History

 

Department Vision

  • To help students learn and retain key historical knowledge and skills which will give them a framework for future understanding, and enthuse them to continue engaging in the subject whether in school or outside of school. 
  • In terms of content, to combine key chronological developments of British history with a global focus in order to empower students to understand the histories of their own communities and challenge dominant historical narratives. 
  • To help students think historically – analysing and evaluating key information and using a range of sources confidently. 

For further information please contact the department.

Useful learning and revision websites

Schoolhistory.co.uk 

Historylearningsite.co.uk 

Livius.org

Spartacus Educational

 

Year 7 Programme of Study

Autumn Half Term 1 – Religion and Africa
Students explore connections between religion and different parts of Africa, c. 300- c. 1650, developing skills such as chronology.
Assessment: A baseline History Assessment

Autumn Half Term 2 – The Norman Conquest
Students study the Battle of Hastings and gradual Norman takeover of England, including the introduction and impact of both the Feudal System and the building of castles.
Assessment: The Battle of Hastings

Spring Half Term 1 – Challenges to Medieval monarchs
Students will explore how successfully Medieval monarchs retained their power between 1100 and 1400, considering threats from the Church, from the barons, and from peasants.
Assessment: Factual recall assessment on challenges to control

Spring Half Term 2 – Women across time
Students look at the lives of women in the Medieval, Early Modern, and Modern eras. They will consider how far the lives of ordinary women changed and look at women who did not conform to stereotypes.
Assessment: Project on how we would summarise women’s lives

Summer Half Term 1 – Religion and the Tudors
Students explore the role of religion in Tudor politics and society, including key changes under different monarchs.
Assessment: Henry VIII and the Break from Rome

Summer Half Term 2 – The British Empire
Students will look at the rise of the British Empire, considering its roots in Tudor exploration, and the impact the British Empire had on Britain and the world.
Assessment: Factual recall assessment

Year 8 Programme of Study

 

Autumn Half Term 1 – The Stuarts
Students analyse how England ended up with Scottish kings and how civil wars led to the execution of one of them. Assessment: The Stuarts and the Civil War

Autumn Half Term 2- start of Spring Half Term 1 - Africa: Medieval to Modern
Students look at African societies, such as Great Zimbabwe, before European colonialism, then explore impacts of the slave trade.
Assessment: Sources focus

Spring Half Term 1 – Spring Half Term 2– Revolutions
Students look at three revolutions: the Industrial Revolution; the French Revolution; the Haitian Revolution. They will consider the significance of these revolutions in the broader sweep of global history.
Assessment: Factual recall

End of Spring Half Term 2-Summer Half Term 1 – The First World War
Students study look at key aspects of the First World War, including the reasons it happened and why it was important.
Assessment: Causes of the First World War

Summer Half Term 1 – Summer Half Term 2– The Holocaust and WW2
Students will study the persecution of, and systematic attempts to exterminate, the Jewish people of Germany and Europe. They will consider the conditions in Germany during the 1930s as well as the consequences of Hitler’s rhetoric. They will finish with an overview of the second half of the 20th century with a focus on oral history.
Assessment: Concentration Camps of the Holocaust

Useful Resources

Modern Minds - Christine Counsell

Technology, War and Identities - Aaron Wilkes and James Ball

GCSE Modern World History - Ben Walsh

In Search of History: The Twentieth Century - J.F. Aylett Edexcel

 

 

Key Stage 4 Programmes of Study (AQA History GCSE

Year 9 Programme of Study (2 lessons per week)

Germany, 1890-1945: Democracy and Dictatorship

The Germany study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism.
Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

Year 10 Programme of Study

Current Year 10 students studied Migration, Empires and the People in Year 9 so in Year 10 they are studying:

Germany, 1890-1945: Democracy and Dictatorship

The Germany study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

Conflict and Tension between East and West, 1945-1972

The Cold War study (‘Conflict and Tension between East and West’) enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It considers revolutionary movements during this time. It focuses on the causes and events of the Cold War and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose during the Cold War. This study also considers the role of key individuals and groups in shaping change and how they were affected by and influenced international relations.

In Year 9, current Year 10 students studied Migration, empires and the People, c.790 to the present day

This thematic study on migration, empire and the people will enable students to gain an understanding of how the identity of the people of Britain has been shaped by their interaction with the wider world. It will consider invasions and conquests. It will also study the country's relationship with Europe and the wider world. It will consider the ebb and flow of peoples into and out of Britain and evaluate their motives and achievements. It considers the causes, impact and legacy of Empire upon the ruled and the ruling in the context of Britain’s acquisition and retreat from Empire.
Students will study the importance of the following factors as they influenced Britain’s dealings with the wider world:
• war
• religion
• government
• economic resources
• science and technology
• ideas such as imperialism, social Darwinism and civilisation
• the role of individuals.

