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History

Tab 1

Staff

Mr R. Jones - Subject Coordinator History

Miss A. Davies - Teacher of History

Mr B. Humphris - Teacher of RE and History

Ms Z. Lindsay - Teacher of History

Ms A. Rowe - Teacher of History

Mr J Benton - Teacher of History (Starting September 2017)

Enrichment Activities

 Recent trips which have taken place in History include, Aston Hall, Worcester University Medical Museum, Bosworth Battlefield and Theatre trips to watch the Doctors Show.

Extra-curricular Clubs

Controlled Assessment catch up sessions - Monday's and Friday's after school

Girls discussion group - TBA

Tab 2

Year 7  

Area of Study

Time

History Skills

Pupils learn about key historical skills including source analysis and chronology.

Autumn 1

The Roman Empire

Pupils learn about the Roman Army, what it was like to live in the Roman Empire and what people’s personal experiences were of living under such a brutal regime.

Autumn 2

Life Under the Normans

Pupils learn about the Battle of Hastings and the three contenders who battled for the throne. We then look at how William I tried to establish control. We also look at the Black Death and the Peasants’ Revolt in this unit of study.

Spring 1

The Tudors (1)

Pupils learn about the Wars of the Roses which led up to Henry Tudor winning the Battle of Bosworth in 1485. We then learn about how Henry VII established control and made his throne secure.

Spring 2

The Tudors (2)

We learn about the reigns of Henry VIII and his six wives. We focus on the religious changes during this period and study the reigns of Edward VI, Mary I and Elizabeth I.

Summer 1

 IAG, Numeracy, Literacy and SMSC 

KS3 Theme

IAG Links

Numeracy Links

Literacy Links

SMSC Links

The Roman Empire

Review of good management

Pupils learn about chronology and putting numbers into date order

The introduction of PEEL writing and how to plan a GCSE style answer

Group work

Life Under the Normans

Interview practise for key leaders

Pupils learn key dates and understand what is included in a century

Analysing newspaper reports – what they look like and what they include

Examining the beliefs/values of people who invaded England – Romans, Saxons, Normans.

The Tudors (1)

Working as a team

Completing timelines

The introduction of PEEL writing

Looking at how others are treated and empathy when it comes to Henry VIII and his six wives.

The Tudors (2)

How was Elizabeth I a good leader?

Analyse statistics to see how many people in the country thought Elizabeth I was a good ruler

Writing reports

Understanding different cultural beliefs


 

Examples of Pupil work

 

 

 

 

 

Tab 3

Year 8

Area of Study

Time

The Industrial Revolution

Pupils will be studying the great changes that occurred in British society due to some key inventions and the expansion of industry. Pupils will be learning about the way factories changed and what life was like for the people living through this time.

Autumn 1

Slavery and Civil Rights

Pupils learn about the start of the international slave trade up until its abolition in 1807. Students will learn about the hardships that the slaves endured and the establishment of plantations in the New World. Students will become familiar with the struggle for civil rights.

Autumn 2

The Women’s Rights Movement

Pupils learn about the fight for universal suffrage that women faced at the beginning of the 20th century. Pupils will study the different tactics used by campaigners and evaluate the reason that women eventually received the right to vote.

Spring 1

World War One

Pupils learn about the causes of the ‘Great War’, and learn how to categorise causes into long term, short term and trigger factors. They will learn about the experiences of soldiers in the war and how the war ended.

Spring 2

World War Two

Pupils learn about the international tensions in the interwar period, and study the rise of Hitler and the Nazi party in Germany. The atrocities of Nazi racial policy, cumulating in the Holocaust will be studied, as well as how the war to came to a conclusion in 1945.

Summer 1

 IAG, Numeracy, Literacy and SMSC

KS3 Theme

IAG Links

Numeracy Links

Literacy Links

SMSC Links

The Industrial Revolution

Speeches and communication

Pupils learn about population changes and migration over time in terms of percentages

The introduction of 16 mark questions- for and against a statement

Learning about the development of democracy

Slavery and Civil Rights

Examining evidence and different opinions

Pupils learn key dates

Analysing newspaper reports – what they look like and what they include

Looking at how others are treated and how this changes over time

The Women’s Rights Movement

Debate skills

Completing a live graph

The introduction of usefulness of sources- how can we tell if something is biased or not?

Studying the right to vote- who has this? Should everyone?

