CURRICULUM AIMS AND VALUES
The study of History inspires pupilâ€™s curiosity, encourages them to ask critical questions and enables them to have a better understanding of British history and that of the wider world. History helps pupils gain a sense of their own identity within a social, political, cultural and economic background as well as an appreciation of the culture and attitudes of societies other than their own.
As a subject we work to develop an understanding of chronology as well as a knowledge of how the local area has changed over time. Historyâ€™s unique concepts help pupils to construct arguments and support them to become analytical citizens who can question human motivation and society with skill and confidence. With the knowledge, understanding and skills acquired within History we are aiming to develop independent thinking individuals who can evaluate critically the significance and utility of a large body of material, including evidence from contemporary sources and interpretations of historians. The curriculum is designed to engage pupils, develop their curiosity and their critical thinking skills.
Within the curriculum we investigate how and why the world has changed as well as what we can learn from the past to make the future a better place. We also ensure that British Values are woven into the History curriculum promoting values such as mutual respect, tolerance, democracy and individual liberty.
History also develops employable characteristics such as logic, reasoning, identifying key information, analysis, evaluation, construction of an argument, reaching explained judgements and writing skills.
CURRICULUM ORGANISATION AND DELIVERY
History is taught in mixed ability groups at both KS3 and KS4. Mixed ability groups support pupilsâ€™ development as it sets an expectation that all pupils can and will achieve. Precise questioning within lessons allows teachers to check the conceptual understanding of pupils and thereby identify those who need intervention. This means that all pupils, regardless of their ability, can progress through the curriculum content at the same pace.
All students at KS3 study History with a high uptake as an option choice starting in Year 9 with a 3 year programme of study. We currently have 128 students in Year 9, 125 in Year 10 and 130 in Year 11.
History lessons at both KS3 and KS4 fit into a chronological framework, which allows for both an overview and an indepth historical understanding to develop. There is an emphasis on enquiry and pupils are frequently given the chance to arrive at conclusions based on evidence. Pupilsâ€™ understanding is assessed both of the lesson they are in and of those lessons that have come before. This provides the opportunity for staff to reteach areas in which students have struggled.
|Year Group||Lesson Time Per Fortnight|
|Year 7||3 hours over the fortnight|
|Year 8||3 hours over the fortnight|
|Year 9 (from September 2018)||4 hours over the fortnight|
|Year 10||4 hours over the fortnight|
|Year 11 (from September 2020)||5 hours over the fortnight|
Key Stage 3:
|Scheme of Work||Skills and Objectives|
|What is History?
The Middle Ages
|Â·ÌýÌýÌýÌýÌýÌýÌýÌý Links to prior learning at KS2
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Covers key skills in History such as sources, hierarchies, centuries and timelines.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Develop an understanding of how to reach supported conclusions.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Reach a judgement on who should be King in 1066.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Understand the purpose of the Feudal System (link to hierarchies in topic 1)
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Identify continuity and change in castle design.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Be able to explain the influence of the Church. (link to KS4)
Â· Develop source analysis skills using the murder of Thomas Beckett.
Â· Evaluate the treatments available for the Black Death. (to be followed up on at KS4)
|Historical Mysteries||Â· Research propaganda paintings that may have been used as evidence in historical mysteries and explain why this happened. (link to KS4)
Â· Create a hypothesis on the role of women in the Wars of the Roses and research this.
Â· Evaluate the role of women in the Wars of the Roses and reach an explained judgement on their involvement.
Â· Analyse the usefulness of sources used when reaching a judgement, by explaining the value of the provenance of a source. (link to KS4)
|The Making of the UK||Â· The decreasing power of the Church (following on from the last topic and linking to KS4 content)
Â· Reach a judgement on the significance of the Tudor monarchs.
Â· Evaluate the reasons for Henry VIIIâ€™s break with Rome.
Â· Understand the life of Mary Queen of Scots (link to KS4)
Â· Identify the causes and consequences of the Spanish Armada (link to KS4).
Â· Strengths and Weaknesses of James I as a monarch.
|Scheme of Work||Skills and Objectives|
|Industrial Revolution||Â· Reach a judgement on why the Industrial Revolution happened.
Â· Understand the modernisation of the domestic system.
Â· Source analysis on the work of children within factories.
Â· Evaluate the effects of cholera (link to KS4)
Â· Identify the link between transport and the Industrial Revolution.
Â· Investigation into why Southport became a popular Victorian holiday destination. (Local history).
|Transatlantic Slavery||Â· Analyse why Britain became â€˜greatâ€™.
