History
Welcome to the History Department
"Those who cannot learn from the past are doomed to repeat it." - George Santayana
Head of Department:
Mr Kenward
e-mail: mkenward2.310@parkhighstanmore.org.uk
Key Stage 3
We fulfil the National Curriculum, by ensuring there is a broadly chronological structure to what we study from Years 7 to 9. Most topics are studied as periods of time, and a few are thematic or synoptic. Being British with a range of heritages is what unites our students, so we have greater focus on British history and how other cultures have impacted on this. We study the diversity of societies so that the experiences of people based on gender and ethnic origins are seen as an integral part of history. Students learn how society and religion changed from pre-Roman to Tudor times, Islamic Civilisation, the Mughal and British Empires, the Industrial Revolution, the development of UK democracy, key 20th century conflicts and the impact of change on people from diverse backgrounds in UK society since 1945.
Year 7
| Autumn | Spring | Summer |
|---|---|---|
|
Romans Britain 1. How do we know about the Romans? 2. What was everyday life like for people in Roman Britain? Middle Ages 1. How did the Norman invasion affect England? |
Middle Ages 2. What was the most important cause of the rise of Islamic Civilisation? 3. "Medieval life was fun." Do you agree? |
Beliefs and ideas through time 1. How did the religious beliefs and practices of British people change over time? Tudors 1. Why did Henry VIII "Break with Rome"? |
| Assessment | ||
|
1. Short knowledge test on the Roman invasions 2. Writing task on utility of sources Extended writing on the consequences of the Norman invasion |
1. Mid-year exam - knowledge 2. Extended writing on the causes of the rise of Islamic Civilisation 3. Oracy presentations on: "Medieval life was fun." Do you agree? |
1. End of year exam – 3 questions: Change and continuity; consequences; using sources (utility) 1. Oracy presentation: Evaluation of the past / agreement with interpretation of causes for Break with Rome |
Home learning is allocated on a weekly basis on Teams. There is an online quiz designed to help students embed knowledge into long-term memory, which is set every week. There will also be written, revision or creative tasks set every 2 weeks.
Knowledge Organisers:
Year 8
| Autumn | Spring | Summer |
|---|---|---|
|
The Mughal Empire
The British Empire
|
Industrial Revolution
|
Democracy in Britain 1. How did the power of the monarch change from Mediaeval to Stuart times? 2. Why did women win the right to vote? |
| Assessment | ||
|
1. Extended writing - what mattered to the Mughals? 2. Writing task on the utility of sources on the Slave Trade
|
1. Mid-Year exam: a) Writing task - Using historical interpretations of the impact of the British Empire; and (b) short knowledge questions 2. Extended writing task - How significant was the invention of the steam engine? 3. Extended writing task - "Life in Industrial Towns in 19th century Britain was difficult mostly due to economic reasons. How far do you agree? |
1. End of year exam – 3 questions: Change and continuity; causation; Using historical interpretations 2. Oracy presentation: Evaluation of the past on reasons why women gained the right to vote |
Home learning is allocated on a weekly basis on Teams. There is an online quiz designed to help students embed knowledge into long-term memory which is set every week. There will also be written, revision or creative tasks set every 2 weeks.
Knowledge Organisers:
Year 9
| Autumn | Spring | Summer |
|---|---|---|
|
20th Century Conflict: 1. Why did a Second World War start in 1939? 2. How were civilians affected during the Second World War?
|
Britain in the late 20th Century: 1. How did the experiences of European Jews change 1933-45? 2. What were the reasons for the creation of Israel in 1948? |
Britain in the late 20th Century continued 1. How were traditional values challenged in the 1950s and 60s? 2. How was discrimination in the UK challenged from the 1950s to 80s? |
| Assessment | ||
|
1. Evaluating different interpretations on Causes of World War Two 2. Research project on the impact of WW2 on chosen country 3. Mid-year exam – (a) Extended writing task on Change and continuity over time: How did the experiences of European Jews change 1933-45?; and (b) knowledge 4. Extended writing - What were the reasons for the creation of Israel in 1948? |
1. Short Knowledge test on how traditional values were challenged in the 1950s and 60s 2. End of year exam – 3 questions: Utility of sources; Using historical interpretations; consequences 3. Oracy presentation - Evaluation of the past: "Discrimination was successfully challenged in the 1950s-80s" How far do you agree? |
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Home learning is allocated on a weekly basis on Teams. There is an online quiz designed to help students embed knowledge into long-term memory, which is set every week. There will also be written, revision or creative tasks set every 2 weeks.
Key Stage 4
At GCSE, students study Elizabethan England, Germany 1919-39, the Cold War and Medicine in Britain from 1250. These topics were chosen to showcase Elizabeth I as a strong female leader, to provide a political and social context for the world today and to interest students who aspire to study medicine in the future.