World War One

Court case for General Haig

Analyse statistics to see if Haig really was the Butcher of the Somme

Persuasive writing skills

Using evidence to prosecute/defend the accused- General Haig


 

Examples of pupil work

 

Tab 4

Year 9 - GCSE

Medicine through time. c1250-present

Key topic 1 - c1250 - c1500 - Medicine in Medieval England

1. Ideas about the cause of disease and illness

2. Approaches to prevention and treatment

3. Case study - Dealing with the Black Death

strong>Key topic 2 - c1500 - c1700 - The Medieval Renaissance in England

1. Ideas about the cause of disease and illness

2. Approaches to prevention and treatment

3. Case studies - William Harvey and the discovery of the circulation of the blood and dealing with the Great Plague in London in 1665.

Key topic 3 - c1700 - c1900 - Medicine in the eighteenth and nineteenth century Britain

1. Ideas about the cause of disease and illness

2. Approaches to prevention and treatment

3. Case studies - Jenner and the development of vaccination and fighting cholera in London - significance of Snow and the Broad Street Pump.

Key topic 4 - Medicine in modern Britain

1. Ideas about the cause of disease and illness

2. Approaches to prevention and treatment

The British sector of the Western Front, 1914-18: surgery and treatment - the Historic environment

 1. The British sector of the Western Front; 1914-18: surgery and treatment

2. Knowledge, selection and use of sources for historical enquiries.

Year 9 History Assessments

*As school policy dictates, a wide range of different assessment tasks are included for pupils to complete throughout the academic year.

Example of the standardised marking criteria shared with pupils and used by teaching staff to mark assessment tasks.

Assessment task 1 - “Long Term Factors were responsible for the outbreak of the First World War.” How far do you agree?

Level Success Criteria
4 You can describe some of the short and long term causes of the First World War. Eg. “One factor was that Franz Ferdinand was shot.”
5 You can explain some of the short and long term causes of the First World War. Eg. “One long term factor of the First World War was that…”
6 You can assess whether or not short or long term factors played a part in the outbreak of the First World War. You begin to make a judgement on which were the most responsible. Eg. “In conclusion I think that long term factors played a large part in the outbreak of the First World War because…”
7 You clearly evaluate whether or not short or long term factors were responsible for the outbreak of the First World War. You examine both sides of the argument and clearly make a judgement, deciding one way or the other and your conclusion is justified.

 

SMSC in Year 9 History

Spritual – Eg Examining the beliefs and values of people’s attitudes towards the outbreak of the World Wars

Moral – Eg. Was America right to drop the Atomic Bombs on Japan?

Social – Developing social skills through group activities. Eg. The D-day mission.

Cultural – Eg. The influence of Britain on countries in the Empire.

Links to Literacy and Numeracy

Numeracy challenge – WW1. Pupils have to find numerical information within sources and work out the mystery number.

Literacy

History is a predominantly written subject and it encourages students to develop their writing skills as well as introducing many new key terms and concepts. Pupils complete a number of written assessment tasks where teachers correct spelling, grammar and help students to structure their answers using paragraphs.

Students also complete a variety of written tasks alongside essays. In year 9, pupils also complete newspaper articles and speeches which put across different historical viewpoints.

Year 9 – AQA GCSE History (9-1)

Area of Study

Time

Medicine in the Ancient World, Medicine in the Middle Ages and Renaissance

Students start their their GCSE module looking at how people treated disease in the Ancient World. We then move onto the Middle Ages, as well as looking in depth at beliefs surrounding the causes of the Black Death. Students then look at how medicine progressed during the 16th and 17th Centuries, focusing on key individuals such as William Harvey, Andreas Vesalius, and Ambroise Pare.

Autumn 1

19th Century medicine

Students look at how the 19th Century and the Industrial Revolution affected medicine, both positively and negatively. Students study the works of individuals such as Louis Pasteur and James Simpson, as well as the problems poor public health caused in cities such as London.

Autumn 2

20th Century medicine

Students study the effects of WW1 and WW2 on medical progress, as well as the Liberal reforms and the development of government initiatives to improve health, such as the NHS.

Spring 1

21st Century medicine

Students complete the medicine course by examining medical progress in the modern world, including new methods of treating disease. Students use this to help understand the key themes of medicine over time, including surgery, public health, and beliefs about the causes of disease.

Spring 2

Revision for Medicine

Summer 1

 

 IAG, Numeracy, Literacy and SMSC

KS3 Theme

IAG Links

Numeracy Links

Literacy Links

SMSC Links

Medicine in the Middle Ages and Renaissance

Recognising the work of key individuals and how they enabled progress

Pupils learn about chronology by tracking key individuals

The introduction of PEEL writing and how to plan a GCSE style answer

Understanding how religion influenced beliefs about the causes of disease

19th Century medicine

Source analysis to aid development of skills in preparation for GCSE

Pupils use statistics to understand how population changes affected public health

Letter writing

Recognising how social changes led to improvements in medicine

20th Century medicine

Reviewing the importance of strong leadership in order for change to occur

Chronology through key dates in medicine

Developing understanding of writing balanced arguments at GCSE level

Judging how far World Wars benefitted medicine in comparison to the devestation they caused

