Curriculum - History

CURRICULUM MATRIX
History
      
Y7HT1HT2HT3HT4HT5HT6
Norman ConquestMedieval Religion / Parliament / CastlesMedicine / Plague / Peasants Revolt / 100 Years WarCrusades / Wars of the Roses / 6 Wives of Henry VIIIReformation / Counter-Reformation / MQS / ArmadaLife in Tudor England
Assessment focus:
Interpretations of the best candidates in 1066 and of William the Conqueror’s rule
Assessment focus:
Causes and consequences of Becket’s murder and Changes to castle design
Assessment focus:
Causes of the Peasants’ Revolt and Evaluation of a source about Joan of Arc
Assessment focus:
Changes to European life as a result of the Crusades and Interpretations of Richard III
Assessment focus:
Why Henry VIII broke away from Rome and interpretations of Mary Tudor
Assessment focus:
End of year exam (knowledge and skills combined) and historical enquiry
ABLEAble to describe different opinions about the strengths or weaknesses of at least 3 of the 4 contenders for the throne in 1066 with detailed evidence and reach a firm conclusion about the strongest contender.Able to write in paragraphs about at least 3 causes and consequences of Becket’s murder with a wide range of evidence and able to explain at least 2 links between causes and consequences of the murder.Able to write in paragraphs about at least 3 causes of the Peasants’ Revolt with a wide range of evidence and able to explain at least 2 links between the causes of the revolt.Able to write confidently about at least 4 changes made in Europe as result of contacts with the Arab world during the Crusades and explain them using a wide range of evidence to support this.Able to write in paragraphs about at least 3 causes of the Break with Rome with a wide range of evidence and able to explain at least 2 links between these causes.Able to achieve 79% or more on the end of year exam which tests the recall of knowledge (see revision guide) as well as source evaluation skills and extended writing
Able to describe different opinions about the quality of William the Conqueror’s rule with detailed evidence and also able to explain at least 3 reasons for different opinions about him. Able to write confidently about at least 4 changes made to castles 1066-1400 and explain them using a wide range of evidence to support this. Able to test the opinion in a source about Joan of Arc using more detailed knowledge about her life. Also able to explain some reasons for bias in the source when commenting on who produced it, when, where, why and what the source is (the 5W’s). Also able to use the word ‘purpose’ correctlyAble to describe different opinions about Richard III’s role in the disappearance of the ‘Princes in the Tower’ whilst creating a case for either the prosecution or defense with detailed evidence. Guilt / innocence will be made clear with at least 3 reasons why the opposite opinion can’t be trusted.Able to describe different opinions about Mary Tudor’s reputation with detailed evidence and also able to explain at least 3 reasons for different opinions about her. Able to investigate what life was like in Tudor England and able to formulate their own more specific questions about each of the 4 aspects chosen in order to produce a presentation to the class which is detailed .
HIGHAble to describe the strengths or weaknesses of at least 2 of the 4 contenders for the throne in 1066 with good evidence and reach a brief conclusion about the strongest contender.Able to write in paragraphs about at least 2 causes and consequences of Becket’s murder, supported with more detailed evidence and able to explain at least 1 clear link between the causes and consequences of the murder.Able to write in paragraphs about at least 2 causes of the Peasants’ Revolt, supported with more detailed evidence and able to explain at least 1 clear link between the causes of the revolt.Able to write about at least 3 changes made in Europe as result of contacts with the Arab world during the Crusades and to explain some of them. Will include good evidence to support this.Able to write in paragraphs about at least 2 causes of the break with Rome, supported with more detailed evidence and able to explain at least 1 clear link between the causes of this event.Able to achieve between 58% and 78% on the end of year exam which tests the recall of knowledge (see revision guide) as well as source evaluation skills and extended writing
Able to describe at least 2 different opinions about the quality of William the Conqueror’s rule with good evidence. Also able to explain at least 2 reasons for different opinions about him.Able to write about at least 3 changes made to castles 1066-1400 and to explain some of them. Will include good evidence to support this. Able to test the opinion in a source about Joan of Arc using some knowledge about her life. Also able to give some reasons for bias when commenting on the 5W’s (see above).Able to describe different opinions about Richard III’s role in the disappearance of the ‘Princes in the Tower’ whilst creating a case for either the prosecution or defense with good evidence. Guilt / innocence will be clear with at least 2 reasons why the opposite opinion can’t be trusted.Able to describe at least 2 different opinions about Mary Tudor’s reputation with good evidence . Also able to explain at least 2 reasons for different opinions about her.Able to investigate what life was like in Tudor England and produce a presentation to the class using own words, covering 4 aspects and in some detail. Should include a sub-question of their own.
MIDAble to describe the strengths or weaknesses of at least 2 of the 4 contenders for the throne in 1066 with some good evidence and reach a very brief conclusion about the strongest contender.Able to write in paragraphs about at least 2 causes and consequences of Becket’s murder and support this with evidence and also able to imply at least 1 link between a cause and a consequence of the murder.  Able to write in paragraphs about at least 2 causes of the Peasants’ Revolt and support this with evidence and also able to imply at least 1 link between the causes of the revolt .Able to write about at least 2 changes made in Europe as result of contacts with the Arab world during the Crusades and include some evidence.Able to write in paragraphs about at least 2 causes of the break with Rome and support this with evidence and also able to imply at least 1 link between the causes of this event. .Able to achieve between 37% and 57% on the end of year exam which tests the recall of knowledge (see revision guide) as well as source evaluation skills and extended writing
Able to describe at least 2 different opinions about the quality of William the Conqueror’s rule with some good evidence. Also able to explain at least 1 reason for different opinions about him OR identify a number of reasons without explanation. Able to write about at least 2 changes to castles 1066-1400. Will include some evidence. Able to describe the opinion in a source about Joan of Arc and also beginning to compare it to knowledge about her life. Able to use the word biased correctly. Able to describe different opinions about Richard III’s role in the disappearance of the ‘Princes in the Tower’ whilst creating a case for either the prosecution or defense with some evidence. Guilt / innocence will be clear with at least 1 reason why the opposite opinion can’t be trusted.Able to describe at least 2 different opinions about Mary Tudor’s reputation with some good evidence. Also able to explain at least 1 reason for different opinions about her OR identify a number of reasons without explanation. Able to investigate what life was like in Tudor England and produce a presentation to the class using own words which covers 3 aspects and includes some detail.
LOWAble to describe the strengths or weaknesses of at least 1 of the 4 contenders for the throne in 1066 with some brief evidence.Able to write briefly about some causes or consequences of Beckets murder.  Able to write briefly about some causes of the Peasants’ Revolt.Able to briefly identify some changes made in Europe as result of contacts with the Arab world during the Crusades.Able to write briefly about some causes of the break with Rome.Able to achieve between 16% and 36% on the end of year exam which tests the recall of knowledge (see revision guide) as well as source evaluation skills and extended writing
Able to describe at least 2 different opinions about the quality of William the Conqueror’s rule with some brief evidenceAble to briefly identify some changes to castles 1066-1400.  Able to briefly describe the opinion in a source about Joan of Arc and also may refer to very brief knowledge about her life. Able to describe different opinions about Richard III’s role in the disappearance of the ‘Princes in the Tower’ whilst creating a case for either the prosecution or defense with some brief evidence. Able to describe at least 2 different opinions about Mary Tudor’s reputation with some brief evidence.Able to investigate what life was like in Tudor England and produce a presentation to the class on a couple of aspects, using some of their own words and with brief evidence.
EMERGING
(i.e below low)
Able to describe the strengths or weaknesses of 1 contender for the throne in 1066 with very brief evidence.Able to identify one cause or one consequence of Becket’s murder.Able to identify one cause of the Peasants’ Revolt.Able to identify 1 change made in Europe as result of contacts with the Arab world during the Crusades. Able to identify one cause of the break with Rome.Able to achieve up to 16% on the end of year exam which tests the recall of knowledge (see revision guide) as well as source evaluation skills and extended writing
Able to identify one opinion about the quality of William the Conqueror’s rule with brief evidence or two without evidence. Able to identify one change to castles 1066-1400.Able to briefly describe the opinion in a source about Joan of Arc.Able to identify one opinion about Richard III’s role in the disappearance of the ‘Princes in the Tower’ whilst creating a case for either the prosecution or defense with very brief evidence. Able to identify one opinion about Mary Tudor’s reputation with brief evidence or two without evidence. Able to investigate what life was like in Tudor England and produce a presentation to the class on one aspect, using brief evidence.