Â· Evaluate the benefits of the Slave Trade for Liverpool and Britain as a whole. (Local history)
Â· Understand the process of a slave auction and life on a plantation.
Â· Reach judgements on the success of Harriet Tubman and the Underground Railroad.
Â· Identify abolitionists and explain their work.
|20th Century study.||Â· Reliability of sources through a study of Emily Davisonâ€™s death.
Â· Reach a judgement on the most significant cause of World War One (background knowledge for KS4)
Â· Understand the impact and significance of the Treaty of Versailles (link to KS4).
Explain the 3 home front problems of WWII â€“ blitz, rationing and evacuation.
Â· Introduction to Communism (who, what why) (link to KS4)
KS3 is taught chronologically with each lesson linking to the one before to allow a build-up of knowledge, understanding and skills over time. Having previously met with KS2 teachers the initial schemes in KS3 (including the baseline assessment upon entry) have links to what is taught at KS2, for example the role of key individuals and inspirational people. Historical mystery lessons engage students and allow them to develop their enquiry and source analysis skills to reach judgements â€“ both of which will be useful to them at KS4. We are also introducing lessons at KS3 to help form a foundation knowledge for what will be extended upon at KS4.
We have built GCSE exam style questions into all of our KS3 end of topic assessments to ensure that the curriculum has been learned and to begin to embed the skills required at KS4. These key exam question skills also appear as lesson tasks so that the approaches to these questions become familiar to pupils before they get to assessments. We have also added knowledge organiser tests at the start of each KS3 unit (we already have these at KS4) to help them develop their knowledge retention, a skill that is vital for the GCSE course.
Our curriculum is based around the National Curriculum. It secures a knowledge and understanding of British, local and world history. Significant events are identified and the curriculum is designed to enable pupils to make connections and draw contrasts across the units of study. An area of the National Curriculum we donâ€™t study explicitly is â€˜an aspect or theme in British History before 1066â€™ this is due to the fact that after collaboration with KS2 providers we have learnt that an ancient history study takes place in their curriculum and therefore do not feel it is necessary to repeat this. However, we are in the process of updating our initial â€˜What is History?â€™ key skills unit to teach each skill through Roman History thereby addressing an element of British History before 1066.
GCSE (Years 9, 10 and 11)
|Paper 1 (30%- 1 hour 15 minute exam)
Medicine in Britain, c1250 â€“ present & The British Sector of the Western Front.
|Unit 1||Medicine in Medieval England||52 marks in total including 4 for SPaG on the last question.|
|Unit 2||The Medical Renaissance in England|
|Unit 3||Medicine in 18th and 19th Century Britain|
|Unit 4||Medicine in modern Britain.|
|Unit 5||The British sector of the Western Front.|
|Paper 2 (40% 1 hour 45 minute exam)
Superpower relations and the Cold War and Early Elizabethan England
|Unit 1||The origins of the Cold War.||Paper is worth 64 marks
|Unit 2||The development of the Cold War.|
|Unit 3||The end of the Cold War.|
|Unit 1||Queen, government and religion.|
|Unit 2||Challenges to Elizabeth at home and abroad|
|Unit 3||Elizabethan society in the age of exploration.|
|Paper 3 (30%- 1 hour 20 minute exam)
Weimar and Nazi Germany 1918-39.
|Unit 1||The Weimar Republic.||Paper is worth 52 marks including 4 for SPaG on the last question.
|Unit 2||Hitlerâ€™s rise to power.|
|Unit 3||Nazi control and dictatorship.|
|Unit 4||Life in Nazi Germany.|
At KS4 we follow the Pearson Edexcel GCSE specification and teach partly in order of accessibility and partly in order of chronological links. The order we choose to follow is Medicine through Time in Year 9, Weimar and Nazi Germany and Cold War in Year 10 then Early Elizabethan England in Year 11. The rationale behind this order is we feel that Medicine through Time is the most straightforward for pupils starting their GCSE course and has links to content covered in Year 7 and 8. The Cold War features exam style questions not repeated elsewhere and as the content is often the most unfamiliar for many of the students having the extra time to focus on it is beneficial. Furthermore there is a direct chronological link between the events of the Weimar and Nazi Germany and the beginnings of the Cold War. Conversely the Early Elizabethan England unit of Paper 2 is one that pupils find straightforward to understand and are familiar with many of the themes that arise within it from their studies in lower school.
