History

History at Noadswood

The key concept embedded throughout the history KS3 curriculum considers the development of ‘democracy based on a local, national and global scale.’ We explore the importance of democracy from the medieval period up to the twentieth century, through a series of engaging lessons. We refer back to democracy during ‘Thinking Talk Lessons’ at the end of each term, in order to consolidate and consider the effects of democracy within each study. Throughout KS3 we refer to interesting events, peoples and histories through primary themes. In year 7 our primary theme relates to the development of Church, State and Societies. In year 8 we consider Ideas, Political Power, Industry and Empires. Our year 9 curriculum looks at Challenges for Britain, Europe, and the Wider World. Year 9 also looks at a unit on Diversity in Britain across time.

Synopsis of Study

Year 7 – History

Autumn

In the first term of Year 7 within History, students are introduced to a range of topics across a breadth of time. The histories covered aim to expand young people’s understanding of chronology from year six, through accounts which include: An exploration of Democracy. The Silk Roads a global study. Did the Romans have the best toilets in history? Which histories deserve to go into the SeaCity Museum in Southampton? Students are also introduced to the disciplinary knowledge required for the study of history focussing on what historians think, do and understand by exploring key second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation.

Spring

In Autumn term two of Year 7 within history, students were introduced to a range of histories from 1066 to 1500 in a curriculum entitled Blood, Guts and Gore. The curriculum will continue through the Spring term to cover a range of studies on the development of Church, State and Society which include: life in England after 1066, Medieval Southampton, religious belief, Crusades, Thomas Becket, medieval castles, witchcraft, Eleanor Aquitaine, medieval life, the Peasants Revolt, and democracy. Students will continue to work on disciplinary knowledge including chronology and second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation.

Summer

In the final terms of Year 7 History students are introduced to a range of histories, focusing on the development of church, state and society from 1485 through 1688. These include: investigations on Tudor monarchs, religious change through Reformation, democracy, individual histories and communities, local histories, Stuart monarchs, power and monarchy, civil war, republicanism, and restoration. Students then examine Georgian Britain exploring tales relating to women during the Georgian period in a unit entitled ‘Why were the Georgians were mad, bad and dangerous to know?’ Our last unit for year 7 looks at the Ottoman Empire with a chronological investigation. Students will continue to work on disciplinary knowledge including chronology and second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation.

Year 8 – History

Autumn

In Year 8 History, students will develop their disciplinary knowledge further by continuing to focus on second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation. The curriculum looks out to the world with a global study which investigates histories following the silk roads, democracies and dictatorships, empires, political and geographical power, and trade. Our lessons cover many aspects of social diversity from both a British and world perspective, beginning with an investigation into the Mughal Empire. Students will then look at the British Empire, how it was created and fell, this unit explores histories from Africa, India, