History

Curriculum Intent

We believe that every student has the right to know the big historical events that have shaped our country and our area. We want to engage students with the study of our past and allow them to understand how this still affects the world around them today. We aim to equip students with the ability to think critically and enquire about information presented to them. They will learn how to weigh up and interrogate evidence and make reasoned arguments. We want students to gain an understanding of the importance of democracy, tolerance and human rights and our responsibilities as citizens.

Curriculum Features

Our curriculum covers the history national curriculum and is designed to help students see how Britain has developed over the past millennium. Students will conduct different historical enquiries to learn more about the past. We will explore pivotal moments in British history such as the Battle of Hastings and Industrial Revolution and examine how they changed peoples’ lives. We will also look at the role of Britain in the wider world, including the British Empire and Britain’s role in the World Wars.

We also will give students the opportunities to study non-British history to broaden their understanding of the past and the world today so students will examine case studies of societies in Asia, Africa and America. They will examine challenging and controversial issues such as the Trans-Atlantic slave trade, protest, C20th dictatorships and the Holocaust. Where appropriate, issues and events will be studied from different historical perspectives to give them a broad understanding of how history is shaped and how history has affected different people in different ways. Throughout key stage 3 and key stage 4, students will learn and develop the concepts and skills that will allow them to achieve success at GCSE history and the wider curriculum.

Overview

Year 7

History Y7 Progression Grids

	Autumn		Spring		Summer
Area of study:	How do we know about the past of our town?	Why did England change in 1066?	The Tang Dynasty in China	Live in Medieval England. Why was the Black Death such a disaster?	The Mali Empire	Why were changes in the Tudor era significant?
What should they know?	Students will study and develop the skills and vocabulary needed to study history in key stage 3. This will include understanding how historians use evidence and what types of evidence may be available for different time periods. This is also an opportunity to examine local history as we learn the chronology of Stockport and examine sources from our town’	Students will study the causes and consequences of William’s invasion of England in 1066.	Students will examine the Tang Dynasty, considered by some historians to be a ‘Golden Age’ of China.	Students will Students will study different aspects of life in Medieval England, examining villages, towns and religion. Students will study why people in the C14th had limited understanding of health and medicine, examining beliefs and approaches to medicine. They will then study the Black Death and its impact on Britain.	Students will study Medieval Mali and the life of one of its rulers, Mansa Musa, who many people think may have been the richest person who has every lived.	Students will study the changes that happened during the Reformation and the consequences this had on England. They will also examine the reign of Queen Elizabeth I.
What should they be able to do?	Use evidence like historians to solve enquiries. Use chronology correctly.	Use sources to learn about the 11th century. They will also be able to write an explanation of why William won the Battle of Hastings.	Explain the significance of the Tang Dynasty.	Make inferences from sources about the Black Death. Explain the short-term consequences of the Black Death.	Explain the significance of Mansa Musa as a ruler.	Compare interpretations on Henry VIII and write their own interpretation on ‘Bloody’ Mary I. They will explain why the Spanish Armada was defeated.
Key vocabulary	Archaeologist Historian Chronology Source/Evidence Inference Provenance (Author, Audience, Type, Purpose, Time) Significant Interpretation	Trade Invasion Heir Rebellion Hierarchy Feudal system Domesday Harrying Monarch Power Normanisation	Dynasty Empire Emperor/ Emperess	Peasant Villein Public Health Catholic Pilgrimage Relic Monastery Four Humours Miasma Silk Road Epidemic Consequence	Mansa Exploration Islam Natural Resources University Mosque Trade Pilgrimage/Hajj	Renaissance Printing Press Reformation Protestant Break with Rome Dissolution Heresy Martyr Monarch Treason Plots Invasion Armada Colony Exploration
Assessment	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of year assessment.	Formative assessment throughout the unit contributing to an end of year assessment.