A further reason for teaching the KS4 units of study in the manner we do is that there are repeated exam style questions on the Medicine, Germany and Elizabeth papers therefore by teaching the Medicine and Germany papers back to back it allows students to get a clear understanding on what is required of them when answering these questions.
Retention of knowledge at both KS3 and KS4 is done through a variety of ways. We have knowledge organisers at the beginning of each unit for each paper of the GCSE and each pupil will complete two tests of these key dates, figures and concepts per unit. We have end of unit exams for each unit of KS4 as well as an end of year exam which assesses the knowledge that pupils have retained. This is then followed up by improvement time tasks to recap and strengthen where there are gaps in knowledge. In Year 11 we also complete interleaving tasks to refresh knowledge covered in Year 9. Staff also use questioning techniques within each lesson to link pupilâ€™s knowledge to that studied in a previous lesson. This allows staff to assess on the spot the knowledge retained by the pupils and that which needs to be readdressed.
At KS3 we assess retention of knowledge in a similar manner to KS4 with knowledge organiser tests just focusing on key terms and end of unit tests alongside an end of year test assessing how much knowledge the pupils have.
Skill development is an integral part of lessons at KS3 and KS4. At KS3 we consider this important both for the continuation of learning at KS4 for those who chose to opt for History but also for those who donâ€™t. This is due to the transferable nature of skills that can be applied both to other subjects such as English and RE but also to their abilities to converse with others and make reasoned and considered judgements throughout all aspects of their lives. Throughout both key stages pupils should acquire the following historical skills; analysis, good oral and written communication, the ability to put together a logical argument, critical thinking, gathering, investigating and assessing materials, condensing or expanding facts, ideas and arguments, weighing up evidence and coming to reasoned conclusion and being able to identify cause and consequence. This prepares pupils for their future as these skill could be used in careers such as; teaching, journalism, civil service administrator, solicitor, politician, archivist, museum curator or academic librarian to name but a few.
At KS3 we have built source analysis, judgement making, extended writing, and ranking of consequences tasks within to our lessons. At KS4 within lessons we regularly complete and refer to exam questions. Teaching strategies vary when looking at the exam question. Pupils may complete the entire question, using structure strips and writing frames to support or they may be given example answers to mark using mark schemes or be asked to write part of the answer in order to self and peer assess. We also have source analysis tasks within lessons, which are structured as they are in an exam to create familiarisation and confidence in their approach. Tasks are set for pupils to weigh up the pros and cons of a scenario before reaching a reasoned judgement as this is an expected element of the essays they write. The concepts of consequence and significance are also taught and reiterated through questioning within lessons, this is a key skill development for Paper 2.
(September â€“ Christmas)
(January â€“ April)
(April â€“ July)
|Year 7||Baseline Test
Medieval Britain Key Homework
End of Unit test on Medieval Britain
|Historical Mysteries Key Homework
End of Unit test Historical Mysteries
|End of Year Test|
|Year 8||Health problems in towns Key Homework
End of Unit test industrial revolution
|The Middle Passage Key Homework
End of Unit Slavery test
|End of Year Test|
|Year 9||Knowledge Organiser Test Unit 1
Medicine 1250 â€“ 1500 End of Unit Test
Knowledge Organiser Test Unit 2
Medicine 1500 â€“ 1700 End of Unit test
|Knowledge Organiser Test Unit 3
Medicine 1700 â€“ 1900 End of Unit Test
Knowledge Organiser Test Unit 4
Medicine 1900 â€“ present End of Unit Test
|PPEÌý – Paper 1 – Medicine Through Time
Knowledge Organiser Test â€“ Western Front
Western Front End of Unit test
|Year 10||Knowledge Organiser test Unit 1
The Weimar Republic 1918 -29 End of Unit Test
Knowledge Organiser test Unit 2
Hitlerâ€™s Rise to Power End of Unit Test
|Knowledge Organiser test Unit 3
Nazi Control and Dictatorship End of Unit Test
Knowledge Organiser test Unit 4
Life in Nazi Germany End of Unit Test
|2 PPEâ€™s â€“ Paper 1 Medicine Through Time and Paper 3 Weimar and Nazi GermanyÌý
Knowledge Organiser Test Unit 1
Queen, Government and Religions 1558-69Ìý – End of Unit Test.
|Year 11||Challenges to Elizabeth at Home and Abroad â€“ End of Unit Test
Knowledge Organiser Test Unit 3.
Elizabethan Society in the Age of Exploration – End of Unit Test.
