History

 

Department Vision

To be a department of historians (students and teachers) who use history to explore the world around them. Our aim is to provide academic and life lessons, where independent learning, progress and understanding are key.

History is an exciting and dynamic subject taught at Kingsdale Foundation School, we have a large range of educational visits from the battlefields of France to Auschwitz in Poland, as well as trips across Britain. We focus on developing pupils’ thinking skills and their ability to analyse and problem solve. We encourage pupils to express their views on a large range of historical topics and also concentrate on developing pupils’ presentation skills. History is a popular and oversubscribed subject in school.

For further information please contact the department.

Useful Revision websites

Schoolhistory.co.uk 
Historylearningsite.co.uk 
Livius.org
Spartacus Educational  

 

Year 7 Programme of Study

Term 1 - Ancient Civilisations

What is History?
How civilised was Ancient Egypt?
Greek mythology
Greek theatre and the Odyssey
Greek Gods

Assessment: A Baseline History Assessment

Half Term Break

Life in Pompeii
The Roman Army
The founding of Rome
Life and death in Rome
Roman women

Assessment: Roman Britain

Term 2 - England in the Middle Ages

Anglo-Saxon England
Cnut and Aethelred
The Norman Invasion

Assessment: The Battle of Hastings

Half Term Break

Castles
The Feudal System
The Black Death

Assessment: Examination – The Black Death

Term 3 - England in the Middle Ages

Medieval Life
Medieval Religion
The Crusades and the Islamic World

Assessment: The Crusades

Half Term Break

The Wars of the Roses
The Princes in the Tower
Henry VII and Elizabeth of York

Assessment: The Princes in the Tower

 

Year 8 Programme of Study

Term 1 - American Civil Rights 

Triangular Trade
Middle passage
Life on the plantations
Resistance
Abolition

Assessment: slavery

Half Term Break

Emancipation Proclamation
Jim Crow
Black involvement in the War
Martin Luther King
Malcolm X
Then and Now

Assessment: emancipation or civil rights

Term 2 - World War One & Two

The causes of War
Recruitment and Conscription
Trench Warfare
The Home Front
The Versailles Treaty

Assessment: Causes of World War One

Half Term Break

Causes of World War Two
Propaganda
Evacuation
The Atomic Bomb

Assessment: Evacuation Project

Term 3 - The Holocaust & the Cold War

Anti-Semitism
Warsaw Ghetto
The Final Solution
Schindler’s List

Assessment: Memorial to the Holocaust

Half Term Break

Origins of the Cold War
Berlin Blockade
Nato/ Warsaw Pact
Arms Race
Cuban Missile Crisis
Vietnam
Detente
End of the Cold War

Extension topic: spies

Assessment: Why did the Americans lose the Vietnam War?

References and 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

GCSE History CA5 Vietnam - Rob Bircher and Steve May

An introduction to the Ancient World is studied in the first term to build up skills that will be needed in the GCSE course. Students will study the OCR Ancient History (J198) GCSE 9-1 syllabus. 

The Year 9 Programme of Study:

  • Term 1: Ancient World introduction
  • Term 2: The Persian Empire, 559-465 BC 
  • Term 3: The Persian Empire, 559-465 BC
  • Term 4: The Persian Empire, 559-465 BC
  • Term 5: The Persian Empire, 559-465 BC
  • Term 6: The Persian Empire, 559-465 BC

This period study follows the unfolding narrative of the rise of the Persian Empire under the first four Achaemenid kings between 559 and 465 BC. After an initial focus on the foundation of the empire under Cyrus the Great, the study examines the expansion of Persian territory and construction projects of Cyrus’ successors before exploring the Persians’ attempts to expand into Greece and the resistance they faced. Learners will need to understand the nature of the Persian Empire in this period and the role of the kings in shaping its development. 

There are three consistent themes: 

  • The expansion of Persian territory 
  • The interaction between the Persians and other cultures, particularly the Greeks, Egyptians and Babylonians 
  • The personalities and priorities of Cyrus the Great, Cambyses II, Darius I and Xerxes I including their priorities on matters of religion and architecture
  • Part One: The rise of the Persian Empire under Cyrus the Great
  • Part Two: Cambyses II, Smerdis and the accession of Darius
  • Part Three: The reign of Darius the Great
  • Part Four: Xerxes I and the Greeks

Year 10 Programme of Study:

  • Term 1: Alexander the Great, 356-323 BC
  • Term 2: Alexander the Great, 356-323 BC
  • Term 3: Alexander the Great, 356-323 BC
  • Term 4: The foundations of Rome: from kingship to republic, 753-440 BC 
  • Term 5: The foundations of Rome: from kingship to republic, 753-440 BC
  • Term 6: The foundations of Rome: from kingship to republic, 753-440 BC

This depth study enables learners to understand the complex factors that allowed Alexander the Great to become one of ancient history’s most famous men. This depth study provides learners with the opportunity to explore the political, military, religious, cultural and technological factors that enabled Alexander of Macedon to achieve so much in such a short space of time. 

