Subject Overview Curriculum pathway Y9 History Year 7 Year 8 Year 9 Year 10 Year 11 Scheme of work Scheme of work Scheme of work Scheme of work Scheme of work The Tudors The Stuarts The English Civil War Slavery in the Americas Jack the Ripper Independent Historical enquiry World War 1 Causes World War I Life in the trenches Women Suffrage and the vote WW II - Home Guard / Rationing / Blitz Days that shook the world. A bomb The Holocaust Anti Semitism Warsaw Origins of WWII The Treaty of Versailles The League of nations The Weimar Republic Hitler s Foreign policy Weimar Germany Hitler s Germany Vietnam How learning of skills and knowledge will occur 5 year progression
Year 9 History Exam specification requirements1 Students will study a number of modern topics in British and European history. Students investigate the causes of WWI and investigate life in the trenches including the battle of the Somme. The second term will be spent studying women s rights and their fight for the vote. The second half of this culminates in an assessment on Emily Davison, her fight for rights and the effect of her death on the nation. Following this, students will move on to examine key events in modern History that have shaped and/or had a lasting effect on the world we live in today. The final term will be spent examining the Anti-Semitism and the Holocaust in Europe, before finishing the year studying what life was like for British people during World War 2. Students will be assessed each half term prior to school data collection. Assessment will take the form of a variety of different methods, including reports, creative and extended writing and presentations. Tasks will be differentiated to assist and challenge all students appropriately. Autumn 1&2 Modern British History What were the Causes of WWI The Big Questions: Why & How did the British win the Battle of the Somme Students will be required to demonstrate a knowledge and understanding of sources, express their own responses to key events and raised by the sources. Using reasons and evidence, evaluate alternative points of view about these issues and What was the most influential cause of World War I? How did life in the trenches differ between the two sides in the war? Understand how foreign and domestic affairs influenced the start of WWI Analyse the different opinions and sources contesting different reasons behind the start of WWI Evaluate the role of improving technology in the Battle of the Somme Draw conclusions about the effects and consequences of WWI on the lives of soldiers and at home.
Spring 1 Modern British History The Big Questions: How did Women s fight for the vote affect modern British Society Did Emily Davison decide kill herself as a martyr for Women s rights or was it an accident? The position of women in the early 20 th Century Be able to describe the campaigns initiated by women in the search for the vote Draw conclusions about Emily Davison and analyse why her death could have been an accident Be able to evaluate using sources, the impact of suffrage Be able to explain how British society began to change Spring 2 The Days That Shook the World How have notable events shaped History around the world? Consider the place of women in today s society in comparison to the period studied. Has full equality been met? Was the use of the atomic bomb the right or wrong decision? Why? This must be answered using a consideration of evidence from both sides Titanic Pearl Harbour The Atomic Bomb The Cuban Missile Crisis The Assassination of JFK The September 11 th Terrorist Attacks These topics will be studied through the means of a number of historical concepts which are required to be utilised effectively at GCSE and A-level. These include causation, consequence,
change, continuity, significance, comparison and development. By examining these topics through these concepts it will enable students to develop basic synoptic skills, allowing them to form more widely balanced and reasoned overall judgements. Summer 1 Jewish Persecution and The Holocaust What is Anti- Semitism? How were Jews persecuted in Hitler s Germany? What was the Holocaust? What happened at Auschwitz? Students will be required to demonstrate a knowledge and understanding of sources, express their own responses to key events and raised by the sources. Using reasons and evidence, evaluate alternative points of view about these issues and Students will create an information leaflet detailing the specific aspects of the Holocaust and persecution that have been examined in the unit. The History of Anti-Semitism where and when it has existed across History and how this has shaped Jewish culture to this day. Life in Hitler s Germany How the Nazi Party persecuted the Jews in Germany between the years of 1933-1945 The Warsaw Ghetto How Jewish people were made to live under the Nazis and how culture was still maintained despite unwavering persecution Auschwitz What life was like in Auschwitz, how concentration camps operated and how what happened there is being remembered today. These topics will be studied through the means of a number of historical concepts which are required to be utilised effectively at GCSE and A-level. These include causation, consequence, change, continuity, significance, comparison and development. By examining these topics through these concepts it will enable students to develop basic synoptic skills, allowing them to form more widely balanced and reasoned overall judgements. This unit will carry a heavy focus upon SMSC considerations. Students will be required to study and understand the Holocaust from a humanist perspective, rather than one which focuses on facts and figures. This will promote empathy and help to students to develop their understanding of why this event is so resonant today.
Summer 2 World War 2 in Britain What was life in Britain like for civilians in World War 2? What were the main turning points in World War 2? What was the Blitz? Why was the Blitz Myth important? Home Guard Propaganda Rationing Blitz Evacuees Each of these areas will be studied as part of a broader study of what life was like for British people during World War 2. Students will be expected to understand how British people came together in a time of great adversity. Skills in analysis will be promoted here, aiming to make students think about the experiences people went through (SMSC)