CURRICULUM
History
Head of History & PSHCE – Mr P Eatock
Teacher of History – Miss L Bewsher
Teacher of History – Miss S Darbyshire
Intent
Our ultimate aim is to fire pupils’ curiosity in the past and to direct their enthusiasm for the subject in such a way that they develop their view of the world that they will live and work in via an understanding of the past at personal, local, national and international level. Our aim is to ensure that students will-
- Develop a chronological overview which makes connections within and across different periods and societies.
- Develop an understanding of the historical reasons for Britain’s relationship with the wider world.
- Learn to ask questions, evaluate evidence and analyse different interpretations of the same events.
- Be able to reach substantiated judgements on complex historical enquiries.
- Develop an understanding of the historic origins of our ethnic and cultural diversity
- Develop transferable knowledge and skills for the workplace and later life.
Domains and Concepts
| Domains | Concepts |
| History in the local context |
· Understanding of a broad chronological narrative of the local area and how it aligns with national and international events · Understanding of the impact that local events and people had on national and international history · Understanding of the impact that national events had on local history and shaping out local environment. |
| History in the national context |
· Understand a broad chronological narrative of the nation from the earliest times to present day · Understanding of the major events that shaped the nation · Understanding of key figures in national history. |
| History in the international context |
· Understand how international events have impacted on the course of British history · Understand how British historical events have impacted on the international stage. |
| Historical skills |
· Continuity and change · Cause and consequence · Chronology including short-term and long-term. · Interpretation and analysis of why interpretations of events can differ. · Reaching informed and substantiated conclusions to historical enquiries. |
| Categories of history |
· Understanding the different focuses of cultural, economic, military, political, religious and social history · Understanding why some groups are under-represented in history and how and why this is being remedied.
|
Key Stage 3
Year 7
Students in Key Stage 3 begins with a local study to consider life on Merseyside prior to the Norman invasion. This begins with a study of local prehistoric evidence and looks at major events in the area before 1066.
Following on from this, students learn about the causes and consequences of the Norman invasion before considering the important events, issues and people in medieval Britain. This includes an examination of Liverpool’s medieval past.
The medieval period is followed up with a study of the Tudor and Stuart period. For the Tudor period we consider how turbulent life was in the 16th century by examining how Tudor monarchs solved the problems that they faced and whether it was possible to have fun during the Tudor dynasty. We then consider the changing role of the monarch in the Stuart era and look at the reasons for the decline in the influence of the English monarchy.
Year 8
In the first term of year 8 we consider how and why Britain became the richest and most powerful country in the world in the 19th century. This involves looking at Britain’s role in the Slave Trade and the advantages of having an Empire. An essential aspect of these units is considering the legacy of the Slave Trade and the Empire and how they should be represented in modern Britain. We then link these topics with a unit looking at how and why Britain became the world’s first industrialised nation.
The importance of the 20th Century’s two world wars is our next focus in year 8. We look at how Britain was changing before the First World War and whether the war deserves its terrible reputation. We then consider the legacy of the Great War for Britain and for international relations by examining the reasons for the outbreak of the Second World War and its subsequent impact and legacy for Britain.
Year 9
At the beginning of Year 9 we study the reasons for Nazi Germany’s defeat in the Second World. In this unit, students will consider the importance of Britain’s contribution to the defeat of Nazi Germany.
We then consider the significance of the Holocaust. As well as looking at the terrible events orchestrated by the Nazis, we also consider the long-term history of anti-Semitism and the legacy of the Holocaust today.
Students then study a unit titled “Does the USA deserve the title of ‘leader of the free world’”? This unit looks at the global impact of the USA in the 20th century and the first part of the 21st century. This includes an assessment of the USA’s international role as‘leader of the free world’ in which students consider how far American foreign policy has made the world a safer place. We also debate whether the USA set a good example to the rest of the world with its domestic policies. This includes a focus on the Civil
Rights Movement.
Our students are then led through a thematic study over the time period that they have been studying since the start of year 7. This unit is a Study of Crime and Punishment from c.1000AD to 2000. This involves a study of how approaches to crime prevention and punishment have changed over the last millennium and includes focus studies on-
• Changes to the law made the Normans
• The range of punishments in the medieval period
• The Gunpowder Plot and the treatment of the suspects involved
• The introduction of the Police force
• Crime in the Twentieth Century
Scheme of Work Overview
Year 7
Year 8
Year 9
Key Stage 4
Year 10
Students begin Year 10 with the Modern Depth Study unit of the Edexcel GCSE specification, Germany 1918-1939. Obviously, the rise of the Nazis and creation of the Nazi state is a major element of this but we also look at the Weimar Republic of the 1920s and the reasons for its collapse.
We then turn our attention to the first component of the GCSE Paper 2, Anglo-Saxon and Norman England c.1060-1088. Students will learn to compare and contrast Saxon and Norman England and reach informed conclusions to historical issues from this period such as whether the Battle of Hastings was won by poor Saxon leadership or excellent Norman leadership
Year 11
Year 11 begin with the second component of the GCSE Paper 2, Superpower Relations 1941-1991. This unit looks at how the Cold War became a legacy of the Second World War and how events over the next 40 years almost led to a third world war. This includes studies of the Berlin Airlift, Hungary 1956, the Cuban Missile Crisis, Détente and the ‘Star Wars’ programme amongst many other major events.
Building on the Key Stage 3 thematic unit, we then look at the history of Crime and Punishment through the ages and complete a thematic study on Whitechapel and Crime c.1880-1900 before a final revision programme in advance of the final GCSE exams in the summer term.
Scheme of Work Overview
Year 10
Year 11
Key Stage 5
Key Stage 5
History is a popular subject at A Level and our students follow the AQA History specification. Our 2 exam units are-
• Challenge and Transformation: Britain c1851-1964 (40% of overall grade)
• Democracy and Nazism: Germany 1918-1945 (40% of overall grade)
Students also have to complete a piece of coursework on a theme that begins prior to 1764 and this makes up the final 20% of their overall mark. Our recommended topic for this is the Tudor period
Scheme of Work Overview
Year 12
Year 13
Government and Politics A Level
Students who opt for this course follow the Edexcel specification. The course is assessed completely by 3 exams at the end of Year 13.
Scheme of Work Overview
Year 12
Year 13