History

Curriculum INTENT

Through their study of history, students are taken on an exciting journey, mapping chronologically from life in medieval times to the late 20^th Century, helping them to become knowledgeable citizens who have a solid understanding of key events and individuals who have shaped the world we live in. In addition, to acquiring a wealth of historical knowledge, students will develop a range of skills to enable them to become critical thinkers who can evaluate the past using a range of sources and interpretations. By studying historical events from around the world, students are taught the key British values of tolerance and respect, helping them to become open-minded, educated citizens of the future. Through exploring the causes and consequences of significant historical events, students are able to make well-informed judgements supported with relevant scholarship. From studying history, students will acquire a bank of transferable skills that are highly valued by employers such as; the ability to communicate ideas in an articulate manner, to conduct research independently and to read information analytically.

Curriculum End Points

By the end of Year 9, a student of History will have:

Gained confidence in applying the key skills used by historians. For example, making inferences using sources, working with historians’ interpretations, selecting specific detail to support their statements, and developing their arguments using the skill of explanation.

An understanding of the development of Medieval and Early Modern England. They will understand Britain’s role in the transatlantic slave trade, the development of Britain into a global superpower, the rise and fall of Britain’s Empire and its involvement in both WW1 & WW2. They will also study the changes that occurred in the 20th century as a result of important protest movements such as the suffragettes movement in Britain, independence movements in India and Ghana, and the Civil Rights Movement in the USA.

The knowledge and skill to be able to assess the extent of change and continuity that occurred throughout specific time periods, such as the growth of democracy in 19th century Britain. They will be able to use their historical knowledge to determine the significance of key events and explain the impact they had, such as Henry VIII’s break from Rome (Y7), The Industrial Revolution (Y8), and the Holocaust (Y9). Students will be familiar with using sources to investigate aspects of the past and make inferences, such as Mansa Musa’s leadership of Medieval Mali (Y7), The impact of the Russian Revolution (Y8), and the partition of India (Y9). By the end of KS3 students will have been introduced to multiple historians’ interpretations, and will be confident in using their historical knowledge to form their own judgements on historical debates.

A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways.

A strong understanding of events that shaped the world they live in and how history is relevant to the way we understand the world around us today.

By the end of Year 11, a student of History will have:

Built on the foundations of Key Stage 3 and developed the key skills used by historians; the skills of explanation, analysis, using sources to make inferences, evaluating interpretations and applying knowledge and understanding of historical time periods.

Developed a lifelong love of history and an understanding of key historical figures and events that have impacted the world we live in today.

Studied a broad and balanced curriculum, looking at political, economic and social factors as well as the impact of historical events on the everyday lives of people.

A strong understanding of the key historical second order concepts of causation, change and continuity, historical significance and similarity and difference.

Strengthened their critical thinking and communication skills, and begun to question the provenance of historical sources and assess their strengths and limitations and use this information to help form opinions on the past.

Explored the factors affecting change and continuity in Crime and Punishment in Britain c.1000 - present day.

Gained an in depth understanding of early Elizabethan society 1558 – 1588 and the complexities of the political, religious and economic challenges during this period.

An understanding of the development of the American West, looking specifically and at the impact westward expansion had on the indigenous peoples of the Plains, the significance of technological advancements and the challenges faced by the American government in establishing law and order in the West.

Studied the complexities of the conflict the US government faced both at home and abroad 1954 -1975. Exploring the development of the civil rights movement in the USA and how and why it changed, and understanding the historical interplay with the escalation of US involvement in Vietnam and factors leading to the end of the war.

KS3 Curriculum Map

learning journey history.pdf

Curriculum in Year 7

What we study

Unit 1 – How do historians uncover the past?

Unit 2 – Did the Normans bring a 'truckload of trouble'?

Unit 3 - Who held the power in Later Medieval England?

Unit 4 – What can sources show us about Mansa Musa and the Mali Empire?

Unit 4 – Why was there so much religious change in the Tudor period?

Unit 5 – What can Miranda Kaufmann reveal to us about Tudor England?

Unit 6 – was 17th Century Britain really ‘A world turn’d upside down’?

How we assess:

Autumn Term

Spring Term

Summer Term

Overview

Students will be assessed on their study of the Roman and Anglo-Saxon periods including Viking invasions. They will also be assessed on their study of the impacts of the Norman invasion after 1066.

Students will be assessed on their study of power and society in Later Medieval England including the power of the church the monarch and different people in society. They will also be assessed on their study of Mansa Musa and the Mali Empire

Students will be assessed on their studies of England from 1500-1700 including the reformation, counter reformation and religious settlement. They will also be assessed on their understanding of the book Black Tudors and what it reveals to us about the past.

