History

Curriculum intent: History

  At Primary, we follow the Curriculum with Unity Schools Partnership Curriculum (CUSP).  History draws upon prior learning, wherever the content is taught. For example, in the EYFS, pupils may learn about the past and present through daily activities, exploring through change, and understanding more about the lives of others through books and visitors as well as their own experiences. These experiences are drawn upon and used to position new learning in KS1. The structure is built around the principles of advancing cumulative knowledge, chronology, change through cause and consequence, as well as making connections within and throughout periods of time studied. CUSP History is planned so that the retention of knowledge is much more than just ‘in the moment knowledge’. The cumulative nature of the curriculum is made memorable by the implementation of Bjork’s desirable difficulties, including retrieval and spaced retrieval practice, word building and deliberate practice tasks. This powerful interrelationship between structure and research-led practice is designed to increase substantive knowledge and accelerate learning within and between study modules. That means the foundational knowledge of the curriculum is positioned to ease the load on the working memory: new content is connected to prior learning. The effect of this cumulative model supports opportunities for children to associate and connect with significant periods of time, people, places and events. CUSP History strategically incorporates a range of modules that revisit, elaborate and sophisticate key concepts, events, people and places. A guiding principle of CUSP History is that pupils become ‘more expert’ with each study and grow an ever broadening and coherent mental timeline. Specific and associated historical vocabulary is planned sequentially and cumulatively from Year 1 to Year 6. High frequency, multiple meaning words (Tier 2) are taught alongside and help make sense of subject specific words (Tier 3). 

Cultural Capital is embedded in our curriculum. Running alongside our broad, rich curriculum are a wide range of experiences to enhance our History curriculum. High-quality trips, experiences and visits are carefully organized to support their learning and provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating History in the ‘real world’.

Years 7, 8 and 9

In Years 7, 8 and 9 we focus on British, European and World history to give our young people a broad understanding of the events which have shaped the world in which we live. We focus on enquiry based learning to engage and stimulate our students. The teaching of history is also aimed to not only build knowledge of the past but also develop the skills required at GCSE and the transferable skills required to fulfil students’ academic potential.

Topics studied and content covered include:

Years 10 & 11

Course Title: GCSE History
Exam Board: Edexcel
Qualification: GCSE

About the course

The course is split into 3 examinations and 4 key topics:

• Medicine through time, c1250–present.
• Elizabethan England, 1558–88
• Spain and the "New World" c1490-c1555
• Weizmar and Nazi Germany, 1918-1939

The aims and objectives of this qualification are to enable students to develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience. To engage in historical enquiry and to develop as independent learners and as critical and reflective thinkers. Students will develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. Students of history also develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them. Students will also learn to organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

How it is assessed

Unit 1: Thematic study and historic environment Written examination: 1 hour and 15 minutes - Medicine through time, c1250–present. 30% of total qualification.

Unit 2: Period study and British depth study Written examination: 1 hour and 45 minutes - Early Elizabethan England, 1558–88 & Spain & The "New World" c1490-c1555. 40% of total qualification.

Unit 3: Modern depth study Written examination: 1 hour and 15 minutes - Weimar and Nazi Germany, 1918-39. 30% of total qualification.

Further information: http://origin.qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

Years 12 & 13

Course Title: A Level History
Exam Board: AQA
Qualification: A Level

About the course

Our A level History qualification has been designed to help students understand the significance of historical events, the role of individuals in history and the nature of change over time. This qualification will help students to gain a deeper understanding of the past through political, social, economic and cultural perspectives. The engaging topics available to them throughout the course will provide them with the knowledge and skills they require to succeed as A-level historians.

Overview of content

Students study:

• The Tudors: England, 1485–1603
• Democracy and Nazism: Germany, 1918–1945
• Personal historical investigation – The Battle for Civil Rights for African Americans

Component 1:  The Tudors: England 1485-1603

Overview of content: The study of significant historical developments over a period of around 100 years and associated interpretations.

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

• How effectively did the Tudors restore and develop the powers of the monarchy?
• In what ways and how effectively was England governed during this period?
• How did relations with foreign powers change and how was the succession secured?
• How did English society and economy change and with what effects?
• How far did intellectual and religious ideas change and develop and with what effects?
• How important was the role of key individuals and groups and how were they affected by developments?

Contribution to final grade: 40% of A-level

How it is assessed

Written exam: 2 hours 30 minutes. Students answers three questions (one compulsory). Total for the paper is 80 marks.

Component 2:  Democracy and Nazism: Germany 1918-1945

Overview of content:

This unit provides for the study in depth of a period of German history during which a newly developed democratic form of government gave way to a dictatorial Nazi regime. It explores political concepts such as 'right' and 'left', nationalism and liberalism as well as ideological concepts such as racialism, anti-Semitism and Social Darwinism. It also encourages reflection on how governments work and the problems of democratic states as well as consideration of what creates and sustains a dictatorship.

Contribution to final grade: 40% of A-level

How it is assessed

Written exam: 2 hours 30 minutes. Students answers three questions (one compulsory). Total for the paper is 80 marks.

Component 3:  Personal historical investigation: The Battle for Civil Rights for African Americans

Overview of content:

A personal study based on a topic of student's choice. This should take the form of a question in the context of approximately 100 years. This will be based around the topic of Civil Rights for African Americans but students have some control over the question they choose to investigate.

Contribution to final grade: 20%

How it is assessed

Students complete a 3,000 – 3,500 word essay worth a total of 40 marks which is marked by teachers and moderated by AQA.

For further information: http://www.aqa.org.uk/subjects/history/as-and-a-level