Year 8

History Year 8 Progression Grid

	Autumn			Spring			Summer
Area of study:	What made the C17th so deadly?	Case study on Benin.	How could the Trans-Atlantic Slave trade have happened?		How did the Industrial Revolution change life in Britain?	What should our interpretation be of the British Empire in India?		What caused the Great War to begin in 1914?
What should they know?	Students will study key events and issues from the Gunpowder Plot to the Great Plague and examine their significance on people.	Students will study the Kingdom of Benin (now part of modern day Nigeria). They will examine the ‘Five warrior Obas’ who brought great wealth and success to the Kingdom. They will also examine the impact of European relationships with the Kingdom.	Students will study the Trans-Atlantic slave trade including its impact on Britain, the experiences of enslaved people and how some resisted.		Students will study how life and work changed during the Industrial Revolution, with a particular focus on child workers. They will also learn about the more positive changes that happened during this time.	Students will study how and why Britain gained such a large overseas Empire and will then examine the impact of the British Raj on India. They will also explore the methods Indians used to resist British rule and fight for Independence.		Students will study the factors that led to the outbreak of the First World War in 1914 including longer term causes of tension.
What should they be able to do?	Explain why the Civil War began. Compare interpretations	Analyse the usefulness of sources. Describe the features of Benin	Understand how the Trans-Atlantic Slave Trade fits into the overall history of slavery. Explain Britain’s role in the trade. Examine sources about the experiences of enslaved people.		Analyse the usefulness of sources. Select and apply evidence to write about the past.	Compare interpretations about British India. Explain Gandhi’s protest methods.		Students will be able to analyse sources on tension and examine the significance of different causes.
Key vocabulary	Torture Execution Protestant Puritan Superstition Treason Tyrant Persecution Civil War Witch Craze Interregnum Republic Restoration Epidemic Massacre Royal Society	Trade Empire Kingdom Oba Empire Colonise	Trade Export Import Middle Passage Empire Plantation Enslaved person Resistance Underground railroad Abolition		Industrialise Machinery Natural Resources Reforms Slum Housing Epidemic Cholera Trade Union Strike Public Health	Empire Colony Imperialism Famine Protest Raj Direct Action Massacre Independence		Cause Long Term Short Term Tension Empire Imperialism Resistance Nationalism Militarism Alliances
Assessment	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.		Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of year assessment.		Explanation of why WW1 began.

Year 9

History Y9 Progression Grid Link

	Autumn		Spring		Summer
Area of study:	Was the Western Front just mud, blood and misery?	How did women get their voices heard? What are different ways to run a country?	Why was it so difficult to resist the Nazi regime?	How far can we believe the myths about WW2?		How could the Holocaust have happened? How dangerous was the Cold War?
What should they know?	Students will study the experiences of British and Empire soldiers fighting on the Western Front in WW1. They will also study what trench warfare was and how it developed throughout the war.	Students will study the women’s suffrage movements to evaluate how far these protest methods are still relevant today. Students will also study different ideologies and political systems to understand what is meant by ideas like democracy, dictatorship, left wing and right wing.	Students will study the methods Hitler used to get elected and establish/ maintain his dictatorship. They will then examine life in Nazi Germany.	Students will study key events of the Second World War so that they can assess how far popular myths about the Second World War are accurate. They will look at how the war began. They will examine the Home Front and the war in Europe and the Pacific.		Students will study the factors that allowed the Holocaust to take place. This unit is based on exploring this quotation from the Auschwitz Memorial: ‘When we look at Auschwitz we see the end of the process. It’s important to remember that the Holocaust actually did not start from gas chambers. This hatred gradually developed from words, stereotypes & prejudice through legal exclusion, dehumanisation & escalating violence.’(2018) Students will study the causes and development of the Cold War.
What should they be able to do?	Analyse the usefulness of sources. They will also be able to explain why soldiers on the western front faced health problems.	Compare interpretations on the effectiveness of Suffragette methods. Compare democracy/ dictatorship and communism/ fascism.	Explain why Hitler faced little opposition. Compare interpretations on experiences of young Germans.	Compare interpretations on the Blitz Spirit. Analyse the usefulness of sources about Dresden.		Explain why it is important to remember the Holocaust. Explore interpretations about how the Holocaust could have happened.
Key vocabulary	Attrition Trench Warfare Tactics Over the top No man’s land Artillery Shrapnel Shellshock Empire	Suffrage Militant Radical Martyr Moderate Direct Action Democracy Dictatorship Right wing Left wing Centrist Communism Fascism Capitalism Constitution	Propaganda Terror state Censorship Consent Concentration Camps Opposition Secret police Indoctrination	Alliance Appeasement Allies Axis Foreign Policy Fascism Nationalism Propaganda Total War Evacuation Home Front Blitzkrieg Dunkirk Spirit Blitz Blitz Spirit Firebombing Atomic Weapons		Genocide Anti-semitism Persecution Scapegoat Discrimination Shoah Kindertransport Cold War Communism Capitalism Conference Allies Iron Curtain Migration Windrush Generation Push Factors Pull Factors Assimilation
Assessment	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout the unit contributing to an end of term assessment.	Formative assessment throughout unit. End of unt assessment	Formative assessment throughout the unit contributing to an end of year assessment.		End of Year Assessment examining knowledge and skills gained throughout the year.

