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History

KS3

SUBJECT - HISTORY

Overview of course

 

The aim of KS3 History at St Augustine Academy is to provide students with a knowledge-rich curriculum which allows them to build their understanding of key events, places and people, and to apply that knowledge to specific historical skills that will be required of them at GCSE. Homework focuses on less well known events and cultures of history, in an endeavour to show the diverse civilisations and tensions that often do not get studied. The aim is to also provide them with transferable skills that will be of benefit to them in both other subjects, and outside of school. At the core of KS3 History, on top of strengthening students historical knowledge and skills, is to foster a love of the subject, to see how history has shaped our world in ways they would never had imagined and to awaken a wider interest in them about their community, history and the world at large.

Programme of study

 

Year 7

Year 8

Year 9

Historical skills -Step by step scaffolding of key skill building required to access History at KS3/4.

Civil War- Understand the power of parliament and conflicting views.

 

WW2 and Holocaust- Investigative study of a significant issue in world history.

World civilisations -Understanding of civilisations and society.

 

Industrial Revolution- The development of a modern economy. Britain's social and cultural development during the Victorian era.

Cold War- Depth study showing links between military, political, religious motives and differences and its impact of Europe and the wider world.

World civilisations- As Above

Empire and Slavery- Ideas, political power, industry and empire: Britain, 1745-1901

50’s and 60’s- Investigation of social change and reform.

 

Dark Ages and 1066- To know and understand British history as a coherent, chronological narrative, from the story of the first settlers in these islands to the development of the leaderships and influences which govern our lives today.

WW1- Gain historical perspective by placing their growing knowledge into different contexts. Understanding European power; links between imperialism, economic, military and political, power and between short- and long-term timescales.

War on Terror- Study of a significant ideology and its impact on world events.

Social inequalities in world history and its interconnections with other world developments

 

Medieval Realms- Chronology and the significance of Norman Conquest and Norman rule, including: the Domesday Book, feudalism, Norman culture.

Post War England- Challenges for Britain, Europe and the wider world 1901 to the present day.

Understand how different types of historical sources are used rigorously to make historical claims

 

Tudors- The development of Church, state and society in Britain 1509-1745 and the power of the monarch and religion.

 

Russian Revolution- Military History and its social impacts. Understand links between political ideology and the rise of power.

 

 

 

 

Skills / Knowledge / understanding

 

Students need to show an ability to organise and communicate their understanding of history through the following skills:-

  • Chronology: The order of events and the different time periods used in History.
  • Range and depth of historical knowledge and understanding; causation and consequence; similarity and difference; knowledge of events.
  • Interpretations of History: to identify different ways in which the past is represented.
  • Historical enquiry: to find out aspects of the past from a variety of sources of information.
  • Source skills: working with contemporary sources and interpretations to gain a holistic view of the topics studied.

Methods of assessments / accreditation structure

 

We will use a range of assessments:

  • Formal Tests / Examinations
  • Tracking the quality of class and homework through books/folders.

 

We will also use a range of different styles of feedback to the students:

  • Extensive (deep) marking in which the teacher provides formative comments for future improvement which the student is expected to act on in the following lesson.
  • Acknowledgement marking, where the teacher concisely marks the piece of work, highlighting positive work and addressing major misconceptions.
  • Non-written feedback which can take the form of verbal, peer and self-assessment.

How Parents and Carers can help

 

By visiting sites and museum such as the Victoria and Albert Museum, The British Museum, the Museum of London, Imperial War Museum and Hampton Court.

  • By encouraging students to read around the topics at home look and to use relevant history sites such as ‘BBC Bitesize KS3’.
  • By viewing films and documentaries and borrowing books from the selection available in the History department.
  • By taking an active interest, particularly with homework and revision.
  • By directly contacting the History Department whenever necessary.
  • By engaging in conversations with your children in an effort to connect them with their family history and in extension the world around them.
  • By research together periods of history that you come across. Books, films, blue plaques on a wall, paintings, comic books and the personal history of those around you.



KS4

GCSE History

Exam Board - Edexcel

Overview of course

 

An in-depth coverage of four key historical contexts, allowing the development of significant knowledge and the application of historical skills. These include inference, essay-writing and source analysis. The History course prepares students for a variety of Post-16 options and is the most popular optional subject at SAA.

The four course components are:

  • The History of Medicine
  • Germany, 1918-1939
  • England and the Norman Conquest, 1060- 1087
  • The Cold War, 1945-1991

Programme of study - years 9,10 & 11

Germany, 1918-39: This course covers the aftermath of World War One and the Treaty of Versailles. It then covers the Weimar Republic and the rise of Hitler and the Nazi Party. It then looks at Nazi Germany after 1933, covering a variety of subjects, including education, persecution of minorities, women, the arts and propaganda.

 

England 1060-1087: This course covers the later reign of Edward the Confessor and the succession crisis that occurred after his death in January 1066. It then covers the events of 1066, including the three battles. Finally, we examine how William the Conqueror secured control of the country, including such legacies as castles, cathedrals and the Domesday Book.

 

The Cold War, 1945-1991: This course examines the shaping of the modern world by examining how the ideological clash between Capitalism and Communism played out on the world stage. It includes the post-war conferences, Korea, the Berlin Wall, the Cuban Missile Crisis, Vietnam, détente and the final collapse of the Eastern Bloc. We also examine the cultural aspects of the Cold War period including music and film.

 

The History of Medicine: This course covers the developments within surgery, disease, public health and anatomy over time, including the Black Death, magical cures, Pasteur and modern DNA-based medical science. There is an in-depth examination of medicine during World War 0ne, which includes blood transfusion, gas attacks and treatment of shell-shock.

 

Year 11 will focus on securing the best possible grades. All four units benefit from a re-teach at speed, exam practice and in-depth revision.

 

Skills / Knowledge / Understanding

 

  • Analysis
  • Argument
  • Admixture of context and concept
  • Essay writing
  • Inference
  • Political understanding
  • Cultural awareness

Methods of assessment / accreditation structure

 

100% examined. Three final papers in Year 11.

During the course, internal assessment will be via periodic exam questions and end-of-unit tests. These will be structured  in order to develop familiarity with GCSE questions.

In School Contacts

dtredget@saa.woodard.co.uk

cdaniels@saa.woodard.co.u

How Parents and Carers can help

Parental interest in History is a real asset. Engagement in discussion, family viewing of quality documentary television and visits to sites such as castles are all valuable.

 

 

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