INDEPENDENT ASSESSMENT SCRUTINY – YEAR 7
Key Stage 3 Long Term Planning
Year 7 2020-2021 INTENT: The Year 7 History curriculum aims to provide pupils with a secure and detailed understanding of British History from 1066-1660. This builds upon the knowledge pupils will have acquired at KS2 on ancient societies and the development of British history up to 1066. The year provides pupils with the basic historical skills that will be required throughout KS3 and KS4 and introduces them to the skills required for them to develop as historians. By the end of the year, pupils will have detailed knowledge of the development of the British monarchy from William the Conqueror to Charles II; the role and influence of religion on British history; and case studies of the events of 1066, the Black Death, the reign of Elizabeth I and the English Civil War. Moor Park History pupils in Year 7 will begin to develop an inquisitive and questioning approach to the past and know how historians use source material. They will be able to investigate historical topics and apply their knowledge of the past in support of their opinions. The impact of the Black Lives Matter movement has encouraged reflection on the role we can all play in addressing issues of racism within our society. History at Moor Park has prioritised teaching topics such as the slave trade, the Holocaust and Civil Rights Movements in depth, however it is important to recognise that improvements can always be made. With this in mind, additional opportunities have been identified to cover the history of BAME groups. Further work will take place across the year, with input from pupils, to consider how the Black Curriculum and other projects to include a more diverse range of topics can used to enrich the curriculum at Moor Park.
Faculty Area: History
COVID CATCH-UP
In-school priority
BAME History is British History
|Year 7 |Transition |Aut|
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|Numeracy |Transportation lesson covers cost calculations and decisions on profit and investment. | |
| CIAG | | | |National Careers week activity: |Careers activity linked to MTT: |
| | | | |Employability skills developed by |Careers in medicine |
| | | | |History | |
|Knowledge |--The origins of the Republic, 1918–19 |- The creation of the dictatorship |Reduction of content for 2020-21 | | |
| |-The early challenges to the Weimar |- 1933–34 The police state |cohort has created extended time for| | |
| |Republic, 1919–23 |-Controlling and influencing |revision. Revision programme to be | | |
| |-The recovery of the Republic, 1924–29 |attitudes |developed | | |
| |-Changes in society, 1924–29 |-Opposition, resistance and | | | |
| | |conformity | | | |
| |- Early development of the Nazi Party, | | | | |
| |1920–22 |- Nazi policies towards women |COVID CATCH-UP. ANY REVISION TIME TO| | |
| |-The Munich Putsch and the lean years, |- Nazi policies towards the young |PRIORITISE TOPICS MISSED DURING | | |
| |1923–29 |- Employment and living standards |LOCKDOWN | | |
| |-The growth in support for the Nazis, |-The persecution of minorities |2021: AMERICAN WEST CHAPTER 1 | | |
| |1929–32 | |2022: MEDICINE 1250-1700 | | |
| |-How Hitler became Chancellor, 1932–33 | | | | |
|Skills |-Causation explaining why this was a |- The demonstration of knowledge and| | | |
| |time of development and consequential |understanding of the key features | | | |
| |conflict |and characteristics of key policies | | | |
| | |aimed at different social groups | | | |
| |-Source analysis skills. Analyse, |-Causation explaining why this was a| | | |
| |evaluate and use sources (contemporary |time of change and development. | | | |
| |to the period) to make substantiated |-Source analysis skills. Analyse, | | | |
| |judgements, in the context of the early|evaluate and use sources | | | |
| |Weimar years. |(contemporary to the period) to make| | | |
| | |substantiated judgements, in the | | | |
| |- Source analysis skills. Analyse, |context of the increasing control | | | |
| |evaluate and use sources (contemporary |over different groups within Nazi | | | |
| |to the period) to make substantiated |Germany | | | |
| |judgements, in the context of the |-Interpretation skills. Analyse, | | | |
| |development of the Nazi Party and the |evaluate and make substantiated | | | |
| |growth of support |judgements about interpretations | | | |
| | |(including how and why | | | |
| |- The demonstration of knowledge and |interpretations may differ) in the | | | |
| |understanding of the key features and |context of the treatment of | | | |
| |characteristics of early development |different groups within society | | | |
| |and increasing support. | | | | |
| |-Causation explaining why this was a | | | | |