2 PPEâ€™s â€“ Paper 3 Weimar and Nazi Germany and Paper 2 (Only Early Elizabethan England section)
|Knowledge Organiser Test â€“ Unit 1
The Origins of the Cold War 1941-58 End of Unit Test.
Knowledge Organiser Test Unit 2
Cold War Crises 1958-70 End of Unit Test.
Full Paper 1 Mock Exam
|The end of the Cold War 1970-91 End of Unit Test.
Full Paper 2 Mock Exam
3 Summer exams
*Ìý Highlighted Assessment is to be used to inform the PIP and report to Parents on.
In the summer exam period pupils in Years 7 and 8 have 1 end of year exam which will have questions on from each topic they have covered within the year. The key homework allows for pupils to highlight the depth of their knowledge and skills within the subject away from a test environment in a more project style assessment. This often proves more accessible for the less able students.
At KS4 all end of unit assessments replicate in structure and layout that of an actual GCSE and are sat in the same timed conditions. This allows pupils to familiarise themselves with the requirements of the GCSE exam especially the technique of answering each question style. Questions for these assessments are chosen from past examination papers, board supplied sample assessments and board approved textbooks this ensures they are of the correct standard. Grade boundaries are reviewed each year and based on the previous summerâ€™s grade boundaries as published by the exam board with a slight inflation to allow for some fluctuation in the marks.
After each end of unit test at KS4 students are given example full mark answers and are allowed a period of reflection time to help improve their work and identify areas of development. Based on this they have to set themselves targets for future learning and examinations. After the more formal end of year exams they have to complete a written feedback form in an exam analysis lesson to help them identify their own strengths and weaknesses.
In order to assist pupils with the large quantities of knowledge they have to be able to recall within lessons we have key strategies in place. These include knowledge organiser tests (short tests which focus on key dates, people and concepts), teacher questioning which is focused on interleaving details from previous lessons and topics, the making of revision cards and a RAG (red, amber, green) rating sheet for each unit to allow teachers to tailor the resources and personalise the learning of a student and provide them with extra support where they feel their knowledge and understanding is weaker.
Our school is committed at every stage to ensure that no pupil is disadvantaged because they do not have the cultural experience to access the full curriculum and within History the following key areas are developed.
- A love of the subject and a love of learning.
- The department develops careers provision and aspiration by discussing at GCSE the variety of ways a history qualification may be of use, we also advise individual students on potential college courses and topic selection within those courses as requested. We have a Careers Board on the History corridor and careers posters within classrooms to make some explicit links for pupils. Furthermore on Year 8 options evening we have information available for parents and students about the opportunities available to them with a History qualification.
- Within History we take the majority students in Year 8 to visit Quarry Bank Mill as a part of their Industrial Revolution unit of study, we take GCSE students to the Medical Museum in Leeds which links to their Medicine through Time study and to the Imperial War Museum at Salford Keys in Manchester. Here pupils complete a 45 minute source session with the curator on the Nazis and the Holocaust. Also they are able to look at displays linked from WW1 through to the Cold war.
- Annually we have an outside group, The History Squad, visit and run sessions on Medieval Weapons with Year 7, Nazi Germany with Year 8 and the trenches with Year 9.
- We have ran overseas visits to Krakow (focusing on the holocaust), Berlin (focusing on Weimar and Nazi Germany) and Sorrento (focusing on Pompeii and Herculaneum) in conjunction with the Geography and RE departments.
- Pupils from Year 10 have also been given the opportunity to travel to the WW1 Battlefields on two occasions in recent years with a member of staff and various other local schools as a part of the centenary commemoration events for the First World War organised by the DFE. These students then delivered assemblies for each year group, completed a display within school and wrote pieces for the school newsletter on their experience.
- We Work with The Anne Frank Trust for the training of Anne Frank Leaders. This consists of Year 8 pupils who are trained on the life of Anne Frank, her diary and the messages we can learn from her experiences. They then deliver this workshop to Year 7 pupils as well as hosting an exhibition in the school library.
- Extra-curricular opportunities on offer which enhance the curriculum for pupils include: a KS3 film club, overseas visits, day visits to places of historical interest, study support sessions at KS4, contributions to assemblies and PDT activities at historically significant times such as remembrance day and holocaust memorial day.
- Year 10 students have attended History source skill master classes at Runshaw Sixth Form College.
- For both KS3 and GCSE, the units of work have been re-ordered to equip pupils with the knowledge, understanding and skillset to access the GCSE content.
