role in the community and the wider world
Physically and mentally healthy lifestyles: Focus of how war can have an impact on lifestyle and mental health
Community participation: Teaching aspects of the curriculum allows us to draw on the community such as Remembrance assemblies
Careers and enterprise: All of the skills taught throughout the curriculum allow for students to gain skills necessary for their future careers
Technology and the media: Use of media and awareness of the benefits and dangers of the modern media.
Creativity and critical thinking: Through engagement and love of learning and the skills required for history are intrinsically linked to critical thinking.

IMPACT:

What forms do assessments take? What is the purpose of assessment?

Self and peer assessment
Summative and formative assessments
Assessments mirror those skills required at GCSE. The assessments are robust and highlight any deficiencies in skills that staff can quickly act upon to improve knowledge and understanding in order for students to make progress through further studies.

How do we know if we have a successful curriculum?

Students enjoy and achieve academic attainment.
Feedback through students’ voice.
Feedback from parents.
Option numbers at GCSE and A Level
Staff evaluations of the curriculum.

CURRICULUM CONTENT

KEY STAGE 3

The topics covered at Key Stage 3 offer pupils a broad understanding of a range of historical events at local, national and international levels.

Programme of Study – Lesson Listings Year 7, 8 and 9 – Term 1

	YEAR 7	YEAR 8	YEAR 9
	How did the Norman conquest shape England?	Was the Industrial Revolution a period of growth and prosperity for all?	Was Hitler really responsible for the outbreak of World War Two?
1	England before 1066 what was it like?	From farming to factories - What was Britain like in 1750? Why did the population explode?	Treaty of Versailles recap and International relations 1930s
2	1066: Who will be the next King of England? Round 1: Stamford Bridge	How did factories create towns? What was it like to work in a factory?	Hitler’s foreign policy
3	Round 2: Hastings	What was it like to live in an industrial town? Local focus: Liverpool Who were the heroes of public health?	Appeasement
4	How did Harold die? Why did William win?	How was transport improved?	Nazi Soviet Pact and Outbreak of WW2
5	Baseline Hastings Assessment	Crime, Prisons and the police The British Empire	Causes of WW2 Assessment
6	The conquest of England – Harrying of the North William the castle builder	Interpretations of the British Empire	How and why were Jews persecuted by the Nazis Anti-Semitism a history
7	The Feudal System The Domesday Book	Assessment Impact of the industrial Revolution	Nazi persecution of the Jews
	Where did power truly lie in Medieval England?	How should the slave trade be remembered?
8	How religious were people in the Middle Ages? Crown Versus Church: the story of Henry II and Thomas Becket	Africa before the slave trade How did the Slave Trade work? (inc triangle)	The Holocaust (optional Holocaust assessment)
9	Murder in the cathedral assessment: how useful source analysis (light)	How were slaves captured? What was the middle passage?	How did Britain survive World War Two? Outbreak of WW2 and early German success
10	King John: Magna Carta man	What happened on arrival? What was life like on the Plantations?	Battle of Britain/Blitz: Liverpool Focus
11	Where did our Parliament come from?	Could slaves fight for their freedom? Could slaves escape to freedom?	Dunkirk Barbarossa
12	Medieval Queens	Why was there an American Civil War? How was slavery abolished?	Pearl Harbour
13	Liverpool focus: Why was 1207 so important?	Slave Trade assessment	D Day

Programme of Study – Lesson Listings Year 7, 8 and 9 – Term 2

	*YEAR 7*	*YEAR 8*	*YEAR 9*
	Was the Medieval period truly miserable for all?	How democratic was Britain by 1928?	How were the Axis Powers defeated?
1	What was life like in a medieval village? What was life like in a medieval town?	What is democracy? How does politics work in Britain?	Revision
2	Could you have fun in the Middle Ages? Middle Ages: Sport	Protest in 1800s Peterloo Massacre	Y9 PATHWAYS EXAM – Hitler and the Jews, the Holocaust and WW2
3	Middle Ages: Entertainment Middle Ages: Food and fashion	How did working men get the vote? What were Victorian attitudes towards women?	Atom bombs
4	How did castles develop? Medieval health and medicine	Suffragists or Suffragettes	The impact of the end of War on International Relations
5	How deadly was the Black Death?	Did Emily Davison mean to die? Women and WW1	The World of the 1950s and 60s
6	Why were the peasants so angry in 1381? Did England change after the Black Death?	Light touch assessment – Peterloo or Women and the vote	The World of the 1970s and 80s
7	Could you get justice in the Middle Ages? Keeping law and order, Trial and Punishment	Did the world go to war by ‘accident’ or by ‘choice’ in 1914? What were the long term causes of conflict prior to 1914?	How successfully was racial injustice challenged in the USA 1945-75? Segregation in the South – Jim Crow laws
8	Medieval life end of unit assessment	What happened at Sarajevo in 1914?	KKK
	Was Henry VIII a cruel dictator?	What was it like to live through World War One?
9	Wars of the Roses Bosworth	Outbreak of war and Failure of the war Plans Recruitment and propaganda	Civil rights organisations – CORE, NAACP
10	What was young Henry VIII like? Henry VIII his first wife and his big problem	Strategies and tactics of trench warfare Weaponry	Opposition to Civil Rights, Emmet Till
11	What did Protestants protest about? Why did Henry dissolve the monasteries?	Soldiers experience of war	Brown V Topeka
12	Henry VIII – light touch assessment Edward and Mary	Medical provision during the war RAMC & FANY	Little Rock

Programme of Study – Lesson Listings Year 7, 8 and 9 – Term 3

	*YEAR 7*	*YEAR 8*	*YEAR 9*
	How important was religion in Tudor & Stuart society?	Was the Treaty of Versailles to blame for Hitler	Civil, Rights, Protest and Radicalism
1	Elizabeth and religion Why did Elizabeth kill her cousin?	Case Study: The Somme	Bus Boycott
2	Spanish Armada: England versus Spain	Interpretations of the Somme	Sits Ins
3	Gunpowder plot Were the plotters framed?	Conscientious Objectors The contribution of the British Empire to War	Freedom Rides
4	Witches	Impact of WW1 and Big 3 Versailles	Birmingham
5	Summer Exam Revision	Summer Exam Revision	Washington
6	Summer Exam	Summer Exam	Freedom Summer
7	Did democracy win the English Civil War? Why did the English fight each other?	Who was Adolf Hitler, other dictators?	Malcolm X
8	Why was Charles I sentenced to death?	Hitler’s rise to power and establishing control	Black Power
9	Oliver Cromwell: hero or villain Who was the Merry Monarch?	Life in Nazi Germany – young people	Race Riots
10	The Glorious Revolution	Life in Nazi Germany – women	MLK 1967-68
11	How had Britain changed 1066-1750?	Life in Nazi Germany - workers	Progress by 1975

KEY STAGE 4

For more information, click here to visit the Key Stage 4 courses page.

KEY STAGE 5

For more information, click here to visit the Key Stage 5 courses page.

GSO Test

History

CURRICULUM VISION

CURRICULUM CONTENT