Year 10

	Autumn	Spring		Summer
Area of study:	Thematic Study: Medicine in Britain, including the historical environment.		Period Study: The American West c1835-c1895		Depth Study: USA, 1954-75: conflict at home and abroad
What should they know?	c1250–c1500: Medicine in medieval England 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case study: The Black Death, 1348–49; c1500–c1700: The Medical Renaissance in England 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case studies Key individual: William Harvey and the discovery of the circulation of the blood. The Great Plague in London, 1665: c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment Case studies Key individual: Jenner and the development of vaccination. Fighting Cholera in London, 1854; The Historical Environment: The British sector of the Western Front, 1914–18: injuries, treatment and the trenches Medicine in the early twentieth century: The British sector of Western Front and significant battles The trench system: Problems with treating wounded soldiers. Conditions requiring medical treatment on the Western Front The work of the RAMC and FANY The significance of the Western Front for experiments in surgery and medicine c1900–present: Medicine in modern Britain 1 Ideas about the cause of disease and illness 2 Approaches to prevention and treatment 3 Case studies Key individuals: Fleming, Florey and Chain’s development of penicillin. The fight against lung cancer in the twenty-first century		Key topic 1: The early settlement of the West, c1835–c1862 1 The Indigenous peoples of the Plains: their beliefs and ways of life 2 Migration and early settlement 3 Conflict and tension Key topic 2: Development of the plains, c1862–c1876 1 The development of settlement in the West 2 Ranching and the cattle industry 3 Changes in the way of life of the Indigenous peoples of the Plains Key topic 3: Conflicts and conquest, c1876–c1895 1 Changes in farming. 1 Changes in the cattle industry and settlement 2 Conflict and tension 3 The Indigenous peoples of the Plains: the destruction of their ways of life		Key topic 1: The development of the civil rights movement, 1954–60 1 The position of black Americans in the early 1950s 2 Progress in education
What should they be able to do?	This unit is a thematic study so students need to be aware of how far medicine in Britain has developed. Therefore, they need to able to: Understand what people believed caused illness in each time period and how they tried to prevent and cure it. They should use their case studies as examples of this. Explain why factors led to change and what prevented it. Assess which factors had the most significant impact. Compare different time periods to identify similarities and differences as well as change and continuity. Describe features of the Western Front and factors affecting the health of soldiers. Analyse sources and suggest how historians might use them.		This unit looks at an unfolding narrative of a time period. Therefore, students need to be able to: Explain consequences of events/ issues Show how events and developments are linked Assess the importance events and issues and how they affected a group of people Tell the story of an event or development in chronological order linking the different events together.		Use sources to examine the position of black Americans in the 1950s.
Key vocabulary	Change and continuity Significance Public Health Progress Breakthroughs Four Humours Miasma Epidemic Vaccination Prevention Germ Theory NHS Western Front Trench Warfare RAMC FANY Progress Chain of Evacuation		Indigenous people Conflict Manifest destiny Migration Settlement Expansion Frontier Treaty Assimilation Lawlessness Vigilantes Massacre Ranch Cowboy Open Range Homestead Reservation Gold Rush Trail		Civil Rights Segregation Integration
Assessment	Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete two assessments in exam conditions.		Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete one assessment in exam conditions.

