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KS3: MYP History (Individuals and Societies)

Intent

Our aim is to provide an engaging and inclusive History curriculum that allows all students to reach their full potential, develop a love of learning and understand how important history is to the world they live in today. As Marcus Garvey stated, “A person without knowledge of their past history, origin, and culture is like a tree without roots”. It is more important than ever to understand the events of the past, to engage in critical evaluation of sources and to make historical judgements.  Students gain the opportunity to travel through the past, learn why the world is the way it is today and become inquisitive, globally aware citizens. 

The History curriculum allows students to retain vital substantive knowledge, focus on second order concepts and master essential historical enquiry through source analysis, Interpretations and critical thinking. We want to equip our students with a curiosity of the world around them. The department focuses on a number of historical events and themes, from Migration over time, the rise of 20th century dictators across the globe, the British Empire as well as key components of the National Curriculum such as what Britain was like before 1066, the Holocaust and a local study which features in Year 7, 8 and 9. 

Within the MYP, GCSE and IB curriculum, students are encouraged to reflect on the highs and lows of the past and use this to consider their role within society today. Our curriculum is constantly reviewed to ensure that it exceeds the breadth of the National Curriculum, the needs of our current students and shapes them to be well rounded individuals that are knowledgeable and able to analyse and think independently about the world around them.

Implementation

For MYP History, our unit plans are based on ensuring full coverage of the National Curriculum through the use of the MYP and embedded IB philosophy. The department puts a great emphasis on KS3 as we give students the opportunity to research and investigate topics within History and be independent and conscientious with their approach to the work they produce. The curriculum has been designed to allow students to develop critical thinking, problem solving and creativity, linking to real world problems and the challenges that our world faces. 

Schedule of Learning

  • Module 1: Intro to Historical skills – What was England like before 1060?
  • Module 2: The Norman Conquest including a local study of Battle Abbey.
  • Module 3: What was life like in Medieval England?
  • Modules 4 & 5: Power of the Monarchy – What were the problems with Medieval Monarchs?
  • Module 6: African and Islamic Civilisations

Schedule of Learning

  • Modules 1 & 2: Causes and consequences of the British Empire: Empire, Colonies and Slavery
  • Module 3: Changes to Britain in the 18th century: The Industrial Revolution
  • Module 4: Life in WW1 across the Empire
  • Module 5: Women’s suffrage
  • Module 6: Imperial Russia and the revolutions.

Schedule of Learning

  • Module 1: Thematic study: Migration to Britain over time.
  • Module 2: The rise of dictatorships in the 20th century
  • Module 3: The Holocaust and subsequent genocides
  • Module 4: The Cold War
  • Module 5: Civil Right in America, Britain and South Africa
  • Module 6: Independence in the Middle East

Impact

The breadth and depth of the History curriculum will ensure that all students can be challenged in developing the disciplinary and substantive knowledge needed for them to be successful historians. This will ensure that they have the ability to access the next step in their education and in their lives. Skills include evaluating sources, weighing up evidence, determining the reliability of contemporary sources, debating and presenting both sides of an argument, analysing historical interpretations, student led enquiry and developing key literacy and numeracy skills, which are important not just for our subject but across multiple disciplines.

Students will be assessed under four different criteria:  

  • Criterion A: Knowledge and Understanding  
  • Criterion B: Investigation 
  • Criterion C: Communication  
  • Criterion D: Critical thinking 

Each criterion is divided into a number of achievement levels. The different levels within each criterion demonstrate the students’ achievement. At the lowest levels, the students’ achievement will be minimal. As the numerical score increases, the students’ achievement level increases. 

The criterion will be assessed and reported upon twice a year (module 3 and 6). A final grade will be provided at the end of the year, during module 6. Further guidance on MYP assessments can be found here: 

For more information, please read our assessment recording and reporting cycle.

KS4: GCSE History (EBacc)

Intent

Our aim is to provide an engaging and inclusive History curriculum that allows all students to reach their full potential, develop a love of learning and understand how important history is to the world they live in today. As Marcus Garvey stated, “A person without knowledge of their past history, origin, and culture is like a tree without roots”. It is more important than ever to understand the events of the past, to engage in critical evaluation of sources and to make historical judgements.  Students gain the opportunity to travel through the past, learn why the world is the way it is today and become inquisitive, globally aware citizens. 

