History

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Curriculum Intent

The History department, as stakeholders, have had input into the design of the curriculum and share its vision and rationale.

The intent of the History curriculum is to offer all students the opportunity to engage with the subject in ways that have meaning to them.  We draw strongly on the local history of Canterbury and Kent exploring its national and international significance.  Our aim is to build knowledge, understanding and skills progressively as students move through the curriculum. 

Our curriculum aligns with the whole school intent, particularly in terms of preparing students as future citizens.
The curriculum includes global issues such as slavery and civil rights and women’s rights as well as supporting exploration of different political systems and forms of governance. Learning outside the classroom is central to our approach and we run a family history club, a history film club and learning visits for each year group.

Achievement for all is our priority. We have initiated a growth mindset programme from year 7 which focuses on building motivation and enthusiasm for learning through positive feedback linked to effort. 

PROGRAMME OF STUDY OVERVIEWS

YEAR GROUP

TERM 1

TERM 2

TERM 3

TERM 4

TERM 5

TERM 6

7

What is History?

Life in Roman Britain

How did the Normans take over in 1066?

Who had the power: the Church or the King?

What was the impact of the Black Death?

How did the War of the Roses lead to the Tudors coming to power?

 

Who was the most significant Tudor monarch?

8

The “Golden” Age of Elizabeth?

A “Cursed” Century - Civil War? Cromwell, Plague and Fire

A century of revolution – the Glorious Revolution and the French Revolution

How did the Industrial Revolution change the UK?

 

The impact of slavery in the USA

How have the people of Kent shaped Britain’s past?

9

The end of innocence? World War One

The war to end wars? Making peace after WW1

The rise of the dictators

Here we go again – WW2

A lesson never to be forgotten – the Holocaust

Cold War to the present day – what events shape our lives?

10

Germany 1890-1945

Germany 1890-1945

Germany 1890 – 1945

Elizabethan England 1588-1603

Elizabethan England 1588-1603

Elizabethan England 1588-1603

Health and the People c.1000 – present

11

Health and the People c.1000 – present

Health and the People c.1000 – present

Conflict and Tension 1918-1939

Conflict and Tension 1918-1939

Revision/Exams

Exams

Curriculum Implementation

Student achievement is supported in a number of ways. Resources are adapted to support students with additional learning needs. We are engaging in a process of de-colonising the curriculum to support the learning experience of students from BAME backgrounds and to ensure that resources and content are relevant and meaningful.  Additional support is available through regular history revision sessions. 

Prior knowledge is revisited in end of topic tests and in regular starter and plenary quizzes.  Students are encouraged to memorise key knowledge through the use of mnemonics and multi-media tests.  We recognise that our students come with diverse experiences and knowledge and aim to draw upon these funds of knowledge in class discussions.  We also aim to extend cultural capital through a rich programme of visits and extra-curricula activities including through links with UKC and CCCU.

Curriculum Impact

Regular formative and summative assessment allow close monitoring and tracking of student performance over the academic year.  Additional revision and support sessions are offered when appropriate.  We are in the process of introducing a series of progressive targets against which students can self-assess thus giving them an additional sense of ownership over their learning journeys.

Regular department meetings offer an opportunity to review student progress across the year groups and to identify any areas for immediate attention or longer-term planning.  Our curriculum offer has evolved over recent years and we anticipate it will continue to do so as part of our commitment to continuous improvement.

Curriculum Learning Plan History

The Archbishop’s School Curriculum Audit (June 2019) – please complete and return to RD by 28/6/19

Faculty/Subject:

Completed by:

Please outline below what content you deliver to each Year group, and summarise under table headings key information. Please use one box per unit (do not feel that you have to complete all four boxed for a term and also please add extra boxes if needed. Any issues please contact rdavies@archbishops.kent.sch.uk


Year 7:

TERM 1

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Why do we study History?

How civilised were the Romans?

 

(Approx 10 lessons)

What is History? History skills eg History detective work; Chronology.

Pre-Roman England

Roman England

Source analysis. Chronology - Dividing up time.

Comparison of interpretations

Introduction to KS3 History – skills.

Romans links back to KS2 knowledge.

Comparison of Interpretations GCSE style question at end of unit on How civilised were the Romans?

 

 

 

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The Norman Conquest

(Approx 10 lessons)

Pre –Conquest Saxon England

Norman Conquest – rivals for throne; Battle of Hastings.

William’s control of England. (Feudal System, Domesday book, Harrying of the north, Castles)

Source analysis; Essay writing

Developing key skills eg essay writing and giving student’s good chronological understanding of British History. Forming a judgement.