| |time of change and development. | | | | |
|Assessment |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |
| |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |
| | | | | | |
| |How far do you agree? |Year 11 Mock Examinations |Year 11 Mock Examinations |Give two things you can infer from | |
| |and |Paper 1 – Medicine Through |Paper 1 – Medicine Through |Source A… | |
| |Write a narrative account… |Time/Western Front |Time/Western Front |and | |
| |and |Paper 2 – American West/Early |Paper 2 – American West/Early |Explain why… | |
| |Give two things you can infer from |Elizabethan England |Elizabethan England |and | |
| |Source A… | |Partial Paper 3 – Weimar and Nazi |How useful are Sources B and C for an | |
| |questions linked to the topics of the | |Germany |enquiry into…? | |
| |half term. | | |and | |
| | | | |Interpretation questions linked to the| |
| | | | |topics of the half term. | |
Year 11 LTP 2021 onward
|Year 11 |Autumn 1 |Autumn 2 |Spring 1 |Spring 2 |Summer 1 |
|Knowledge |--The demonstration of knowledge and |- - Changes in the way of life of |--The origins of the Republic, |- Early development of the Nazi Party,|- The creation of the dictatorship |
| |understanding of the key features and |the Plains Indians including |1918–19 |1920–22 |- 1933–34 The police state |
| |characteristics of the consequences of |conflict with the Plains Indians and|-The early challenges to the Weimar |-The Munich Putsch and the lean years,|-Controlling and influencing attitudes|
| |development and expansion. |the impact of government policy |Republic, 1919–23 |1923–29 |-Opposition, resistance and conformity|
| |-Causation explaining why this was a |- Changes in farming, the cattle |-The recovery of the Republic, |-The growth in support for the Nazis, | |
| |time of development and consequential |industry and settlement |1924–29 |1929–32 |- Nazi policies towards women |
| |conflict |-The Plains Indians: the destruction|-Changes in society, 1924–29 |-How Hitler became Chancellor, 1932–33|- Nazi policies towards the young |
| |-The development of settlement in the |of their way of life | | |- Employment and living standards |
| |West including the building of the | | | |-The persecution of minorities |
| |transcontinental railroad, the role of |COVID CATCH-UP Elizabethan England | | | |
| |women and continued lawlessness |Review (focused on final chapter) | | |COVID CATCH-UP. ANY REVISION TIME TO |
| |- Ranching and the cattle industry | | | |PRIORITISE TOPICS MISSED DURING |
| |including the development and impact of| | | |LOCKDOWN |
| |ranching and the impact of gold | | | |2021: AMERICAN WEST CHAPTER 1 |
| |prospecting and the railroads | | | |2022: MEDICINE 1250-1700 |
|Skills |COVID CATCH-UP American West new Q |-The demonstration of knowledge and |-Causation explaining why this was a|- Source analysis skills. Analyse, |- The demonstration of knowledge and |
| |types (importance, narrative) |understanding of the key features |time of development and |evaluate and use sources (contemporary|understanding of the key features and |
| | |and characteristics of the |consequential conflict |to the period) to make substantiated |characteristics of key policies aimed |
| |-Causation explaining why this was a |consequences of development and the | |judgements, in the context of the |at different social groups |
| |where the cattle industry developed and|impact on the native population |-Source analysis skills. Analyse, |development of the Nazi Party and the |-Causation explaining why this was a |
| |what lead to the conflict with other | |evaluate and use sources |growth of support |time of change and development. |
| |groups as well as the eventual demise | |(contemporary to the period) to make| |-Source analysis skills. Analyse, |
| |of the industry | |substantiated judgements, in the |- The demonstration of knowledge and |evaluate and use sources (contemporary|
| | | |context of the early Weimar years. |understanding of the key features and |to the period) to make substantiated |
| | | | |characteristics of early development |judgements, in the context of the |
| | | | |and increasing support. |increasing control over different |
| | | | |-Causation explaining why this was a |groups within Nazi Germany |
| | | | |time of change and development. |-Interpretation skills. Analyse, |
| | | | | |evaluate and make substantiated |
| | | | | |judgements about interpretations |
| | | | | |(including how and why interpretations|
| | | | | |may differ) in the context of the |
| | | | | |treatment of different groups within |
| | | | | |society |
|Assessment |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |Regular knowledge ‘Get Your Facts |
| |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |Right’ tests linked to the PLC |
