Key Stage 3
The national curriculum for history aims to ensure that all pupils:
• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
What is history?
How religious and tolerant were people in the Middle Ages?
What was life like in the Middle Ages?
Who ruled in the Middle Ages?
England at War in the Middle Ages
England abroad in the Middle Ages
Impact of migration before 1066
How religious were Tudor Monarchs?
England at war – the civil war, Cromwell, restoration, end of the Stuarts – Glorious revolution
The French Revolution and Napoleon
The Industrial Revolution
The Victorians - religion, culture, schools, health, crime and punishment
The Empire and slavery
The First World War
Who rules and different ways of running a country?
The Second World War and the role of Churchill
The USA in the 20th century including the Cold War
Modern Britain and the Welfare State
Key Stage 4
What qualification will the course lead to? GCSE
Which Examination Board? Edexcel
In Year 10 students will start with investigating Crime and Punishment and explain how and why attitudes towards crime and punishment changed from Roman Times to modern day. They will discuss issues such as why women were accused of being witches, why criminals were sent to Australia and why the death penalty was abolished.
In the second unit students will develop source analysis skills whilst understanding the methods used by different protesters. They will form an opinion about the way the government reacted to women who demanded the right to vote, to people who went on strike and to people who refused to pay taxes. Pupils will evaluate why some protests failed and others succeeded.
In Year 11 students will write a Controlled Assessment in which they describe what life was like for civilians during the First, as well as the Second, World War. Students will study how the government used censorship and propaganda; introduced rationing and evacuation to ensure Britain won the war.
In the last unit on life in Nazi Germany and students will describe how Adolf Hitler created a dictatorship, how he used terror and fear to control people and what impact the Nazi government had on women’s and children’s life. They will also look at the treatment of minority groups, such as the Jews, Gypsies and disabled people and investigate how the Churches reacted to Hitler’s policies.
How will students be assessed?
Students will sit three exams in Year 11 – one on Crime and Punishment, one on Protest, Law and Order and one on Life in Nazi Germany. The Controlled Assessment will take place in class in Year 10 and Year 11. Each unit is worth 25%. Altogether you have four units.