Year 10
Students study the Edexcel/Pearson syllabus, which can be viewed here:
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
Students study the Edexcel/Pearson syllabus, which can be viewed here:
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html The aims and objectives of this 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.
| Autumn | Spring | Summer |
|---|---|---|
|
Early Elizabethan England (1558-88)
|
Weimar and Nazi Germany 1918-39
|
Superpower Relations and the Cold War 1941-91
|
| Assessment | ||
|
a) Describe one feature of Elizabeth’s religious settlement, 1559 (2 marks)a) b) Describe one feature of Elizabethan government in 1588 (2 marks) ‘The threat of invasion was Elizabeth’s main problem when she became queen in 1558.’ How far do you agree? (16 marks) Explain why England went to war with Spain (12 marks) Short knowledge assessment. (10 marks) |
Elizabeth Mock Exam (graded) Explain why 1924-1929 was a golden age in the Weimar Republic.(12 marks) Inferences question on Origins of the Nazis (4 marks) How far do you agree with Interpretation 2 about the reasons for increased support for the Nazis in the years 1929-32? (16 marks) How useful are sources A and B for an enquiry into the Night of the Long Knives? (8 marks) Inferences and utility questions test. (4 and 8 marks) Interpretation questions on Nazi youth. (16 marks) |
Mock Exams on Elizabeth and Germany (graded) The importance of the Truman Doctrine (1947) for the development of the Cold War (8 marks) Write a narrative account analysing the key events of the Hungarian Uprising in 1956 (8 marks) Explain one consequence of the Cuban Revolution (4 marks) Explain one consequence of (a) The Berlin Wall (b) the Cuban crisis (4 marks each) |
All students who follow this course will be given home learning weekly – an exam question alternating with other revision tasks on Classroom 42, a revision website that all students have accounts with. Every 3 weeks on average an exam question will also be set in class, so revision will be required at home. Wider reading is always useful either from the websites offered, the text book or as directed by their classroom teacher.
In the Summer Term, each student will sit a formal, internal exam which will consist of all elements taught throughout the course. Appropriate preparation in the form of revision should be taken seriously with sufficient planning and organisation to ensure each student fulfils their potential.
Examination Board:
Year 11
Students study the Edexcel/Pearson syllabus, which can be viewed here:
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
The aims and objectives of this 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.
| Autumn | Spring | Summer |
|---|---|---|
|
Superpower Relations and the Cold War 1941-91 (started in Y10) and Medicine in Britain 1. The end of the Cold War, 1970-91 (in Y11) 2. C.1250-1500: Medicine in Medieval England |
Medicine in Britain 1250-Present (Section B)
WWW1 Site Study |
Revision |
| Assessment | ||
|
a) Write a narrative account analysing the key events of Détente.(8 marks) b) Explain the importance of Gorbachev’s ‘new thinking’ for Soviet control of Eastern Europe. (8 marks) ‘The role of the Church was the main reason why there was little change in care and treatment in the years c1250–c1500.’ How far do you agree? Mock Exams on Cold War and Germany (graded) |
Explain one way in which people’s reactions to the plague in Britain were similar in the fourteenth and seventeenth centuries (4 marks) Explain why the role of Church in medicine decreased in importance in the years c1250–c1700. (12 marks) Explain why there were changes in the prevention of illness in the years c1700–c1900. (12 marks) Explain one way in which ideas about the cause of illness in the years c1700-c1850 were different from ideas about the cause of illness in the years c1900- present (4 marks). Mock Exam on Elizabeth (graded) ‘In the years c1800–present, the work of Pasteur was the most significant development in understanding the causes of illness.’ How far do you agree? (16 marks) Describe one feature of the problems involved in transporting wounded soldiers away from the battleground. (2 marks) How could you follow up source A to find out more about the system of dealing with injured soldiers on the Western Front? (4 marks) |
Mock Exam on Medicine (graded) Final exams on the 4 topics across 3 papers |
KS4 Assessment:
All students who follow this course will be given home learning weekly: an exam question alternating with other revision tasks on Classroom 42, a revision website that all students have accounts with. Every 3 weeks on average an exam question will also be set in class, so revision will be required at home. Wider reading is always useful either from the websites offered, the text book or as directed by their classroom teacher.
The 4 topics studied overall for GCSE are:
|
Paper |
Topic |
Type of study |
Exam time |
marks |
% of grade |
|
1 |
Medicine in Britain, c1250–present |
Thematic study |
1 hour 15 minutes |
36 |
30% |
|
The British sector of the Western Front, 1914–18 |
Historic environment |
16 |
|||
|
2 |
Early Elizabethan England (1558-88) |
British depth study |
1 hour 45 minutes |
32 |
40% |
|
Superpower relations and the Cold War (1941-91) |
Period study |
32 |
|||
|
3 |
Weimar and Nazi Germany (1918-39) |
Modern Depth Study |
1 hour 20 minutes |
52 |
30% |
Examination Board:
Course Specification:
GCSE History (9-1)
Qualification obtained:
GCSE History
Useful Reading Material
Hodder GCSE History for Edexcel: Weimar and Nazi Germany, 1918-39, by John Wright, Steve Waugh
Hodder GCSE History for Edexcel: Superpower relations and the Cold War, 1941-91, by John Wright, Steve Waugh
Hodder GCSE History for Edexcel: Early Elizabethan England, 1558–88, by Barbara Mervyn
Hodder GCSE History for Edexcel: Medicine Through Time, c1250–Present, by Ian Dawson
Additional Information
Useful Websites
Enrichment
We go beyond the curriculum through the Year 7 enrichment trip to St Albans Abbey and Verulamium Roman Museum and historical sites, a GCSE residential trip to the World War One Battlefields in Belgium and France, visits for year 12-13 to the London Library and a visiting historian speaker. New trips being planned include the Cabinet War Rooms.
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