  • Part One: Upbringing, character, beliefs and life of Alexander
  • Part Two: Alexander’s campaigns: The reasons for his expeditions and the main battles
  • Part Three: Significant events in Alexander’s life
  • Part Four: The Macedonian army under Alexander

The longer period study enables learners to explore the early development of Ancient Rome and to be able to put this development into the wider context of the ancient world. Learners will compare the rates and types of change affecting political and social structures, cultural and religious practices, and military advances across the four time spans outlined. This study enables learners to explore the complex relationships between the kings, the Roman people and other countries in this period and later during the Republican era, the changing role of plebeians and patricians, and Rome’s growing influence in the ancient world. 

The following four sub-themes are addressed across the longer period study: 

  • Political change
  • Religious and social change 
  • Impact of warfare and military change 
  • Separating myth from reality 

 

The longer period study has a requirement for learners to understand the nature and origin of the historical evidence for this period. This is brought out in the fourth theme to allow learners to separate myth from the individuals and events which may have a historical basis.

  • Part One: The legendary kings: Origins of Rome 753-616 BC
  • Part Two: The Etruscan kings: 616-509 BC
  • Part Three: Origins of the Republic: 509-494 BC
  • Part Four: Securing the Republic: 494-404 BC

Year 11 Programme of Study

  • Term 1: Cleopatra: Rome and Egypt, 69-30 BC
  • Term 2: Cleopatra: Rome and Egypt, 69-30 BC
  • Term 3: Cleopatra: Rome and Egypt, 69-30 BC
  • Term 4: Cleopatra: Rome and Egypt, 69-30 BC
  • Term 5: Revision
  • Term 6: Revision

The Cleopatra depth study enables learners to understand the complexity of the relationship between Rome and Egypt between 69 and 30 BC and the political, military, religious, economic, social and cultural factors affecting the reign of Cleopatra and her relationships with key historical figures during this period of significant upheaval in the Mediterranean world.

  • Part One: Cleopatra’s life and character
  • Part Two: Cleopatra as queen of Egypt, including political, domestic and foreign policies
  • Part Three: Cleopatra’s relationships with Caesar and Mark Anthony and their political significance
  • Part Four: The Battle of Actium and its significance for Egypt and Rome

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 links and resources

Key Stage 4

 

An introduction to the GCSE course is studied in the first term to build up skills that will be needed in the GCSE course. Students will study the AQA History (8145) GCSE 9-1 syllabus. 

Year 9 Programme of study:

  • Term 1: Prehistoric Study
  • Term 2: Migration, empires and the People 
  • Term 3: Migration, empires and the People
  • Term 4: Migration, empires and the People
  • Term 5: Migration, empires and the People
  • Term 6: Migration, empires and the People

 

 

This thematic study 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.

 

Students will study how factors worked together to bring about particular developments at a particular time and their impact upon society.

 

Study will focus on the following questions:

• How has Britain been affected by conquest, settlement, and migration?

• What has motivated migration to and from Britain?

• Why did Britain gain and lose an empire and with what effects?

• How have the people of Britain and the wider world responded to, and been nfluenced by, interaction?

• What is the significance of key individuals and events in the development of empire and British identity?

 

Year 10 Programme of study:

  • Term 1: Germany, 1890-1945: Democracy and Dictatorship
  • Term 2: Germany, 1890-1945: Democracy and Dictatorship
  • Term 3: Germany, 1890-1945: Democracy and Dictatorship 
  • Term 4: Germany, 1890-1945: Democracy and Dictatorship 
  • Term 5: Conflict and Tension between East and West, 1945-1972
  • Term 6: Conflict and Tension between East and West, 1945-1972

 

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.

 

Part one: Germany and the growth of democracy

Part two: Germany and the Depression

Part three: The experiences of Germans under the Nazis

 

The Cold War study 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.

 

Part one: The origins of the Cold War

Part two: The development of the Cold War

Part three: Transformation of the Cold War

 

Year 11 Programme of study:

 

  • Term 1: Conflict and Tension between East and West, 1945-1972
  • Term 2: Norman England, c.1066-c.1100
  • Term 3: Norman England, c.1066-c.1100
  • Term 4: Norman England, c.1066-c.1100
  • Term 5: Revision
  • Term 6: 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.

 

Part one: The Normans: conquest and control

Part two: Life under the Normans

Part three: The Norman Church and monasticism

Part four: The historic environment of Norman England

 

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.

 

 

 

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?

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?

In Year 12 students will also study: South Africa,1948-94 from apartheid state to ‘rainbow nation’.

This option 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

(Should there be sufficient demand the department will also offer route B History in Year 12: Tudor England and the Dutch Revolt)

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

The British experience of warfare 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

 


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

 
 
 

Looking forward to welcoming our students back for the start of the Summer Term this morning.