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Park High School

Park High School

 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

Members of the Department:

Mr Kenward

Ms Salkeld

Mr Wise

Mr Frankcom

Mr Stelmaszczyk

Miss Campbell

Miss Sakkaf

 

Key Stage 3

By the end of Key Stage 3, our aim is for students to have a strong grasp of the nature of key events in British and world History, and to be able to apply the skills they have learnt in their wider life and in further studies, should they choose to pursue it. There is a mixture of depth and thematic studies within Key Stage 3 History. Each lesson has an overarching question, which students answer throughout the lesson. 

The fundamental goal of History at Park High School is to equip students with an understanding of not only significant historical events, but also the broad understanding of gradual change over time.

We follow a broadly chronological approach to our History curriculum.

Year 7
 

Year 7 begin the year by learning some of the key skills required by historians, such as those of interpretation, identifying cause and consequences; considering how to examine how far things have changed and how to judge significance. Students will also develop their inference skills. These are important skills for historians to have because they aid with distilling and understanding evidence put in front of them. These fundamental skills are built upon during their History career. 

Autumn Spring Summer

The Romans

The Medieval World

Crime and Punishment

The British Diet through Time

The Tudors

 

The Middle Ages

   

The Romans

  • How do we do History?
  • What can we learn from Pompeii?
  • How successful was the Roman conquest of Britain?

The Norman Conquest

  • What was England like before 1066?
  • Why was 1066 a year of crisis?
  • How far did the Normans change Britain?         

The Middle Ages

  • How ‘great’ was Alfred?
  • Why was 1066 a year of crisis?
  • How far did the Normans change Britain?       
  • What was the most significant event in the Middle Ages?  

The Medieval World

  • Why did people go on Crusades?

The Tudors    

  • How did the Tudors come to power?
  • Why did Henry VIII come to power
  • Is it right to call Edward VI’s and Mary I’s reign a ‘mid-Tudor crisis’?
  • Was the Elizabethan era a golden age?

Crime and Punishment

  • How did the Romans punish criminals?
  • Were the Anglo-Saxons really violent and superstitious?
  • Could you get justice in the Middle Ages?
  • Why did prisons change?
  • How significant was the abolishment of the Death Penalty?

Knowledge Organisers:

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KS3 Assessment:

Home learning is allocated on a weekly basis by each department. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it.

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

Year 8  

In Year 8 we pick up with focus on Empires, through looking at both the Mughal Empire and British Empire. This then leads into a study of the Slave Trade. Following this, we consider the French Revolution, and a thematic study ends Year 8, looking at how migration has shaped society today. 
 
Autumn Spring Summer

The Mughal Empire

Slavery

Migration

The British Empire

French Revolution

 

The Mughal Empire

  • When did the Mughal Empire start and end?
  • What did the Mughals care about? What mattered to them?
  • Why did the British go to India?

The British Empire

  • Why did Roanoke fail?
  • How is the empire remembered?

The Slave Trade

  • What was Africa like prior to the slave trade?
  • What was the Triangular Trade?
  • What were conditions like on the Middle Passage?
  • How did the Slave Trade come to an end?

The French Revolution

  • What was France like before the Revolution?
  • Why did the French revolt?
  • What were the consequences of the French Revolution?

Migration

  • Who were the early settlers to Britain?
  • How has migration shaped our society today?

Knowledge Organisers:

You have not allowed cookies and this content may contain cookies.

If you would like to view this content please

KS3 Assessment:

Home learning is allocated on a weekly basis by each department. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it.

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

Year 9 

In Year 9 our main focus is on the 20th Century and beyond. We look at how women have fought for equality, life in 1920s America and the impact of the Two World Wars. For the academic year 2020-21, we will also be looking at the British Empire in depth. We finish Year 9 with a study of the Holocaust.

Autumn Spring Summer

1920s America

Votes for Women

The British Empire

The World Wars

The Holocaust 

The 1920s America

  • Why is this era known as a ‘golden age’?
  • Did everyone benefit?
  • Why did the cycle of prosperity end?

Votes for Women

  • What was the position of women in 1900?
  • Who were two main groups campaigning for equality and how did they differ?
  • Why were women granted the vote?

The British Empire

  • Why did Roanoke fail?
  • How is the empire remembered?

The World Wars

  • Why did the World Wars start?
  • How were the Wars fought?
  • Which War was the most significant?

The Holocaust

  • Was anti-Semitism a new concept?
  • How were Jews treated prior to World War Two?
  • How did the Second World War change things?
  • How has the Holocaust been remembered?

KS4 Assessment:

Home learning is allocated on a weekly basis by each department. It may be an isolated piece of work, a project, research or an alternative task which challenges the students to solidify their knowledge and / or extend it.

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

 


Key Stage 4

Year 10 

This year is about encouraging students to develop their ability to write fluently, effectively and in detail. They will also be studying off the school site which studying the Castles course.

When students were in Year 9, they completed the first unit of their GCSE- International Relations.

Autumn Spring Summer

Germany: The People and the State, 1925-1955

The English Civil War

The Historical environment: Castles

International Relations 1919-1975- studied in Year 9

  • The League of Nations in the 1920s
    Considering how and why the League was established
  • The League in the Thirties
    Examining how Hitler took the world to War
  • Controversy- Appeasement
    Looking at how Historians views of the Appeasement of Hitler have changed over the last 70 years
  • The start of the Cold War
  • Considering the reasons for growing tension between the USA and the USSR.
  • Proxy War
  • Vietnam and the Cuban Missile Crisis
  • Controversy- Blame for the Cold War

Germany: The People and the State, 1925-1955

  • The Rise of the Nazis
  • Examining how Hitler’s party went from the fringes of German politics to a dictatorship
  • Life in Nazi Germany
  • Understanding what it was like for ordinary Germans, the Nazis and their victims in Nazi Germany
  • Looking at how Germany and their allied occupiers rebuilt and changed Germany in the 10 years after Hitler’s defeat.
  • The Legacy of the Nazis

The English Civil War 

  • Relationship between Parliament and Charles I 1629–1642
  • The political and religious impact of war 1642–1642
  • The nature and extent of political and religious change 1649–c.1660

The Historical environment: Castles

  • The Development of Castles
  • How and why Castles were built across Britain.
  • How Castles became obsolete
  • The development of gunpowder and Early modern warfare.
  • An Examination of a historical site
  • Case Study- Kenilworth Castle

KS4 Assessment:

All students who follow this course will be given home learning weekly.  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

Year 11 

Year 11 have already completed their courses on International Relations and Nazi Germany, which will comprise their Paper 1. They will be revising those topics for their mocks in December. They now have the War & Society Civil War Courses to Complete. 

Autumn Spring Summer

The English Civil War 

War & Society 800-2014

 OCR  GCSE History A Revision

The English Civil War 

  • Relationship between Parliament and Charles I 1629–1642
  • The political and religious impact of war 1642–1642
  • The nature and extent of political and religious change 1649–c.1660

War & Society 800-2014

  • Different types of war
  • Attitudes and responses to war
  • Impacts of war on people
  • Impacts of war on government and politics  

OCR GCSE History A 

Paper 1 

  • International Relations 1918-75
  • Germany: The People and the State 1925-55 

 Paper 2

 Paper 3

  • Castles: Form & Function 10001700
  • The English Civil War 1629-60 

Revision materials and sessions are available for all exam units.

KS4 Assessment:

All students who follow this course will be given home learning weekly.  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 :

OCR 

Course Specification:

OCR GCSE History A(9-1) - J410

Qualification obtained:

GCSE History

 

Additional Information

Useful Reading Material 

Explaining the Modern World, Modern World History and Depth Studies, by Ben Walsh

Explaining the Modern World, War & Society, by Walsh, Farmer, Shuter & Wheeley 

New GCSE History OCR A: Exploring the Modern World Revision Guide for the Grade 9-1 course

Enrichment 

Trips are currently on hold due to COVID restrictions. We have taken students to the Battlefields, Berlin and on trips in and around London to further supplement their studies.

Virtual Tours 

Anne Frank House Virtual Tour

Explore the annex where Anne Frank hid for more than two years during World War II.

https://www.annefrank.org/en/anne-frank/secret-annex/

Buckingham Palace Virtual Tour

Take a look round Buckingham Palace.

https://www.royal.uk/virtual-tours-buckingham-palace

Natural History Museum

Go on a Fossil Hunting Adventure.

https://www.nhm.ac.uk/discover/360-fossil-hunting-adventure.html

British Museum

Explore every artefact on display at the British Museum.

https://britishmuseum.withgoogle.com/

Smithsonian Museum of Natural History

Explore every exhibit the museum has to offer.

https://naturalhistory2.si.edu/vt3/NMNH/z_tour-022.html

 

 

Key Stage 5

Park High School

Thistlecroft Gardens, Stanmore,
Middlesex, HA7 1PL

Headteacher:Mrs Colette O'Dwyer

Email:info@parkhighstanmore.org.uk

Phone:020 8952 2803

Map of Park High School Location
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