21st Century medicine

Working as a team

Analyse statistics to judge the greatest changes in healthcare, and what needs further progress to be made

Source analysis and PEEL paragraph answers

Judging the moral arguments for government funded healthcare

Germany 1890-1918

Judging how far Kaiser Wilhelm II was an effective leader

Comparing the varying numbers of weaponry amassed by nations prior to WW1

PEEL paragraphs in GCSE question style

Judging how far the Treaty of Versailles was unfair to Germany

 

Examples of pupil work

 

Tab 5

KS4

Year 10 - GCSE

Weimar and Nazi Germany, 1918-39

Key Topic 1 - The Weimar Republic 1918-29

1.The Origins of the Republic. 1918-1919

2. The early challenges to the Weimar Republic, 1919-23

3. The recovery of the Republic, 1924-29

4. Changes in Society 1924-29

Key Topic 2 - Hitler's rise to power, 1919-23

1. Early development of the Nazi Party, 1920-22

2. The Munich Putsch and the lean years, 1923-29

3. The growth in support for the Nazi's, 1929-32

4. How Hitler became Chancellor, 1932-33

Key Topic 3 - Nazi control and dictatorship, 1933-39

1. The creation of a dictatorship, 1933-34

2. The police state

3. Controlling and influencing attitudes

4. Opposition, resistance and conformity

Key Topic 4 - Life in Nazi Germany, 1933-39

1. Nazi policies towards women

2. Nazi policies towards the young

3. Employment and living standards

4. The persecution of minorities

The American West, c1835-c1895

Key Topic 1  - The early settlement of the West, c1835-c1862

1. The Plains Indians: their beliefs and the way of life

2. Migration and early settlement

3. Conflict and tension

Key Topic 2 - Development of the Plains, c1862-c1876

1. The development of settlement in the West

2. Ranching and the cattle industry

3. Changes in the way of life of the Plains Indians

Key Topic 3 - Conflicts and Conquest, c1876-c1895

1. Changes in farming, the cattle industry and settlement

2. Conflict and tension

3. The Plains Indians: the destruction of theit way of life

 

Year 10 – AQA GCSE History (9-1)

Area of Study

Time

Germany 1890-1918

Pupils will be studying the political, economic, social and cultural aspects of the development and collapse of democracy and the rise and fall of Nazism. They will examine the role of key individuals and groups that enabled change.

Autumn 1

Germany 1890-1918

Pupils will be studying the political, economic, social and cultural aspects of the development and collapse of democracy and the rise and fall of Nazism. They will examine the role of key individuals and groups that enabled change.

Autumn 2

Germany Revision and Mock Paper

Spring 1

Conflict and Tension 1918-1939

Pupils will be studying the causes of the Second World War and determine how and why this conflict occurred. They will also explore why it proved difficult to solve the issues which caused it.

Spring 2

Conflict and Tension 1918-1939

Pupils will be studying the causes of the Second World War and determine how and why this conflict occurred. They will also explore why it proved difficult to solve the issues which caused it.

Summer 1

 

 IAG, Numeracy, Literacy and SMSC

 

KS3 Theme

IAG Links

Numeracy Links

Literacy Links

SMSC Links

Germany 1890-1918

Communicate points clearly through writing down a variety of problems.

Pupils will study graphs/ statistics of rapid industrialisation.

Students write an interview with a member of German society at the time.

Despite having a Parliament (the Reichstag), was Germany a true democracy under the rule of the Kaiser or not? Explain.

Germany 1890-1918

Enterprise- Understanding why large businesses would want to become involved in certain events?

Pupils create a timeline to illustrate the impact the Second World War had on the German economy.

The use of PEEL paragraphs to structure GCSE style answers.

Was it right that Hitler suspended certain government policies during the Berlin Olympics of 1936? Explain.

Germany Revision

Working as a team

Learning key statistics and figures which need to be included in exam style

How to approach exam style questions.

Did the changes implemented in Germany by Hitler actually help Germany to recover from the Depression?

Conflict and Tension

1918-1939

Developing key workplace skills such as working in groups.

Pupils use statistics to understand the impact which the Treaty of Versailles had on Germany.

Writing a balanced argument based on GCSE style questions.

Think about whether or not it was right for the losing country in the First World War to be treated in such a way.

Conflict and Tension

1918-1939

Developing key work place skills such as making reasonable judgements.

Pupils use statistics to determine the success of the League of Nations.

Source analysis to determine how useful a source is to a historian.

How do societies deal with each other after war?