- A study of Communism has been introduced to Year 8 to cover the fundamental beliefs to give a foundation of knowledge for the GCSE course.
- Baseline within History is crucial as GHS gains pupils from such a variety of feeder schools, some of which have covered very little History. Feedback from this allowed us to tailor the introduction topic â€˜What is Historyâ€™ and the baseline assessment to suit the skillset of the pupils.
- Through quality first T and L, we are aiming to develop skills over time equipping fully for what is required at GCSE level and beyond.
- Being part of the Yr6 (new Yr7 cohort) transition day to deliver a History session for pupils and have dialogue with them about their History experience so far.
- Differentiation of tasks and skilled questioning allows all pupils to access the content of the course. The department consists of experienced members of staff.
- Literacy skills are a key component of accessing all curriculum areas. In History skills are developed through the use of spelling tests for Year 7 and 8. Focussing on subject specific terminology through knowledge organisers that will assist them in their writing and prepare them for KS4. They are given to pupils in advance and printed for workbooks. Key word displays are evident in the History teaching rooms and referred to in lessons. We encourage reading to each other, to the class and to themselves. Tasks including comprehension feature heavily at GCSE. A humanities reading display is in the corridor to encourage extracurricular reading and reading lists available for pupils at KS3 and 4 to allow them to develop a more in-depth knowledge of topics that interest them in their own time.
- Analysis of census data and graphs of election results are examples of how mathematics is used in History. There are also percentages, ratio and graph interpretation that are used within the History curriculum.
Vulnerable pupilsâ€™ access to this provision is monitored carefully in order to support those whose cultural gap may be wider. Ways in which we ensure the equal access and progress of vulnerable pupils includes:
- Pupil premium strategies such as priority marking, priority seating and providing revision materials.
- Funding is provided for field trips and course resources.
- Analysis of data after each collection point followed by the relevant intervention.
The personal development curriculum embraces the strands of Citizenship, Personal, Health and Social Education (PHSE), Careers Education and Guidance (CEAG) and Spiritual, Moral, Social and Cultural (SMSC) educational policies.
In History, the personal development of pupils is supported in a vast variety of ways.
The study of History involves a sense of curiosity and the mystery of how and why events in the past happened and raises questions as to what could have happened if events had had different results. Artefacts are used to give pupils a sense of the past and aid pupils in understanding the people who produced and used these objects. Pupils are encouraged to explore the role played by important individuals, for good or bad, in the shaping of the world we live in. Pupils also reflect upon different interpretations of the past and how these interpretations have been arrived at.
History encourages pupils to appreciate a range of beliefs and develop a respect for these different perspectives. Staff encourage pupils to consider different ideas as a good non-threatening element of life and they look at the consequences whenÌýpeople are not tolerant of each other.
Pupils are asked to consider and comment on moral questions and dilemmas. Events and beliefs in the past will often be at odds with what we would consider acceptable today (and were to some people in the past also). Pupils will be encouraged to show compassion for people facing dilemmas and to empathise with decisions which people in the past made and the reasoning behind these decisions. Notions of right and wrong are explored in connection with events from the past, linking with the value of justice.
Pupils explore the similarities and contrasts between past and present societies and be made aware of how, in the main, we are very fortunate to live in â€˜the modern worldâ€™ which links with the value of thankfulness. They will examine how other cultures have had a major impact on the development of â€™Britishâ€™ culture.Ìý Pupils will also be encouraged to build up their own social development through collaborative and team working activities. The study of social issues is a common theme in History lessons.
Pupils study and are encouraged to gain an understanding of and empathise with, people from different cultural backgrounds. They will examine how other cultures have had a major impact on the development of â€™Britishâ€™ culture. Pupils develop a better understanding of our multicultural society through studying links between local, British, European and world history. The contribution of different cultures to human development and progress are studied, which links with the values of wisdom and endurance.
History encompasses the key elements of personal development in the following ways:
|Focus||Scheme of Work|
|Reflect on own beliefs||Â·ÌýÌýÌýÌýÌýÌýÌýÌý The ability to be reflective about their beliefs is a theme visited throughout KS3.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 7 there is a focus on the role of the Church in the medieval era and the Reformation (the development of the Protestant Church and the break from Rome).