Content

Chronological understanding 43AD-1066.

Evaluating consequences of the Norman Invasion.

Explanation of who held power in the Later Medieval Period.

Using sources to make inferences about the Mali Empire.

Explanation of the significance of religious changes 1500-1700.

Explain what Miranda Kaufman uncovered about Tudor England.

How can parents help?

Encourage your child to revise little and often (25 mins maximum at one time)
Your child will be given 5-10 key facts to learn each week. You can quiz them on these so they are ready for the quiz they will do in class.
If you see historical people, places or things on TV, on the internet or out and about - ask them what they know about it.
Talk to them about their opinions on the topic they are studying. This will help them to recall key facts and engage critically with the subject.
Encourage your child to read books which link to history and visit museums and historical sites if you can

Curriculum in Year 8

What we study:

Unit 7 – What was Britain’s role in the Transatlantic Slave Trade?

Unit 8 – How significant were Emma Griffin's findings about the Industrial Revolution?

Unit 9 – What was Britain's role in India?

Unit 10 – How democratic was Britain by 1900?

Unit 11 -What were the causes and consequences of World War 1?

How we assess:

Autumn Term

Spring Term

Summer Term

Overview

Students will be assessed on their study of Britain's role in the Transatlantic Slave Trade and their study of Emma Griffin's interpretation of the Industrial Revolution.

Students will be assessed on their study of Britain's role in India and how democratic Britain was by 1900.

Causes and Consequences of World War 1.

They will also be assessed on all topics of study so far.

Content

Making inferences based on historical sources

Explaining causes and consequences of change in both topics

Interpreting different historian's viewpoints of the past.

Analysis and Evaluation of the significance of events.

Analysis and evaluation of an interpretation of the past

Chronological understanding of events up to WW1.

How can parents help?

Encourage your child to revise little and often (25 mins maximum at one time)
Your child will be given 5-10 key facts to learn each week. You can quiz them on these so they are ready for the quiz they will do in class.
Talk to them about their opinions on the topic they are studying. This will help them to recall key facts and engage critically with the subject.
Visits to museums like the Imperial War Museum, People's History Museum and Liverpool Slavery Museum would all support their learning.
Your child is engaging with moral and political debate in history. Engaging with current affairs through the news and social media will develop their understanding of how the past has shaped the present.

Curriculum in Year 9

What we study:

Unit 12 - Do you agree with Fern Riddel's interpretation of the Suffragettes?

Unit 13 – Was World War 2 Hitler’s War?

Unit 14 – Why is the holocaust so significant?

Unit 16 – How did the British Empire come to an end?

Unit 17 – The Development of the Civil Rights Movement in the USA

How we assess:

Autumn Term

Spring Term

Summer Term

Overview

Students will be assessed on their studies of interpretations of the Suffragettes and the causes of World War 2.

Students will be assessed on their studies of the significance of the holocaust and the end of the British Empire.

Students will be assessed on their study of the progress of the civil rights movement in the USA.

Content

Analysis and evaluation of different interpretations of the past.

Explanation and analysis of causation of historical events.

Explanation and Analysis of historical sources.

Explanation and analysis of the significance of different causes of change.

Explanation and analysis of historical sources.

Explanation and analysis of change and significance.

Making inferences based on historical sources.

How can parents help?

Encourage your child to revise little and often (25 mins maximum at one time)
Your child will be given 5-10 key facts to learn each week. You can quiz them on these so they are ready for the quiz they will do in class.
Talk to them about their opinions on the topic they are studying. This will help them to recall key facts and engage critically with the subject.
Visits to historical sites like the Pankhurst Centre, Imperial War Museum and the Prison Museum in Manchester would all support their studies.
Your child is engaging with moral and political debate in history. Engaging with current affairs through the news and social media will develop their understanding of how the past has shaped the present.

Year 10 and Year 11 Curriculum

Name of the course and board: Edexcel GCSE History (1HI10)

Method of Assessment: GCSE History is assessed 100% by examination

What we Study:

Paper 1. Crime and Punishment in Britain C1000 - present

Students will learn about Crime and Punishment in Britain from around 1000 AD to the present. Students will learn how change in these areas has come about focusing on key individuals and attitudes. We look at key topics such as witchcraft, the introduction of prisons as a main form of punishment and the ending of capital punishment. Students will also study the historic environment of Whitechapel at the end of the 19th century and how this impacted on crime and policing.

For the examinations students will be assessed on their source analysis skills and need to be able to pose their own enquiry questions about the historic environment. They will also be expected to compare and contrast features of different periods and will need to explain and analyse change and continuity in lengthy written essays.