 

 

Henry VIII and his ministers, 1509-40

Key topic 1 - Henry VIII and Wolsey, 1509-29

1. Henry VIII, Renaissance Prince

2. The rise of Wolsey and his policies

3. Wolsey's foreign policy

4. Wolsey, Catherine, the succession and the annulment

Key Topic 2 - Henry VIII and Cromwell, 1529-40

1. Cromwell's rise to power, 1529-34

2. Cromwell and the King's marriages

3. Cromwell and the Government, 1534-40

4. The fall of Cromwell

Key Topic 3 - The Reformation and it's impact, 1529-40

1. The break with Rome

2. Opposition to and impact of Reformation, 1534-40

3. The dissolution of the Monasteries

4. The Pilgrimage of Grace, 1536

Current GCSE Courses Studied:

Year 9 and 10: Edexcel GCSE History (9-1) 1HIO

For more information and practice assessments please log on here .

Topic Areas Studied:

Medicine through time including the Historic environment study of the Western Front 1914-1918

Weimar and Nazi Germany, 1918-39

The American West, c1835-c1895

Current Year 11: Edexcel GCSE History B (Schools Project) 2HBO1

Current Year 11 pupils have all been issued with a revision guide where material for all of these topics can be found. Also a useful website can be found here.

Topic Areas Studied:

Medicine through time

Surgery

American West

Weimar and Nazi Germany (Controlled Assessment topic - this is completed in class under exam conditions. There is no exam for this unit).

Key Stage 4 Assessment Tasks 2015-16 

*As school policy dictates, a wide range of different assessment tasks are included for pupils to complete throughout the academic year.

Example of the standardised marking criteria shared with pupils and used by teaching staff to mark assessment tasks.

Assessment task 1 - How much did medicine change between the Stone Age and Ancient Egypt?

• Level One = 1 – 4 Marks = Grades G/F

• Simple or generalised comment is offered, supported by

• some knowledge.

• Example – it changed because the Egyptians knew more about anatomy.

• Level Two = 5 – 8 Marks = Grades E/D

• Describes some of the ways in which medicine changed between the Stone Age and Ancient Egypt.

• Example – Egyptians knew more about herbs and drugs.

• Level Three = 9 – 12 Marks = Grades C/B

• Analyses some of the ways in which medicine changed and stayed the same between the Stone Age and Ancient Egypt.

• Example – changed – Egyptians had a more scientific approach to medicine – blockages in the body caused illness; stayed the same – belief that gods/spirits cause illness.

• Level Four = 13 – 16 Marks = Grade A/A*

• Sustained analysis of the ways in which medicine changed and stayed the same between the Stone Age and Ancient Egypt AND offers an overall judgement on HOW MUCH medicine changed.

• Example – changed – Egyptians had greater surgical skills to enable the removal of organs, Egyptians had a more developed system of public health; stayed the same – belief in good and bad spirits, priests and medicine men were healers.

 

SMSC in GCSE History

Spritual – Developing personal values/beliefs and developing an understanding of different beliefs/values.  

Eg How has Islam made a positive contribution to the development of medicine?

Moral – Exploring and developing an understanding of moral and ethical issues.

Eg. Why did people support the Nazis?

Social – Developing social skills through group activities.

 Eg. Performing a play on going to the doctor in the Middle Ages

Cultural – Exploring and responding to cultural diversity.

Eg. Examining the way of life of the Native American Indians. 

 

Fundamental British Values in GCSE History

  • Democracyhow more people gaining the vote in 19th Century Britain increased the pressure on governments for public health reform.
  • The Rule of Lawhow the National Insurance Act and creation of the NHS created a system of public health from the cradle to the grave.
  • Individual Liberty and Mutual Respect examining how the position of women in medicine has changed in the past century.
  • Tolerance of those with Different Faiths and Beliefs – exploring the positive contribution that Islam has made to British medicine.

 

Links to Literacy and Numeracy

Numeracy

Interpreting statistical information about changes in the causes of death amongst populations.

Drawing a timeline on Developments in Public Health in the 19th Century.

Plotting a graph showing the ‘Life of a Germ’ at various times in History.

Analysing data showing the effects of hyperinflation in Weimar Germany.

Evaluating employment figures in Nazi Germany.

Mapping the journeys of pioneers in the American West in terms of the scale of physical barriers eg. Appalachian Mountains and distances travelled.

Literacy

History is a predominantly written subject and it encourages students to develop their writing skills as well as introducing many new key terms and concepts. Students complete a number of examination questions and assessments where teachers correct spelling, punctuation and grammar and help students to structure their answers using paragraphs.  There are marks for Spelling, Punctuation and Grammar for the higher mark questions in the GCSE History exams.  Literacy skills are developed in the following ways;

 

 

 

Examples of Pupil Work