Students will develop an understanding of the varying rate of change, why change happened when it did, whether change brought progress, and the significance of the change(s). They should also be able to distinguish between different types of causes and consequences, such as short/long-term causes, intended/unintended consequences.

 

Year 11 Programme of Study

Autumn Half Term 1 – Spring Half Term 1: Norman England, c.1066-c.1100

Spring Half Term 2 – Summer Half Term 1: Revision

The study of Norman England allows students to examine in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

The study of the historic environment will focus on a particular site in its historical context and should examine the relationship between a specific place and associated historical events and developments. Students will be expected to answer a question that draws on second order concepts of change, continuity, causation and/or consequence, and to explore them in the context of the specified site and wider events and developments of the period studied.

Useful Resources

BBC Bitesize - History

Spartacus Educational

JD Clare

AQA History GCSE

Historic England: The Norman Conquest

History.com – The Nazi Party

History Learning Site – What was the Cold War?

 

Key Stage 5 Programmes of Study

Students will study the Edexcel History (9H10) GCE syllabus. 

In Year 12 students will follow route F and study South Africa and America. The topics will be taught at the same time by different teachers.

In search of the American Dream: the USA, c.1917-96

This option comprises a study in breadth, in which students will learn about the dramatic political, economic and social transformation of the USA in the twentieth century, an era that saw the USA challenged by the consequences of political, economic and social inequalities at home and of its involvement in international conflict. The focus of study is on developments and changes over a broad timescale and so the content is presented as themes spanning a significant duration: 1917-80. This option also contains a study in depth of historical interpretations on a broad question, which is contextualised by, and runs on from, the themes: what impact the Reagan presidency had on the USA in the years 1981–96.

Part one: The changing political environment, 1917-80

Part two: The quest for civil rights, 1917-80

Part three: Society and culture in change, 1917-80

Part four: The changing quality of life, 1917-80

Part five: What impact did the Reagan presidency have on the USA in the years 1981-96?

South Africa,1948-94 from apartheid state to ‘rainbow nation’.

In Year 12, students will also study this option. It comprises a study in depth of South Africa during its transition from white minority rule to the free elections of 1994, a long, and at times, dramatic process in which South Africa changed from an apartheid state into a multi-racial democracy. Students will gain an in-depth understanding of the creation and consolidation of the apartheid regime by the National Party and the response and methods used by their political opponents in the struggle to overthrow apartheid, as well social, economic and cultural changes that accompanied this process.

Part one: The response to apartheid, c.1948-59

Part two: Radicalisation of resistance and the consolidation of National Party power, 1960-68

Part three: Redefining resistance and challenges to National Party power, 1968-83

Part four: The end of apartheid and the creation of the ‘rainbow nation’, 1984-94

The British experience of warfare

In Year 13 students will also study the British experience of warfare, c1790-1918 and complete a piece of coursework on the Holocaust.

This option comprises two parts: the aspects in breadth focus on long-term changes and contextualise the aspects in depth, which focus in detail on key episodes. Together, the breadth and depth topics explore the British experience of war in different aspects of major overseas conflicts and the changing relationship between the state and the people as the government attempted to create an effective fighting machine and prepare the people for war. Within the primarily military focus on the experience of warfare, this option also gives students the opportunity to explore its political, social and economic dimensions and their part in generating pressure for change. 

Aspects in Breadth:

• Changes in organising the military

• Changes in the role of the people

Aspects in Depth:

• Britain and the French Wars, 1790-1815

• The Crimean War, 1854-56

• The Second Boer War, 1899-1902

• Trench Warfare on the Western Front, 1914-18

• The war in the air, 1914-18

Coursework: The Holocaust, c.1940-45

The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment. The focus is on understanding the nature and purpose of the work of the historian. Students will be required to form a critical view based on relevant reading on the question, problem or issue. They will also be specifically required to analyse, explain and evaluate the interpretations of three historians.

Students are required to respond to one of three set questions:

• the role of Hitler in orchestrating the Holocaust

• the role of the occupied peoples of Europe in the Holocaust

• the role of resistance by Jewish people in the Holocaust

Useful Resources

Edexcel History GCE

The British Museum

United States Holocaust Memorial Museum

Yad Vashem, יד ושם

The Imperial War Museum

History.com - Apartheid

The Presidents of America

The Centre for American Women and Politics

 
 
 

Thank you to Jay Rayner for a brilliant masterclass on non-fiction writing today at Kingsdale. Our Year 11 students… https://t.co/Bd0Ci4xDZ1