Year 11

	Autumn	Spring		Summer
Area of study:	Depth Study: USA, 1954-75: conflict at home and abroad		British Depth Study: Anglo-Saxon and Norman England, c1060-1088		Revision for final exams
What should they know?	Key Topic 1: The development of the civil rights movement, 1954–60 2 Progress in education 3 The Montgomery Bus Boycott and its impact, 1955–60 4 Opposition to the civil rights movement Key topic 2: Protest, progress and radicalism, 1960–75 1 Progress, 1960–62 2 Peaceful protests and their impact, 1963–65 3 Malcolm X and Black Power, 1963–70 4 The civil rights movement, 1965–75 Key topic 3: US involvement in the Vietnam War, 1954–75 topic 3: US involvement in the Vietnam War, 1954–75 1 Reasons for US involvement in the conflict in Vietnam, 1954–63 2 Escalation of the conflict under Johnson 3 The nature of the conflict in Vietnam, 1964–68 4 Changes under Nixon, 1969–73 Key topic 4: Reactions to, and the end of, US involvement in Vietnam, 1964–75 1 Opposition to the war 2 Support for the war 3 The peace process and end of the war 4 Reasons for the failure of the USA in Vietnam		Key topic 1: Anglo-Saxon England and the Norman Conquest, 1060–66 1 Anglo-Saxon society 2 The last years of Edward the Confessor and the succession crisis: 3 The rival claimants for the throne 4 The Norman invasion Key topic 2: William I in power: securing the kingdom, 1066–87 1 Establishing control 2 The causes and outcomes of Anglo-Saxon resistance, 1068–71 3 The legacy of resistance to 1087 4 Revolt of the Earls, 1075 Key topic 3: Norman England, 1066–88 1 The feudal system and the Church 2 Norman government 3 The Norman aristocracy 4 William I and his sons
What should they be able to do?	In this depth study, students will need to be able to analyse sources and interpretations using their knowledge of the events and people studied. Therefore, they need to be able to: Explain why an event happened or changed Make inferences from a source Analyse how useful sources are for an enquiry Compare historians’ interpretation Analyse historians’ interpretations and make judgements on how far they agree.		In this depth study students will need to demonstrate knowledge and understanding of the events and people studied. They will need to be able to: Describe features of an event, person or issue Explain why an event happened or changed Analyse the significance of different factors judge which is the most significant. Analyse how far England changed before and after 1066. Analyse the consequences of events and issues.
Key vocabulary	Civil Rights Segregation Integration Campaign C Boycott Racism Black Power Radical Extremism Moderate Escalation Containment Domino Theory Guerrilla Warfare Doctrine Opposition Peace Accords Peace Process		Anglo-Saxon Invasion Conquest Legitimacy Resistance Rebellion Feudalism Aristocracy Earldom Claim Heir Witan Homage Oath Harrying Control
Assessment	Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete two assessments in exam conditions.		Knowledge checks will be used regularly to test what students have learned. Students will regularly practise exam questions to develop their skills. They will complete one assessment in exam conditions.

GCSE Exam Information:

We study Edexcel GCSE History.

There are three examination papers that students will sit at the end of year 11. There is no coursework.

Paper 1: Thematic study and historic environment: Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.

Written examination: 1 hour and 15 minutes. (Questions include source questions and extended writing)