Year 7 History Curriculum

[Pages:3]Year 7 History Curriculum

Half Term Focus

Autumn (Sept ? Oct)

Autumn (Oct ? Dec)

Spring (Jan ? Feb)

Spring (Feb ? April)

Summer (April ? May)

Summer (MayJuly)

Topic and Key Skills

Norman Conquest of 1066 Key Historical focus: Cause and Consequence Black Death in the Middle Ages Key Historical Focus: Knowledge and understanding

Religion and the Monarchy Key Historical Focus: Using Evidence

Witchcraft and Witch hunts Key Historical Focus: Knowledge and understanding Industrial Revolution Key Historical Focus: Interpretations and Significance Local History Study Key Historical Focus: Change and Continuity

Description of content

Year 7 start the year by looking at the invasion of Britain in 1066. They are asked to think critically and question why it happened, how it could have been prevented and what the lasting consequences of the invasion were. This ends in an assessment entitled `Why did William win the Battle of Hastings'?

The focus of this section is to develop student's knowledge and understanding of a specific event in history: The Black Death. Students study the reality of what actually happened and caused the Black Death, compared to the belief systems and explanations used at the time. This ends in a creative assessment with the students making `Guides to prevent the Black Death' designed to showcase the beliefs of those living in the Middle Ages. This unit gives the students an overview of how religion and the monarchy continuously come into conflict over a wide period of time. The students cover the death of Beckett, Henry VIII, Bloody Mary and the Gun Powder Plot. The students are asked to use evidence to investigate and work out what happened, but equally to question the reliability and usefulness of a range of sources. This ends with an assessment based on evidence work asking the students `Were the Gunpowder plotters framed?' Students are asked to focus in depth at the role of witchcraft and witch hunts in the 16th and 17th Century. They will learn about ways to identify a witch, along with why witchcraft was so feared, ways of testing for witchcraft and the dreaded witch finder Matthew Hopkins! Students then give an assessed presentation to the class based on what they have learnt! This unit focuses on the importance of the Industrial Revolution in Britain and how it made Britain into a modernised country. Students are asked to look at different interpretations of the revolution ? including Danny Boyle's famous Olympic opening ceremony! This unit ends in an exam focussed on the significance of the revolution.

In the final topic of the year, year 7 students focus on local history. They look at the effects of the Industrial Revolution on Bridport and how this made Bridport change from an agricultural district, into a town. This involves the students researching their own information and producing a `Guide to Bridport' to demonstrate the changes Bridport has experienced throughout history.

Year 8 History Curriculum

Half Term Focus

Autumn (Sept ? Oct)

Autumn (Oct ? Dec)

Spring (Jan ? Feb)

Spring (Feb ? April)

Summer (April ? May)

Summer (MayJuly)

Topic and Key Skills

Slavery Key Historical focus: Knowledge and understanding

The First World War Key Events Key Historical Focus: Knowledge and understanding

The First World War Trench Life Key Historical Focus: Using Evidence

The Second World War Key Events Key Historical Focus: Cause and Consequence The Second World War Home Front Key Historical Focus: Interpretation and Significance

The World Today Independent Study Key Historical Focus: Change and Continuity

Description of content

Year 8 start the year by looking at one of the most moving aspects of history, the story of slavery. This unit focuses on developing the student's knowledge of events, but also on their empathy. Exploring the life of a slave using literature and film, students develop their understanding of what it was like to be a slave and why this was allowed to happen. This ends in the students writing a `Slave Diary' explaining the capture and life of the average slave. Students move on to Modern World history and kick start the second half term with an overview of key events in the First World War. This starts with how the war began, and moves through key aspects such as The Battle of the Somme, and the weaponry and tactics used. This ends in an assessed essay where the students focus on the horrors and reality of the Battle of the Somme ? arguably the greatest bloodbath in British history! Students continue with their study of the First World War, but they take a much more in-depth approach focussing on trench life. The students are asked to use evidence a range of evidence including poetry, photographs, paintings and letters, to investigate what life was like in the trenches, but equally to question the reliability and usefulness of a range of sources. This ends in the students comparing their favourite sources and deciding which is best to answer the question `What was life like in the Trenches?' Students start this unit by looking at how the end of the First World War leads to the start of the Second World War. They then cover the key events and battles that the Second World War is known for including: Dunkirk, DDay, Battle of Britain, and the Holocaust. Students are asked to draw their knowledge from across the two world wars to write an assessed essay answering the question `To what extent did the First World War cause the Second World War?' Students focus their knowledge of the Second World War by looking in-depth as to how the war affected those still living in Britain. This involves the student's looking at the Evacuation of children, the Blitz, Women during the War and the Home Guard. Students are asked to think about the importance and significance of these home front policies, as well as to how they have been interpreted through history. They then sit an end of year exam assessing them on their understanding of Interpretations and Significance across both World Wars. Students are asked to produce a presentation answering the question `How did ___________ change the world?' They can choose from a range of modern day topics, such as Martin Luther King and Civil Rights in America, Conspiracy Theories surrounding JFK, Votes for Women etc. This is an opportunity for the students to look at much more modern history, whilst also focus on any aspect of their choosing and work independently on something that they find interesting.

Year 9J History Curriculum

The year 9 J band curriculum mimics the set-up of the GCSE curriculum. The students study one depth study that develops the students in-depth understanding of one specific time period, in this case Life in Nazi Germany 1918-1939. They then study one development study that allows them get an overview of a much larger time period and look specifically at how things changed and why. This should get students to question the different factors that enable and prevent change, and whether progression is always a straight line. The students will be assessed continuously in a GCSE manner throughout the year to prepare them for the GCSE course starting in year 10, but will also sit an end of year exam covering both topics.

Half Term Focus

Autumn (Sept Feb)

Autumn (Feb ? July)

Topic and Key Skills

Life in Nazi Germany Key Historical focus: A Depth study

Crime and Punishment Through Time Key Historical Focus: A Development Study

Description of content

Students start right at the beginning with the Treaty of Versailles and its affects in Germany, to how this influenced Hitler, the Creation of the Nazi party and the impact that the Nazi's had on German society. They will cover key topics such as The Night of Long Knives, Kristalnacht, The Reichstag Fire, The Gestapo, Hitler Youth and the Final Solution. Students will be introduced to GCSE style answers gradually and taught to develop their essay structure throughout the course. After three half terms intent focus on one specific historical period, students are encourage to open their minds to look at the breadth of change over time by studying Crime and Punishment in Britain. This starts with Roman times, looking at the reasoning behind varying degrees of punishments before moving up to The Middle Ages, Witchcraft and more Modern Day crime. They will be focussed at looking for how and why things changed and will tackle GCSE style questions on a regular basis to build up practice and understanding.

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