The History curriculum allows students to retain vital substantive knowledge, focus on second order concepts and master essential historical enquiry through source analysis, Interpretations and critical thinking. We want to equip our students with a curiosity of the world around them. The department focuses on a number of historical events and themes, from Migration over time, the rise of 20th century dictators across the globe, the British Empire as well as key components of the National Curriculum such as what Britain was like before 1066, the Holocaust and a local study which features in Year 7, 8 and 9. 

Within the MYP, GCSE and IB curriculum, students are encouraged to reflect on the highs and lows of the past and use this to consider their role within society today. Our curriculum is constantly reviewed to ensure that it exceeds the breadth of the National Curriculum, the needs of our current students and shapes them to be well rounded individuals that are knowledgeable and able to analyse and think independently about the world around them.

Schedule of Learning

  • Module 1: Paper 1: Medicine in Britain, c.1250-present (Medieval and Renaissance Medicine)
  • Module 2: Paper 1: Medicine in Britain, c.1250-present (Industrial and Modern Medicine)
  • Module 3: Paper 1: Medicine in Britain, c.1250-present (British Sector of the Western Front)
  • Module 4: Paper 3: Weimar and Nazi Germany, 1918-39 (The Weimar Republic 1918-29 and Hitler’s Rise to power, 1919-33)
  • Module 5: Paper 3: Weimar and Nazi Germany, 1918-39 (Nazi control and dictatorship, 1933-39)
  • Module 6: Paper 3: Weimar and Nazi Germany, 1918-39 (Life in Nazi Germany, 1933-39)

Schedule of Learning

  • Module 1: Paper 2: Superpower relations and The Cold War, 1941-91 (The Origins of the Cold War, 1941-58 and The Cold War crises, 1958-70)
  • Module 2: Paper 2: Superpower relations and The Cold War, 1941-91 (The End of the Cold War, 1970-91, consolidation of knowledge and exam skills.)
  • Module 3: Paper 2: Anglo-Saxon and Norman England, c.1060-88 (Anglo-Saxon England, 1060-66 and William I in power, 1066-87)
  • Module 4: Paper 2: Anglo-Saxon and Norman England, c.1060-88 (Norman England, 1066-88, consolidation of knowledge and exam skills)
  • Module 5: Revision and exam practice of all papers in preparation for summer exams.

Implementation

GCSE History provides students with the opportunity to develop a breadth of Historical knowledge as well as key historical concepts. Students build upon the skills learnt at MYP and embed them in their GCSE learning. Students study a range of topics in which they analyse change and continuity and look at the variety of factors which have helped to shape the world we live in today. Students become confident historians by practising key source analysis skills by looking at how the provenance of sources can affect their usefulness and the reasons how and  why Interpretations may differ. The curriculum has been designed to allow students to develop critical thinking, problem solving and creativity, linking to real world problems and the challenges that our world faces. 

Impact

The breadth and depth of the History curriculum will ensure that all students can be challenged in developing the disciplinary and substantive knowledge needed for them to be successful historians. This will ensure that they have the ability to access the next step in their education and in their lives. Skills include evaluating sources, weighing up evidence, determining the reliability of contemporary sources, debating and presenting both sides of an argument, analysing historical interpretations, student led enquiry and developing key literacy and numeracy skills, which are important not just for our subject but across multiple disciplines. 

Assessment

We use the following Assessment Objectives

  • A01: Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. (35%)
  • A02: Explain and analyse historical events and periods studied using second-order historical concepts. (35%)
  • A03: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. (15%)
  • A04: Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. (15%)

Students sit three exams on four units at the end of Year 11

  • Paper 1 – Medicine in Britain, c.1250-present  – 1 hour 15 minutes (30%) 52 marks
  • Paper 2 – Superpower Relations and the Cold War, 1941-1991 and Anglo-Saxon and Norman England, c.1060-1088 – 1 hour 45 minutes (40%) 64 marks
  • Paper 3 – Weimar and Nazi Germany, 1918-1939 1 hour 20 minutes (30%) 52 marks

For more information, please read our assessment recording and reporting cycle.

Exam Board Information

Edexcel GCSE (9-1) History Specification

Additional resources

Recommended revision guides which can be bought via Amazon: