HISTORY

Curriculum Principles and Intent

The intent of the History curriculum at Key Stage 3 is to develop and extend the students knowledge and understanding of key events and periods. Topics are informed by the national curriculum meaning students will examine local and British history, as well as world wide history. This will allow students to understand how our world has been shaped and the impact this has on the society they live in, whilst at the same time stimulating their curiosity to know more.

Students will experience debates, independent research and discussion to encourage the development of their critical thinking skills through listening and considering the arguments of others. History at Key Stage 3 develops students skills of analysis, argument and extended writing as they examine sources and interpretations to build on their understanding of the past. Students are encouraged to ask questions, weigh evidence and develop judgements to understand the complexity of the world we live in.

History as a subject inspires students to contemplate on their own morals and test them against real life situations. The study of History encourages responsible behaviour as an individual, community or nation.

Key Stage 3

Year 7

Topic Title

SoL Subject Content (Knowledge)

Links to NC

Links to KS4

Wider curriculum link

Introduction to Historical Skills

What is History?
What is chronology?
Gathering evidence

Paper 1 Medicine in Britain c1250 - present

Chronology

Geographical

Medieval England

England in 1066
Who should be the next King of England
Battle of Stamford Bridge
Battle of Hastings
Building and attacking castles
The Feudal System
The Domesday Book
Life in Medieval England
Religion in Medieval England
The murder of Thomas Beckett
King John - good or bad?
The Peasant Revolt
The Black Death
The Crusades

The development of Church, state and society in Medieval Britain

1066-1509

A local history study

Paper 1 Medicine in Britain c1250 - present

Causation

Source Analysis

Political

Ethical

SMSC

British Values

Tudors

The War of the Roses
The impact of the Battle of Bosworth
Princes in the Tower
Threats to Henry VII
Henry VIII and the Church
How bloody was Bloody Mary?
Elizabeth I and her portraits
Elizabeth and her suitors
The Spanish Armada and its failure
Elizabeth I and tackling the poor

The development of Church, state and society in Britain 1509-1745

A local history study

Paper 2 Early Elizabethan England, 1558-1588

Causation

Source analysis

Political

Ethical

SMSC

Geographical

Economical

British Values

Year 8

Topic Title	SoL Subject Content (Knowledge)	Links to NC	Links to KS4	Wider curriculum link
Stuarts	Who was James I? The Gunpowder Plot The English Civil War Who was Charles I? Oliver Cromwell: Hero or Villain? Restoration London The ‘Glorious Revolution’ The Great Fire of London	The development of Church, state and society in Britain 1509-1745	Paper 1 Medicine in Britain c1250 - present Causation Source analysis	Political Ethical SMSC Geographical Economical British Values
Britain and Empire 1750 - 1900	The Agricultural Revolution Changes to jobs Conditions in towns The impact of the railways Work in the mines What was the British Empire? How did the British Empire start? The British Raj Indian Independence The legacy of the Empire	Ideas, political power, industry and empire: Britain, 1745-1901	Paper 1 Medicine in Britain c1250 - present Significance	Political Ethical SMSC Geographical Economical British Values
Slavery in the British Empire	What is slavery? Slave trade triangle The Middle Passage Life on a plantation Abolishment of slavery Legacy of slavery	Ideas, political power, industry and empire: Britain, 1745-1901 At least one study of a significant society or issue in world history and its interconnections with other world developments	Paper 1 Medicine in Britain c1250 - present Causation	SMSC Geographical Economical British Values

Year 9

Topic Title	SoL Subject Content (Knowledge)	Links to NC	Links to KS4	Wider curriculum link
Votes for Women	Importance of voting Why were women unable to vote? The tactics of the Suffragists The tactics of the Suffragettes Emily Davison - a martyr? Impact of WW1	Challenges for Britain, Europe and the wider world 1901 to the present day	Paper 3 Weimar and Nazi Germany 1918-39 Causation Source analysis	SMSC Political Economical British Values
Warfare through time	Why do wars start? Ancient to modern warfare Long term and short term causes of WW1 Life in the trenches Stalemate during WW1 The Battle of the Somme Impact of WW1 on healthcare Impact of WW1 on society, art and culture Impact of WW1 on Germany Hitler’s actions and WW2 Key events of WW2 Impact of WW2 on ordinary people The dropping of the atomic bomb What was the Cold War? Emergence of two superpowers	Challenges for Britain, Europe and the wider world 1901 to the present day A local history study The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066	Paper 1 The British sector of the Western Front 1914-18 Paper 2 Superpower relations and the Cold War 1941-91 Paper 3 Weimar and Nazi Germany 1918-39 Change and continuity	SMSC Political Economical Technological British Values
Medicine in Medieval England	What did people believe caused disease? What was the Theory of the Four Humours? Who were Hippocrates and Galen? What religious actions were believed to prevent disease? The role of the physician, apothecary and barber surgeon The Black Death 1348-49	The development of Church, state and society in Britain 1509-1745 The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066	Paper 1 Medicine in Britain c1250 - present	SMSC Political Economical

Key Stage 4

The aims and objectives of the Edexcel GCSE History qualification are to enable students to:

develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience
engage in historical enquiry to develop as independent learners and as critical and reflective thinkers
develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context
develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them
organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

GCSE

Exam Board: Pearson 1HIO

Mode of Assessment:
Paper 1: Option 11 Medicine in Britain
Paper 2: Option B4 Early Elizabethan England and Option P4 Superpower Relations and the Cold War
Paper 3: Option 31 Weimar and Nazi Germany

Year 10	Medicine in Britain and The British sector of the Western Front 30% 16 marks for historic environment, 36 for the thematic study	Medicine in Medieval England The Medical Renaissance in England Medicine in eighteenth and nineteenth century Britain Medicine in modern Britain The British sector of the Western Front: injuries, treatment and the trenches
Year 10	Early Elizabethan England, 1558-88 20%	Queen, government and religion Challenges to Elizabeth at home and abroad Elizabethan society in the Age of Exploration
Year11	Superpower relations and the Cold War, 1941-91 20%	The origins of the Cold War Cold War crises The end of the Cold War
Year 11	Weimar and Nazi Germany, 1918-39 30%	The Weimar Republic Hitler’s rise to power Nazi control and dictatorship Life in Nazi Germany

Key Stage 5

The aims and objectives of the Pearson Edexcel Level 3 Advanced GCE in History are to enable students to:

develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance
acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity, as appropriate
build on their understanding of the past through experiencing a broad and balanced course of study
improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds
develop the ability to ask relevant and significant questions about the past and to research them
acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional
develop their use and understanding of historical terms, concepts and skills
make links and draw comparisons within and/or across different periods and aspects of the past; and
organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.

A Level History

Exam Board: Pearson 9HIO

Mode of Assessment:
Route G Paper 1: Germany and West Germany 1918-89
Route G Paper 2: Rise and fall of Fascism in Italy 1911-46
Option 31: Rebellion and disorder under the Tudors 1486-1603

Year 12	Germany and West Germany, 1918-89 30% 2 essays and 1 interpretation question	Political and governmental change Opposition, control and consent Economic development and policies Aspects of life in Germany and West Germany How far was Hitler’s foreign policy responsible for the Second World War?
Year 12	The rise and fall of fascism in Italy, 1911-46 20% 1 essay and 1 source question	The liberal state, 1911-18 The rise of Mussolini and the creation of a fascist dictatorship The fascist state Challenges to, and the fall of, the fascist state
Year 13	Rebellion and disorder under the Tudors 30% 2 essays and 1 source question	Changes in governance at the centre Gaining the cooperation of the localities Challenging the succession, 1485-1499 Challenging religious changes, 1533-37 Kett’s rebellion 1549 The revolt of the northern earls, 1569-70 Tyrone’s rebellion, 1594-1603
Year 13	Coursework 20% 4,000 words	Coursework to enable skills in analysis and evaluation of interpretations of history in a chosen question.

Welcome to

The Adeyfield Academy