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 Beliefs of Communism and Fascism.
|Gain perspective of different faiths||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 7 Medieval church
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 7 â€“ the Reformation â€“ development of the Protestant Church and break from Rome.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 â€“ power and then declining influence of the Catholic Church in peopleâ€™s lives.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 11 â€“ Issues of religion in Elizabethan England.
|Imagination and Creativity||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 – empathy tasks figure highly in the curriculum for example, a letter from a soldier in World War I and a diary entry of an evacuee in World War II.|
|Creating a fascination with the world around us||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Discussion and debate of all topics allowing freedom to ask questions.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Considering how the historical topics we consider affect the modern world (e.g. the way governments are formed, the influences of the Slave Trade on Liverpool, the reasons behind remembrance Sunday and remembrance monuments).
|Focus||Scheme of Work|
|Morality- right and wrong decisions||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 7 â€“ Murder of Thomas Beckett.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 – Debates over the role of General Haig in World War I â€“ Butcher or Hero of the Somme.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 – Actions of the Suffragists and Suffragettes.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Transatlantic slavery and its abolition.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 and Year 10 â€“ Persecution of minorities and the Holocaust in Nazi Germany.
|Gain an understanding of the consequences of our actions||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 7 â€“ Consequences of the Spanish Armada
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 â€“ Consequences of war.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 – Use of the atomic bomb in the Cold War.
|Moral and Ethical issues viewpoints||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 â€“ Morality of war.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 â€“ Treaty of Versailles
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Actions of Suffragettes
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 â€“ Different standards of health care based on social status.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 â€“ Nuclear warfare
|Civil and Criminal Laws||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Suffragettes.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Child Labour.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 â€“ Public health acts, compulsory vaccination laws.
|Focus||Scheme of Work|
|British Values||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Suffragettes and womenâ€™s right to suffrage.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and 9 â€“ changes in who held power in Britain â€“ State vs Church.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 – differences between democracy and dictatorship (rights and freedoms opposed to Communism and Fascism).
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 â€“ Suffrage for the working classes and its impact.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 -pupils study political systems (Proportional Representation for example), the key differences between democracy and dictatorship â€“ through the creation of dictatorship in Nazi Germany and the spread of Communist control throughout post World War Two Europe.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Both the Battlefields tour and the Visit to Krakow emphasise the importance of remembrance to society and the nation. It reinforces British social values.
|Resolution of conflicts||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8- The Break with Rome and development of the Church of England
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Years 9 and 10- pupils study how international relations work and the complexities of dealing with political crisis through modern democratic government through looking at the causes of World War One and the peace treaties that follow such as the Treaty of Versailles and the League of Nations. Also, the peace conferences at the end of the Second World War and their consequences (leading to the Cold War) are considered.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Social development is a focus in terms of classwork, questions and debates encourage the scenario of â€˜what would you doâ€™ in the situation relating to various events throughout History, encouraging students to co-operate and resolve conflict.
|Tolerance in modern Britain||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ Links made between Kindertransport and reactions to immigrants and our role as a world power today.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 â€“ links between holocaust and treatment of minorities today are made.
|Focus||Scheme of Work|
|Appreciation of cultural differences within school||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Welcoming of pupils to share their own experiences.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Work within the subject allows them to express their opinions and culture.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Written work such as WW1 diary entries, poetry and letters (Year 8) and Slave Diaries (Year 8) help develop empathy.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Developments in religion and its impacts such as the Church are also developed throughout KS4, further enhancing students cultural development.
|Diversity of different faiths||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 â€“ Judaism through a study of the Holocaust.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 9 â€“ the power of the Christian Church in England from 1250 â€“ 2019.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 11 â€“ Catholicism vs Protestantism in Elizabethan England.
|History of society||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and 10 links to the two World Wars and the key changes brought about by these events.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 â€“ consideration of the â€˜Blitz spiritâ€™ with the link to the idea of â€˜Britishnessâ€™.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 – Slavery â€“ pupils study the rights of the individual through Slavery and the British Empire/ abolition. Strong emphasis is placed on humanitarianism and dispelling myths.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8 and Year 10 â€“ Political change, rise of Communism and Fascism.Ìý This again provides ample opportunity to focus on the rights of the individual, genocide, horrors of war and the importance of democratic political involvement.
|Local, National and Global settings||Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 8- Slavery â€“promote cultural understanding through looking at African culture.
Â·ÌýÌýÌýÌýÌýÌýÌýÌý Year 10 â€“ creation of dictatorship in Nazi Germany. We look at the use of propaganda and censorship. We look at the promotion of Nazi culture and suppression of culture that does not fit with that Nazi ideal.
Mrs S Smith – Subject Leader for History
Mr S Bentzen – Teacher of History
Mrs H Clark – Teacher of History
Miss L O’Driscoll – Teacher of History