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Course Summary

Year 7: Students will gain a coherent knowledge and understanding of past historical eras from Roman times to the Tudor Age. They will be inspired and curious to know more about the past. Students will be encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Year 8: Students will continue to develop their knowledge and understanding of the past. Students will grow in their ability to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement

Year 9: This year of work aims to help students to develop a better understanding of this complex world, by studying the relatively recent past and tracing the roots of the conflicts and problems that are still felt in the world today. Students will complete their Key Stage 3 programme of study but will also be laying the foundations for their GCSE if they choose to develop History further in Year 10.

What will students learn?

Year 7

Students will start the year asking the age old question ‘what have the Romans ever done for us?’ After considering the development and legacy of the Roman Empire students will explore the causes and consequences of the Norman Invasion in 1066 and the reasons why William the Conqueror won the Battle of Hastings. Students will be able to appreciate the significance of 1066 as an event in our history when they explore William the Conquerors different methods of control, including his establishment of castles across the country. As well as learning how castles changed over time, students will have the opportunity to build their very own medieval castle! Students will then find out about the power of the Church in the Middle Ages and the relationship between Church and Crown during the reigns of King Henry II, King John and Henry VIII. They will act as detectives to decide whether or not King Henry II was responsible for the murder of Thomas Becket, whether King John really was that bad and who murdered the Princes in the Tower. Students will finish the year by investigating the life of people in Tudor England.

Year 8

Students will start the year by studying the Tudor monarchs including investigating why Henry VIII made the Break with Rome, considering whether Mary Tudor deserves to be remembered as ‘Bloody Mary’ and studying how the Spanish Armada was defeated. Students will then explore the different causes of the English Civil War and what the Cavaliers and the Roundheads were really fighting for. Students will look at the impact of the English Civil War socially and politically and why the English executed their king in 1649. Students will then decide for themselves whether or not Oliver Cromwell deserves to be remembered as a Great Briton or as one of Britain’s greatest villains. Students then turn their attention to how Britain changed between 1750 and 1900 during the Industrial Revolution. After looking at some of the worst jobs of the Victorian age including the cruelty experienced by many children, students will attempt to solve one of history’s most famous mysteries and decide once and for all who was responsible for the Whitechapel murders and who Jack the Ripper really was! Next they will look at the rise of the British Empire and the slave trade. Students find out what life was like for slaves when they were taken from Africa, during the “Middle Passage” across the Atlantic Ocean and at their final destination in the West Indies. Students will then imagine they were alive on the eve of the abolishment of slavery and put together a debate using 19th century arguments for and against slavery

Year 9

After investigating the causes behind the sinking of the Titanic in 1912, students will consider the arguments around women’s suffrage, comparing the methods of the suffragettes and suffragists as well as investigating the death of Emily Wilding Davison and the different reasons women gained the vote. Students will then explore the complex long and short term causes of the First World War before learning about life for the soldiers and civilians who lived during it. Why did so many men choose to fight? What happened to those who chose not to? What were conditions like for the soldiers fighting in the trenches? Students will investigate the inadequacies of the Treaty of Versailles peace treaty in 1919 and why it helped Adolf Hitler rise to power from an unknown to Dictator of Germany and explore how Hitler changed life for women and children living in Germany. Students will spend significant time looking at the reasons behind the Nazi persecution of the Jews and the nature of the Jewish persecution and the Holocaust. Students will explore how the Second World War finally came to an end with the bombings of Hiroshima and Nagasaki and explore the moral debate surrounding this event. Students  will  conclude  the  year  by  looking  at  the  origins  of  the  Cold  War  and  why  people everywhere feared the end of the world.

We will be incorporating maps and geographical skills into each of these units of work.

How will students be assessed?

Teacher assessments will be set every term.  These will be used to assess progress and help determine which skills have been achieved. Students will be given an hour in class to complete the assessments, which will be delivered in exam conditions. Students need to revise for these exams, developing skills that will help them through their school career.

Homework

Homework will take the form of independent learning projects, allowing students to extend and improve their understanding of issues within the year 9 curriculum. Students will have 4 weeks per project and thus they should represent at least 1 ½ hours of work. Students will be given a choice of activities as well as opportunities to develop their projects further in creative ways.