History

History is taught by:

Ms R Samy	Curriculum Team Leader
Mr O Cole	History Teacher & Transition Coordinator
Ms R Khanom	History Teacher
Mr M Ali	History Teacher
Ms S Butcher	SLT & History Teacher
Ms J Evans	SLT & History Teacher

Curriculum Overview - KS3 & KS4

Key Stage 4

Autumn Term

Spring Term

Summer Term

Year 7

Topic 1: Norman Conquest and changes to England

Question:- To what extent did England change as a result of the Norman Conquest?

Topic 2: Religion in the Medieval World

Source Analysis: How useful is Source A written by Edward Grim in 1177 for an enquiry into Thomas Beckets Murder in 1170?

Topic 3: Comparing Medieval Cities

Explain one way in which the city of London was different to the city of Baghdad.

Topic 4: Tudor England

Explain why Henry VIII broke away from the Roman Catholic Church

Topic 5: The English Civil War

How did life change under Oliver Cromewell?

Year 8

Topic 1: Transatlantic Slave Trade

Source Analysis: How useful is source A by Olaudah Equiano on conditions of the Middle Passage.

Topic 2: The Enlightenment Period

Explain one way in which the Glorious Revolution was similar and different to the American Revolution.

Topic 3: The Industrial Revolution

How far was the Industrial Revolution, 1750-1900, a period of progress?

Topic 4: The British Empire

Explain why colonies were important to the British Empire

Topic 5: Causes and Events of WWI

Interpretations: Assess interpretation 1 and 2. Which view is more convincing about why the Allies won the First World War?

Year 9

Topic 1: How did the rise of dictators pave the way for WWII

Source Analysis

Topic 2: How did WWII affect different groups of people

Explain the importance of Women on Britain’s victory in World War II.

Topic 3: The Significance of the Holocaust

Explain the importance of the following on why the Holocaust happened:

The role of propaganda
Increasing Nazi persecution

Topic 4: The Cold War

Write a narrative account analysing the key events leading up to the construction of the Berlin Wall in 1961.

Topic 5: The Civil Rights Campaign: To what extent were the civil rights movements in the US and UK successful in the 1960s

Interpretations: Assess interpretation 1 and 2. Which interpretation is more convincing about improving rights of ethnic minority groups in Britain

Key Stage 4

Course Title

Exam Board

Assessment Components & Method (Exam/NEA %)

When is the Component Assessed? (e.g. Summer GCSE)

GCSE History

Edexcel

100% Exam at the end of Year 11

30% Paper 1: Crime and Punishment, c.1000-present day (AO1, AO2, AO3)

40% Paper 2: Early Elizabethan England, 1558-1588 and The Superpowers and the Cold War, 1941-1991 (AO1 and AO2)

30% Paper 3: Weimar and Nazi Germany, 1918-1939 (AO1, AO2, AO3, AO4)

Summer GCSE Exam Series (May/June) at the end of Y11

Assessment Objectives

AO1: Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. (35%)
AO2: Explain and analyse historical events and periods studied using second order historical concepts. (35%)
AO3: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. (15%)
AO4: Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. (15%)

Accessibility & Inclusion

In history, teachers use a variety of planned and in the moment adaptations to support and challenge all learned. These include:-

Seating plans to support student learning
Accessible Do Nows delivered as interleaving practice to check prior knowledge
Teacher adaptation in preparation for lessons, using prior data
Responsive teaching during lessons
Directed Improvement and Reflection Time is planned for and students have time to apply bespoke targets
Live marking
Questioning techniques such as targeted questioning and think-pair-share
Guided reading
Chunking and scaffolding to ensure source analysis is accessible and successful
Chunking and scaffolding to ensure assessing interpretations is accessible and successful
‘Explore’ or ‘Deep thinking’ style activities to challenge students
Dual coding
Use of key words and knowledge organisers

Home learning (frequency and expectations)

Teachers set homework weekly using Satchel and Google classroom. We aim to create independent learners through the use of additional reading, revision and resources on Google classroom. Homework is vital for success at all stages. Students may be asked to research a person, event or period, to revise, to apply knowledge to an exam/assessment question or to enhance learning after a specific lesson. Moreover, History does not remain in the past. We encourage students to watch the news regularly or to read a broadsheet . This will develop vocabulary as well as knowledge

How parents/carers can support their child

Check Show My Homework for set homework and ensure homework has been completed in a timely fashion
Buy revision guides for each GCSE topic, available to buy through parent pay
Encourage your child to revise and create revision resources like revision cards, mind maps and summaries
Encourage your child to log into active learn to access the classroom textbooks and extra resources
Encourage your child to practice exam questions and familiarise with the exam specification
Encourage your child to use revision platforms like Google classroom, Seneca and Youtube channels focusing on Edexcel History 9-1 content and exam skills.
Encourage your child to use the internet appropriately when conducting research and not to copy and paste large sections from the site as their own work. It is important that students do the research independently and then write their findings independently
Encourage your child to read through their work and proofread their written work checking for spellings, punctuation and grammar