Two bullet point GCSE style essay question – why did William win the Battle of Hastings?

 

Write an account GCSE style question on How William gained control.

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Why was religion such a big deal in the Middle Ages?

(Approx 9 lessons)

Crusades

Medieval England

Becket

Church, Monasteries and power.

Beliefs in Heaven, Hell and Purgatory.

Significance

Source analysis

Essay writing

Links to visits to Cathedral and work on Becket in Primary schools. Helps students to understand why an event or group is significant. Link to work in RE on key beliefs. Spiritual development.

GCSE style significance question on why the Church was so important in the Middle Ages.

 

 

 

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

What was life like in the Middle Ages?

(Approx 9 lessons)

Law and order

Leisure activities

Life in a Medieval village

Who had power?

Magna Carta

Black Death

Peasants revolt

 

Similarity and difference (comparison of Medieval to modern football)

Causation/

Consequence

Significance.

Essay writing.

Link to PE and Travel and Tourism with History of leisure.

Introduces understanding of causes and consequences of Black Death covered in GCSE Health and the People topic.

Develops key skills eg significance and good chronological understanding.

GCSE style Write an account question explaining how life for people in England changed as a result of the Black Death

 

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The Hundred Years War

(approx. 7 lessons)

Hundred Years War

Agincourt

Joan of Arc.

War of the Roses.

Princes in the tower.

Henry VII

Knowledge and understanding

Forming a judgement

Source analysis

Causation.

Introduces Henry VII, a major topic for A level.

Knowledge test

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Who were the Tudors?

(Approx 10 lessons)

Henry VIII

Dissolution of Monasteries

Edward VI Reformation

Bloody Mary

Causation and consequence; Source analysis.

Introduces Henry VIII, Edward and Mary, major topics for A level.

End of Year Examination.


Year 8:

TERM 1

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The Age of Elizabeth

(approx. 10 lessons)

Age of Elizabeth

Middle way;

Mary Queen of Scots;

Armada; propaganda.

 

Family tree

Chronology

Causation and Consequence;

Significance

Link to year 7 work on Early Tudors and work on significance and causation.  Family trees done at Primary School. Develops understanding of Elizabethan History studied at GCSE.

Spiritual development through discussing alternative beliefs.

GCSE style significance question on Elizabeth’s religious changes.

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

A cursed century?

(approx. 10 lessons)

The Gunpowder plot

Civil war

Cromwell

Fire of London

Great Plague

 

Source analysis/utility; causation and consequence;

Turning points; decision making/problem solving.

Essay writing.

Develops Skills first encountered in year 7 ready for GCSE. Chronological understanding. Great Plague link to Health and the People unit in GCSE.

Two bullet point GCSE style essay question – causes of Civil War.

 

Write an account GCSE style question on how London changed as a result of the Fire of London.

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Glorious revolutions?

(approx. 9 lessons)

Restoration

Glorious Revolution

French Revolution and Terror

Napoleonic Wars.

Nelson’s Navy

Waterloo

Significance

Evaluation

Interpretation

Causation and consequence.

Introduces French revolution which is studied at A level. Develops key GCSE skills such as significance. Builds chronological understanding.

Assessment on main causes of French revolution.

 

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The workshop of the world.

(approx. 9 lessons)

Britain in 1750

Industrial Revolution

New machines

Role of entrepreneurs

Factories and working conditions.

Living conditions.

Public Health.

Coal

Railways

Highwaymen

Problem solving

Empathy

Source analysis, utility and evaluation

Continuity and change

Factors

Knowledge of Public Health and living conditions useful for Health and the People GCSE unit. Develops chronological understanding and skills.

Economic understanding of importance of entrepreneurs.

GCSE style significance question on Industrial revolution.

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Were the British racist?

(approx 7 lessons)

The British Empire – a force for good?

The slave trade triangle

The Middle Passage

A slave auction

Slave Resistance

Abolition of slavery

American civil rights

Interpretation

Source analysis

Empathy

Causation and Consequence.

Preparation for living in a diverse society. Link to RE and PSHE lessons on equal and civil rights, fighting racism etc.

Knowledge test.

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Social change in the Victorian and Edwardian era

(approx. 10 lessons)

Jack the Ripper

Votes for women

The Titanic

Source analysis and utility

Continuity and change

Causation and consequence

Links to PSHE and RE lessons on equality

End of Year Exam.


Year 9:

TERM 1

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Clash of Empires – Causes and Events of WW1

(Approx 14 lessons)

The world in 1914

Long and short term causes of World War One

Recruitment

Trench warfare

Shell shock

Shot at dawn

The Somme

Causation and consequence

Interpretations

Empathy.

Knowledge of international relations useful preparation for GCSE modern world period study.

GCSE style comparison of interpretations question on recruitment.

TERM 2

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Untold stories – The wider impact of WW1

(approx. 14 lessons)

Gallipoli

Eastern front

Role of Empire soldiers

Walter Tull

Russian revolution – 1905; October 1917

Abdication of Tsar

Rise of Communism

Causation and consequence

Significance.

Essay writing.

Preparation for life in a diverse society through discussion of Walter Tull’s life.

Spiritual and moral development through discussion of pro and anti-Communist arguments.

 

 

GCSE style two bullet point essay question on the causes of the October revolution.

 

TERM 3

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

Making the Peace

(approx. 12 lessons)

The Peace treaties.

Aims of Peace makers.

A compromise peace?

The Interwar period.

USA – boom and bust.

Isolationism.

League of Nations.

Causation and consequence;

Source analysis; evaluation

Develops understanding of interwar period for GCSE conflict and tension period study. Boom and bust linked to rise of Hitler and study of Germany GCSE unit. Economic understanding of causes of financial crashes.

Spiritual and moral development – Peace-making.

Knowledge test.

TERM 4

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The march back to war

(approx. 12 lessons)

Rise of dictators

Hitler

Appeasement

Causes of World War Two

Causation and consequence

Significance

Similarity and difference.

Prepares students for Conflict and tension GCSE unit.

Spiritual and moral development – peace-making.

 

GCSE style write an account question on how Hitler tore up the Treaty of Versailles.

 

TERM 5

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The Second World War

(approx. 11 lessons)

Evacuation from Dunkirk

Battle of Britain

Propaganda

Blitz

Dresden

Stalingrad

Pearl Harbor

D Day

Hitler’s death

Atomic bomb

Holocaust

Interpretations

Source utility and analysis

Forming a judgement and reaching substantiated conclusions.

Spiritual and moral development – discussion of war crimes – Dresden and Holocaust – and also whether dropping atomic bomb was justified.

A GCSE style “explain what was important about” question on WW2 propaganda.

 

TERM 6

Unit of study (length of study)

Brief summary of what is covered.

What skills does it utilise?

How does is link to previous learning/prepare for future learning.

How is it assessed?

The Shaping of the world today

(approx. 14 lessons)

Origins of the Cold War

Main events of the Cold War – Iron curtain; Berlin Wall; Cuban Missile crisis; Vietnam War.

End of Cold War.

Terrorism – examples from History

Mandela – freedom fighter or terrorist?

Solutions – Good Friday Agreement in Northern Ireland.

Research/enquiry skills; Causation and consequence; Interpretation.

Students understand how History shapes the world in which they live today.

End of year exam

Examination Board: AQA Specification: History 8145

History is no longer a simple memory test of dates, battles and political events; it is the never-ending study of human lives through centuries and across continents. The process of historical enquiry encourages our students to critically analyse information, develop a questioning and inquisitive nature and to evaluate and interpret sources and opinions.


Paper 1: Understanding the Modern World, is a 2 hour exam which will assess the period study and the wider world depth study:

Period study - Unit 1B: Germany, 1890–1945: Democracy and Dictatorship.

This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change.

A wider world depth study - Conflict and Tension, 1918–1939

This wider world depth study enables students to understand the complex and diverse interests of different individuals and states including the Great Powers. It looks at concepts such as national self-determination, ideas of internationalism and the challenges of revising the peace settlement. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it.

Paper 2: Shaping the Nation, is a 2 hour exam which assesses the thematic study and the British depth study including the historic environment.

Thematic study - 2A Britain: Health and the People: c1000 to the present day

This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes.

British depth study, including the historic environment – Elizabethan England 1568-1603

This British depth study allows students to study in depth a specified period, the last
35 years of Elizabeth I's reign. The study will focus on major events of Elizabeth I’s reign considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies. Students will also study the historic environment of Elizabethan England.  Students will be examined on a specific site in depth.

Progression

History remains a highly regarded academic qualification. It teaches transferable skills such as handling a variety of evidence and using it to form and present persuasive arguments. Such qualities are desired in all areas of study and further employment. It is excellent preparation for A level History. A level History is a facilitating subject in all university applications.

If you would like any further information please see Mr A. Kemp Subject Leader of History.