Head of History & PSHCE – Mr P Eatock
Teacher of History – Miss L Bewsher
Teacher of History – Miss S Darbyshire
Our aims in History –
- To fire pupils’ curiosity in the past
- To move and inspire students to explore the subject independently
- To help pupils develop their own identities through an understanding of the world at personal, local, national and international level
- To help pupils find out about their community, Britain, Europe and the world
- To develop a chronological overview that enables them to make connections within and across different periods and societies
- To investigate Britain’s relationships with the wider world and relate past events to the present day
- To encourage students to ask questions, evaluate evidence, identify and analyse different interpretations of the past
- To teach students to substantiate arguments and judgements they make
- To prepare students for the future, equipping them with transferrable knowledge and skills for later life
- To encourage students to take part in a democratic society
- To give students an understanding of the historic origins of our ethnic and cultural diversity
What are the key concepts that have to be mastered for pupils to be successful in this subject?
- A chronological awareness of when major events occurred and how they are linked
- Narrative explanation of major
- An understanding of why historical events occurred (cause)
- .An understanding of the consequences of major events and developments
- An understanding of how we can learn about the past from a range of source material
- An understanding of why events and people in the past have been interpreted differently
|Key Stage 3||Term 1.1||Term 1.2||Term 2.1||Term 2.2||Term 3.1||Term 3.2|
|Year 7||What was life like on Merseyside pre-1066? What was the Norman Conquest?||How did castle design change? What rights did a medieval peasant have? How did Castle design change?||How did medieval monarchs deal with their problems? How and why did Liverpool grow in the medieval period?||Does Henry VIII deserve his terrible reputation? Was Elizabeth a better monarch than her father? What was life like in the Tudor period?||How did the English Civil War reduce the power of the monarch? Does Cromwell deserve his poor reputation?||How did post-restoration monarchs rule? What was life like in restoration England?|
|Year 8||What was the Slave Trade?||How should the British Empire be remembered? What was life like in the age of Dickens?||How was Britain changing before the First World War? Does World War One deserve its terrible reputation?||What was life like in Post- war Britain? Why did a second world war break out?||What was life like on the Home Front in the Second World War?||How was Nazi Germany eventually defeated?|
|Year 9||Who was responsible for the Holocaust?||Does the USA deserve to be known as the ‘Leader of the Free World’? (Part 1- Foreign Policy)||Does the USA deserve to be known as the ‘Leader of the Free World’? (Part 1- Domestic Policy)||How are modern day criminals tried? What was the nature of crime and punishment in the medieval period?||What was the nature of Crime and Punishment in early modern England? What was the nature of crime and punishment in the Victorian era?||What was the nature of crime and punishment in the twentieth century?|
|Year 10||GCSE Modern Depth Study-Germany 1918-1939||GCSE Period Study-Superpower Relations c.1941-1991|
|Year 11||GCSE British Depth Study- Anglo-Saxon and Norman England, c.1060–88||GCSE Breadth Study and Historic environment study –Crime and Punishment c.1000 to present day|
Key Stage 3
Students in Key Stage 3 begin with an examination of life in Britain before 1066. This begins with a study of the Neolithic Revolution and its importance in the long-term history of the British Isles. They then combine this with a local study to consider life on Merseyside prior to the Norman invasion.
Following on from this, students learn about the causes and consequences of the Norman invasion before considering the important events, issues and people in medieval Britain. In addition, students learn about Liverpool’s medieval history and this focus study looks at the original medieval city of Liverpool.
The medieval period is followed up with a study of the Tudor and Stuart period. For the Tudor period we consider how turbulent life was in the 16th century by examining how Tudor monarchs solved the problems that they faced and whether it was possible to have fun during the Tudor dynasty. We then consider the changing role of the monarch in the Stuart era and look at the reasons for the decline in the influence of the English monarchy.
Our final study of year 7 involves looking at how the United Kingdom was formed. This brings together aspects we have taught in the year and links with some of the year 8 content on the Empire and Ireland.
In the first term of year 8 we consider how and why Britain became the richest and most powerful country in the world in the 19th century. This involves looking at Britain’s role in the Slave Trade and the advantages of having an Empire. An essential aspect of these units is considering the legacy of the Slave Trade and the Empire and how they should be represented in modern Britain. We then link these topics with a unit looking at how and why Britain became the world’s first industrialised nation.
The importance of the 20th Century’s two world wars is our next focus in year 8. We look at how Britain was changing before the First World War and whether the war deserves its terrible reputation. We then consider the legacy of the Great War for Britain and for international relations by examining the reasons for the outbreak of the Second World War and its subsequent impact and legacy for Britain. Our final unit of the year looks at why and how Nazi Germany was defeated.
At the beginning of Year 9 we study the Holocaust. As well as looking at the terrible events orchestrated by the Nazis, we also consider the long-term history of anti-Semitism and the legacy of the Holocaust today.
Students are then taught a unit entitled Does the USA deserve the title of ‘leader of the free world’? This unit looks at the global impact of the USA in the 20th century and the first part of the 21st century.
Our students are then led through a thematic study over the time period that they have been studying since the start of year 7.This unit is a Study of Crime and Punishment from c.1000AD to 2007. This involves a study of how approaches to crime prevention and punishment have changed over the last millennium and includes focus studies on-
- Changes to the law made the Normans
- The range of punishments in the medieval period
- The Gunpowder Plot and the treatment of the suspects involved
- The introduction of the Police force
- Crime in the Twentieth Century
Scheme of Work Overview
Key Stage 4
(From September 2021)
Students begin Year 10 with the Modern Depth Study unit of the Edexcel GCSE specification, Germany 1918-1939. Obviously, the rise of the Nazis and creation of the Nazi state is a major element of this but we also look at the Weimar Republic of the 1920s and the reasons for its collapse.
We then turn our attention to Superpower Relations 1941-1991. This unit looks at how the Cold War became a legacy of the Second World War and how events over the next 40 years almost led to a third world war. This includes studies of the Berlin Airlift, Hungary 1956, the Cuban Missile Crisis, Détente and the ‘Star Wars’ programme amongst many other major events.
Year 11 begin with the first component of the GCSE Paper 2, Anglo-Saxon and Norman England c.1060-1088. Students will learn to compare and contrast Saxon and Norman England and reach informed conclusions to historical issues from this period such as whether the Battle of Hastings was won by poor Saxon leadership or excellent Norman leadership.
Building on the Key Stage 3 thematic unit, we then look at the history of Crime and Punishment through the ages and complete a thematic study on Whitechapel and Crime c.1880-1900 before a final revision programme.
Scheme of Work Overview
Key Stage 5
A Level History
History is a popular subject at A Level and our students follow the AQA History specification. Our 2 exam units are-
- Challenge and Transformation: Britain c1851-1964 (40% of overall grade)
- Democracy and Nazism: Germany 1918-1945 (40% of overall grade)
Students also have to complete a piece of coursework on a theme of their choice (from a selection of topics that begin before 1764) and this makes up the final 20% of their overall mark.
Scheme of Work Overview
Government and Politics A Level
Students who opt for this course follow the Edexcel specification. The course is assessed completely by 3 exams at the end of Year 13.
Scheme of Work Overview