Y8 History 2018

Y9Growth of Democracy / Causes and Events of WW1Events and Consequences of WW1 / Rise of Dictators / Nazi GermanyCauses and Events of WW2Home Front in WW2 / Final Solution / 20th Century GenocidesCold War / Ghandi /End of British EmpireTerrorism
Y10Germany 1890-1928Geramny 1929-45Treaty of Versailles and the League of NationsCauses of WW2Elizabeth's Court and parliament /life in Elizabethan timesThe Elizabethan Historical Environemnt
Y11The Elizabethan Historic Environment, Social issues, Exploration and WarBritain Health and the People in the Medieval / Renaiisance / early modern eraBritain Health and the People in the 19th-21st CenturiesRevisionRevision
Y12Background and long term causes of the Wars of the Roses. Russia in 1855 / Tsar Alexander II/ emancipation1450-61 short term causes and Wars of the Roses. Tsar Alexander III and the rise of political opposition.First Reign of Edward IV 1461-69. Long term causes of the 1917 Russian Revolution.Warwick's Rebellion and the fall of Lancaster. Short term causes of the 1917 Russian Revolution.Historical investigation on the Reformation in England 1509-1611Historical investigation on the Reformation in England 1509-1611
Y13The Reign of Edward IV 1471-83. The emergence of communist dictatorship 1917-1941The downfall of the Yorkist Monarchy 1483-86. The emergence of communist dictatorship 1917-41The establishment of the Tudor dynasty 1486-1499. Stalinist dictatorship and reaction 1941-64The establishment of the Tudor dynasty 1486-1499. Stalinist dictatorship and reaction 1941-64.Revision

GCSE


What course do we follow?

