|Miss L Whitford-Stark & Mr Howens
From the outset of Key Stage 3 students learn and develop the key concept skills of the historian while studying and exploring a variety of engaging time periods through a defined process of enquiry.
Key stage 3
Year 7 students begin with a skills overview such as source analysis, interpretation, understanding significance and the constantly intertwining relationship between change and continuity. These skills are then steadily embedded into chronologically ordered themes that explore the significance of turning points in the social and cultural evolution of the British Isles, with events such as when and how did the Normans conquer England? Was the Black Death really a disaster? How has history interpreted the significance of the Tudor dynasty?
Understanding of each topic is consolidated via a combination of assessed oral and written work in which students are actively encouraged to self-evaluate their own comprehension of each topic area and, with guidance, provide a platform at each assessment on which to continually build their skills.
From Year 8 onwards, these skills are further honed as students begin to explore the development of Britain and her relationship with the rest of the world from the Industrial Revolution and the building of an empire, the significance of the slave trade right up to the main long and short term events that triggered WWI. Year 9 begins by exploring WWI itself, the life of the soldiers as well as the impact of the war at home. The concepts of cause and consequence and significance are then further developed by examination of the impact of the Treaty of Versaille and how this contributed to the chain of events that led up to WWII.
Skills of the Historian Chronology, Change & Continuity, Similarity & Difference, Sources & evidence
Life in Britain before 1066
How significant were the Romans? What did the Romans do for Chester? Anglo-Saxon England.
Why did William win the Battle of Hastings?
The Norman Conquest: How then did William Keep control of England?
What was life like in the Middle Ages?
How far did the Black Death transform society? Black Death and its impact (Peasants Revolt)
What was the impact of The Tudors?
Religious and cultural change. The religious roller-coaster, Was the Elizabethan age really a “golden age”
To what extent did the Monarchy lose their power over the people?
Power and the people: Henry – Victoria (inc ECW)
How did life change?
What can the Whitechapel murders reveal about life in Industrial cities?
The British Empire
How should we remember the British Empire?
Middle Passage/Life as a slave/ The road to abolition
Civil Rights in the USA
The struggle for racial equality/Key events in the 1950’s/Martin Luther King and Malcolm X
Civil rights in the UK
Link with BLM & Colston statue inquiry
What were the main causes of WW1?
What was fighting in the trenches like?
WWI: Life in the trenches: General Haig/The Somme/conditions on the Western Front
Did WW1 help women gain the vote?
What were the Causes of WWII?
Treaty of Versailles /Rise of Hitler
What was it like Living through the War?
Blitz/The Holocaust: Life in the Ghetto’s/Hitler’s answer to the ‘Jewish Question’
Hiroshima and Nagasaki Was it right for the USA to drop the bombs?
Cold War & Ideologies
Communism, Capitalism and the new world
Please find below the assessment benchmarks for History. A child progresses across the grid (from A-I) when they demonstrate a deeper knowledge and wider range of skills in each assessment carried out.
Key stage 4
Subject aims and learning outcomes
GCSE specifications in History will support students in learning more about the history of Britain and that of the wider world. The study of history at GCSE will inspire students to deepen their understanding of the people, periods and events studied and enable them to think critically, weigh evidence, sift arguments, make informed decisions, and develop perspective and judgement. This, in turn, will prepare them for a role as informed, thoughtful and active citizens.
GCSE specifications in history will enable students to:
- develop and extend their knowledge and understanding of: specified key events
- periods and societies in the history of their locality, Britain, and the wider world;
- 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 how and why different interpretations have been
- constructed about people, events and developments from the past and why they
- may have been accorded significance
- organise and communicate their historical knowledge and understanding in
- different ways and reach substantiated conclusions
- recognise that the discipline of history and a knowledge and understanding of the past helps them to understand their own identity and significant aspects of the world in which they live, and provides them with the basis for further wider learning and study.
Exam board and course
AQA GCSE History (8145)
Conflict and Tension Part 3: Rise of dictators/The road to War
GCSE exam question skills
Britain: Health and the Nation: Part 1: Medicine stands still
Part 2:The beginnings of change
Britain: Health and the Nation: Part 3: A revolution in medicine
Britain: Health and the Nation: Part 4: Modern medicine/ GCSE exam skills
Elizabeth I Part 1
Elizabeth I parts 2 and 3
America: Expansion and Consolidation 1840-1895
America: Expansion and Consolidation parts 2 and 3
|Revision and GCSE skills
We are hoping to arrange a trip to Normandy for predominantly Key Stage 3 & 4 students to explore its historical environment. Further trips are currently being explored.
Useful websites to support learning