Paper 2 British Depth Study: Early Elizabethan England 1558-88

Students learn about Elizabeth I, one of the most famous monarchs in English History. We study how Elizabeth successfully dealt with problems of Religion and gender but why some people – including her cousin Queen Mary of Scots – still tried to overthrow her as Queen. Students examine how Elizabeth defeated the Spanish Armada and lay claims on land in the newly discovered Americas.

Students will need a great depth of knowledge for this study and be able to carefully select specific information from memory to write lengthy answers to exam questions.

Paper 2 Period Study: The American West 1835-1895

Students will learn about the culture of the Plains Indians and how white settlers came to conquer Indian land and settle across America. We look at how migration of white Americans led to the destruction of the Plains Indians. Students will need to be able to identify and explain the causes and consequences of a range of events across this period and to analyse the significance of specific events in the period in examinations.

Paper 3: USA 1954-75: Conflict at home and abroad

Students will investigate the reasons for America’s involvement in the Vietnam War and methods of fighting used in the conflict. Students will evaluate why America withdrew in 1975 and interpretations of the conflict. They will study key individuals like John F Kennedy, Ho Chi Minh and Ngo Dinh Diem as well as significant events such as the My Lai Massacre and the Kent State University shootings.

Students will also investigate the simultaneous development of the civil rights movement in the USA in this topic. They will consider the reasons for progress, the impact of protest and the effects of radicalisation. They will study the role of key individuals such as Martin Luther King, Rosa Parks and Malcolm X. They will also learn about the impact of events like the Montgomery Bus Boycott, the Freedom Rides and the March on Washington.

Students will be required to carry out written source analysis as well as understand and evaluate modern historical interpretations of these events. They will also practise the skill of explaining causation for this topic.

How we assess:

	Autumn Term Year 10	Spring Term Year 10	Summer Term Year 10
Overview	Students will be assessed on their thematic change and continuity study of crime and punishment in Britain from 1000 AD-Present.	Students will be assessed on their depth study of Early Elizabethan England.	Students will be assessed on their study of Whitechapel, Early Elizabethan England and Crime and Punishment.
Content	Students will be assessed on their knowledge and understanding, with questions focusing on similarity and difference, and change and continuity. This may include turning points, significance, extent of, and causes or consequences of change.	Students will be assessed on their knowledge and understanding with questions focusing on key features and causation. They will have to explain concepts such as change, continuity, consequence, similarity, difference and significance.	For the historic environment paper students will be expected to pick out key features and carry out detailed source analysis. Students will also complete a longer exam to assess their learning across the three topics studied this year.
	Autumn Term Year 11	Spring Term Year 11	Final GCSE examinations
Overview	Students will be assessed on their period study of The American West.	Students will be assessed on their modern depth study of the civil rights movement in the USA and the Vietnam War.	There are three external exams:
Content	The assessment will focus on the concepts of consequence and significance. They will also be expected to write a narrative account of how and why specific events unfolded.	This will assess their ability to explain causation of events in either the Vietnam War of the civil rights movement. They will also be assessed on their ability to analyse sources and evaluate historical interpretations of either the Vietnam War of the civil rights movement.	Paper 1 British Thematic Study with Historic Environment: Crime and Punishment in Britain, C1000-present and Whitechapel,c1870-c1900: crime and policing in the inner city. Exam 1hr 15 mins – 30% of final grade Paper 2 Period Study and Depth Study: American West 1840-1890 and Early Elizabethan England, 1558-88 Exam 1hr 45mins – 40% of final grade Paper 3 Modern Depth Study: USA 1954-75, Conflict at home and abroad. Exam 1hr 20 mins – 30% of final grade

How can parents help?

Encourage your child to revise little and often (25 mins maximum at one time)
Your child will be given revision booklets. You can quiz them on their current revision topics so they are ready for the knowledge checks they do in class.
Talk to them about their opinions on the topic they are studying. This will help them to recall key facts and engage critically with the subject.
Provide your child with a device to access online revision resources listed below.
Your child is engaging with moral and political debate in history. Engaging with current affairs through the news and social media will develop their understanding of how the past has shaped the present.
Make sure your child knows the importance of attending History intervention sessions at lunch time and after school to help with their revision.

Recommended Websites

Seneca Learning
BBC Bitesize
Quizzes set on MS Teams by your class teacher
PiXL history app (login provided in class)

Additional Resources

Pearson Edexcel revision guides are available to buy via the Parent Pay app at a subsidised rate.
We create booklets for each topic of study. These booklets are also available on the MS Teams files section for your child's history class.
We provide your child with weekly revision tasks to complete.
Before each exam your child is provided with relevant revision resources.
Before their final exams, your child will be provided with revision resources for each exam.