| | | | | | |
| |How far do you agree? |Year 11 Mock Examinations |Year 11 Mock Examinations |Give two things you can infer from | |
| |and |Paper 1 – Medicine Through |Paper 1 – Medicine Through |Source A… | |
| |Write a narrative account… |Time/Western Front |Time/Western Front |and | |
| |and |Paper 2 – American West/Early |Paper 2 – American West/Early |Explain why… | |
| |Give two things you can infer from |Elizabethan England |Elizabethan England |and | |
| |Source A… | |Partial Paper 3 – Weimar and Nazi |How useful are Sources B and C for an | |
| |questions linked to the topics of the | |Germany |enquiry into…? | |
| |half term. | | |and | |
| | | | |Interpretation questions linked to the| |
| | | | |topics of the half term. | |
|Homework |A range of knowledge check activities, |A range of knowledge check |A range of knowledge check |A range of knowledge check activities,|A range of knowledge check activities,|
| |revision and practice GCSE questions. |activities, revision and practice |activities, revision and practice |revision and practice GCSE questions. |revision and practice GCSE questions. |
| | |GCSE questions. |GCSE questions. | | |
|Cultural enrichment |A range of supportive history |A range of supportive history |A range of supportive history |A range of supportive history |A range of supportive history |
|including Trips, Visits, |documentaries. |documentaries. |documentaries. |documentaries. |documentaries. |
|Experiences, |Museum opportunities and links to |Museum opportunities and links to |Museum opportunities and links to |Museum opportunities and links to |Museum opportunities and links to |
|Extra-curricular |culture and traditions of British and |culture and traditions of British |culture and traditions of British |culture and traditions of British and |culture and traditions of British and |
| |world history. |and world history. |and world history. |world history. |world history. |
|Reading, |Use of academic and formal language |Use of academic and formal language |Use of academic and formal language |Use of academic and formal language |Use of academic and formal language |
|Writing & Talk |Reading for meaning and exploring |Reading for meaning and exploring |Reading for meaning and exploring |Reading for meaning and exploring |Reading for meaning and exploring |
| |interpretations |interpretations |interpretations |interpretations |interpretations |
| |The ability to identify and discuss |The ability to identify and discuss |The ability to identify and discuss |The ability to identify and discuss |The ability to identify and discuss |
| |inference |inference |inference |inference |inference |
| |Communicating key ideas effectively |Communicating key ideas effectively |Communicating key ideas effectively |Communicating key ideas effectively |Communicating key ideas effectively |
| |The use if evaluation skills and the |The use if evaluation skills and the|The use if evaluation skills and the|The use if evaluation skills and the |The use if evaluation skills and the |
| |ability to express and opinion using |ability to express and opinion using|ability to express and opinion using|ability to express and opinion using |ability to express and opinion using |
| |supporting evidence |supporting evidence |supporting evidence |supporting evidence |supporting evidence |
|Numeracy |An understanding of the chronology of |An understanding of the chronology |An understanding of the chronology |An understanding of the chronology of |An understanding of the chronology of |
| |events |of events |of events |events |events |
| |The ability to link events to time |The ability to link events to time |The ability to link events to time |The ability to link events to time |The ability to link events to time |
| |periods and specific centuries/decades.|periods and specific |periods and specific |periods and specific |periods and specific |
| | |centuries/decades. |centuries/decades. |centuries/decades. |centuries/decades. |
| |The ability to use chronology for the |Knowledge of key turning point |Knowledge of key turning point |Knowledge of key turning point between|Knowledge of key turning point between|
| |American West narrative account |between the Weimar Republic and Nazi|between the Weimar Republic and Nazi|the Weimar Republic and Nazi Germany. |the Weimar Republic and Nazi Germany. |
| |question |Germany. |Germany. | | |
|CIAG | | |Careers activity linked to Weimar |National Careers week activity: | |
| | | |and Nazi Germany |Employability skills developed by | |
| | | | |History. | |
| | | | |Y11 History taster sessions | |
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MOOR PARK HIGH SCHOOL: CURRICULUM
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