| Subject: | History |
| Subject Overview:
The intention for the KS3 curriculum is for student to gain a broad understanding of the History of Britain from the Romans through to the end of the 20th Century. Learners will gain a coherent knowledge of past as well as developing an understanding of how people in the past were ruled, how they lived, what they believed and how life changed. Students will learn how to communicate their understanding of the past effectively, how to use sources and interpretations and develop second order skills such as identifying similarities, differences and judging significance. At GCSE level, students will study for two years and will give them a full GCSE in History. The aim of the course is to help learners to understand some of the most important events that have happened in Britain and the World. |
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| Key Stage 3 | |||
| Content: | Year 7: | Year 8: | Year 9: |
| Autumn Term 1: | Why study the Romans? What have the Romans ever done for us? This topic starts with the story of Romulus and Remus and the foundation of Rome. Learners consider how politics, religion and society shaped life for its citizens. Students consider how the Romans impacted on life in Britain. |
What was the world like BBE (Before the British Empire)? Before studying the wider world through the perspective of the British Empire, learners will have the opportunity to examine Pre-Colonial cultures; The Benin of West Africa, Native Americans, Aborigines and The Mughal Emperors of India. |
Was Germany responsible for the outbreak and horrors of the First World War? What caused the conflict to start, what were the major battles and how was the war brought to an end? |
| Autumn Term 2: | How does Saxon and Viking migration change Britain? Focusing on why these groups moved to Britain, learners also compare and contrast how similar Saxon and Viking cultures were and how both groups influenced life in England religiously, economically, socially and politically. |
What caused revolutions and what did they achieve? Using America, Europe and Australia as case studies, students will decide how much Britain changed the world politically, economically, socially, militarily and religiously. The study of Britain’s role in the world continues with India and Africa Events leading to the Indian rebellion and African resistance to Empire and decolonisation. | How did extremist gain power in the first half of the 20th Century? Focusing on post WW1 Germany and Russia, learners will gain an understanding of how extremist parties such as the Nazis and Bolsheviks managed to overthrow their country’s system of government. |
| Spring Term 1: | Were the Normans nothing but trouble? Students will explore who was the most legitimate claimant to the English throne in 1066, why William won the Battle of Hastings and how England was changed by the Conquest. |
How far did working/living conditions cause suffering? Working and living conditions will be examined throughout the 1800s to reach a conclusion about which caused more suffering and why improvements started to be made. |
How successful were the Big Three in ensuring WW1 was the war to end all wars? Could a fairer treaty after the First World War, or a more effective international body have avoided a second world war? |
| Spring Term 2: | How does Medieval England cope with a Crisis? Continuing their study of the Norman conquest, learners will look at how castles, the feudal system and religion were used to control the population. Moving on to explore how Kings and ordinary people dealt with threats such as The Crusades, Magna Carta, The Birth of Parliament, Plague and the Peasants’ Revolt. |
Were the 1800s enlightened times? Studies of Charles Darwin, The Huguenots, Great Famine, Great Reform Act, Chartists and Suffragettes will help students to judge Britain’s place in the wider enlightenment of the 1800s |
At what point was the Second World War Inevitable? Could World War Two have been avoided? Learners will examine Hitler’s foreign Policy, the remilitarisation of the Rhineland, Austrian Anschluss, Sudeten Crisis and Fall of Prague to see if war was inevitable in 1939. |
| Summer Term 1: | Who was the most significant Tudor? Exploring the reigns of Henry VII, Henry VIII, Edward VI, Mary I and Elizabeth I, learners will make a judgement on who had the greatest impact on England. |
Why did the Trans-Atlantic slave trade last for 300 years? Learners will examine the motivations for the slave trade, who in Britain was involved in the slave trade and its impact in Britain, Africa and America. Students will consider the abolitionist movement and the opposition faced in Britain as well as the Civil War in determining why slavery continued for so long. |
When did the tide turn in World War Two? With a study of the major battle of WW2; Dunkirk, Stalingrad, Pearl Harbor, D-Day and Atomic bomb, when did Allied Victory become possible? |
| Summer Term 2: | Do the Stuarts turn England upside down? What effect did the Gunpowder Plot, Civil War, Plague and Great Fire have on those who lived in England in the 1600s? |
Civil Rights; evolution or revolution? Have the rights of African Americans improved since the Civil War? Using a study of reconstruction America to the present day, students will be asked to make a judgement on how far the rights of African Americans have improved and the overall success of the civil rights movement. | What happened to the Hecht family? Using the example of the Hecht family, students will gain an understanding of how people were affected by the Nazi’s racial policy and the wider historical context of anti-Semitism. |
| Key Stage 4 | ||
| Content: | Year 10: | Year 11: |
| Autumn Term 1: | Conflict and Tension Treaty of Versailles and League of Nations |
Norman Conquest – How William secured power |
| Autumn Term 2: | League of Nations and Hitler’s Foreign Policy | Norman conquest – how the Normans changed England |
| Spring Term 1: | America – Roaring Twenties | Empires, Migration and the people – Vikings, Normans and Angevins. |
| Spring Term 2: | America – Depression, New Deal and WW2 | Empires, Migration and the people – Expansion of the Empire; America, India and Africa |
| Summer Term 1: | America – Post war boom and civil rights movement | Empires, Migration and the people – Fall and legacy of the Empire |
| Summer Term 2: | Norman Conquest – claimants to the throne | Revision for GCSE exams. |
| Personalised Learning Checklist: | |||
| Click the links below to download your personalised learning checklist: |
| Revision Links for GCSE Course:
https://www.senecalearning.com |
| How can parents support their child’s progress in this subject?
1. Ask them about what they have been studying. Get students to explain why events happened and why they were important. |
| Extra-Curricular Activities: |
| Additional Information:
If you have a question about the History curriculum you can use the form below to contact the History department.
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