AQA History

What will I learn?

GCSE History helps pupils to develop valuable academic and life skills. During the course, they will be encouraged to develop their powers of investigation; analysis of evidence and events; logical thought, clear communication of information; interpretation of a variety of data in the form of graphs, statistics, photographs, etc. Pupils should thus be able to reach informed decisions, appreciate different points of view and be able to analyse information and argue a case well.

Overall, the study of History at GCSE Level will provide pupils with a deeper understanding of the world in which they live, the people who occupy it and the skills needed for employment or higher education, through a relevant, varied and interesting two year course of study.

 

Paper 1: Understanding the Modern World

Section A: A Period Study: Germany 1890-1945: The Kaiser’s government and the impact of the First World War; development of Weimar democracy and the challenges to it; the impact of the Great Depression and the rise of Hitler, life in Nazi Germany and the impact of the Second World War.

Section B: Wider World Depth Study: Conflict and Tension 1918-39: The Treaty Versailles; the League of Nations and it’s attempts to keep peace; The origins and outbreak of the Second World War.

 Paper 2: Shaping the Nation

Section A: A Thematic Study: Britain: Health and the people c1000 to the present day: Medieval medicine including public health/epidemics and the contribution of Christianity and Islam to progress; beginning of change from the Renaissance the 19th century including prevention and the impact of war; the revolution in medicine in the late 19th century including germ theory, anaesthetics and antiseptics; modern medicine including penicillin, X-rays and the NHS.

Section B: A British Depth Study the Historic Environment and Elizabethan England 1568-1603:
Elizabeth’s court and parliament, (difficulties for a female ruler), life in Elizabethan time, (fashion, theatre, poverty, exploration etc), troubles at home and  abroad, (Religion, rebellion, plot, Mary Queen of Scots, The Armada), the historic environment of Elizabethan England, (a study of a specific site).

How will I be assessed?

Pupils will be assessed through examination at the end of the two year course. The examination consists of two papers:

Paper 1: Understanding the Modern World: 1 hour 45mins – 84- marks – 50%
Pupils will be required to answer 6 questions in section A and 4 in section B.

Paper 2: Shaping the Nation: 1 hour 45mins – 84- marks – 50%
Pupils will be required to answer 4 questions in section A and 4 in section B.

What resources are used?

There will be an AQA approved textbook for all 4 topics. VLE: AQA specimen papers and mark schemes. Top tips for how to answer each type of exam question, revision quizzes for each topic.

How will this subject help me in the future?

Good GCSE pass can lead onto A level History, but is also a good foundation for any other A level which involves analysis and evaluation of evidence , such as English, Ethics and Psychology. Pupils who progress from taking A level History to taking a degree in the subject have a wide variety of career opportunities because employers know that historians are self-motivated, able to assimilate information from a wide variety of sources and to carefully evaluate evidence before making judgements.

GCE A Level


A Level History offers students the opportunity to study three of the most interesting periods in European and British history.

Russia, during the 19th and 20th centuries, is the focus of the European course whilst the British History course deals with the Wars of the Roses and the coursework focus is the English Reformation.

It is compulsory for A Level History to study both European and BritishHistory. An optional AS qualification is available, however, it will not count towards the final A Level. The A Level is a two-year course with all components assessed at the end of the second year.

European History

Component 1: A Breadth study – Tsarist and Communist Russia 1855-1964.

There will be the opportunity to study the following issues:

  • Trying to preserve autocracy in the reigns of Alexander II and III 1855-1894
  • The collapse of autocracy under Nicholas II and the 1917 Revolution 1894-1917
  • The emergence of Communist dictatorship under Lenin and Stalin 1917-41
  • The Stalinist dictatorship and the impact of his death 1941-1964

British History

Component 2: A Depth study – The Wars of the Roses 1450-99.

There will be the opportunity to study the following issues:

  • The Origins of the conflict in the reign of Henry VI 1450-1459
  • The War of the Barons and Henry VI’s fall from power 1459-1461
  • The triumph of the Yorkists in the first reign of Edward IV and the attempts of Warwick The Kingmaker to restore Henry VI 1461-1471
  • ‘The Sun in Splendour’: the reign of Edward IV 1471-83
  • The downfall of the Yorkist monarchy 1483-1486
  • The end of the Yorkist Dynasty 1486-1499

Historical Investigation Component 3: Coursework – The English Reformation 1509 to 1611.

Students will be required to independently investigate this topic and answer the following essay question in approximately 3,000 words:

‘Within the context of the period 1509-1611, how far can it be argued that the Elizabethan Church settlement provided an effective solution to the unstable situation she inherited?’

They will all do the same question and will be assigned a tutor to monitor their progress. There will be no taught content.

This investigation must show understanding of change and continuity within the context of the whole period, not just in Elizabeth’s reign and will focus primarily upon opposition to and support for the changes being made by each Tudor monarch.

As a traditional academic discipline, History is highly regarded by most employers and can lead to a career in law, journalism, politics, marketing, management, the Civil Service and many other areas.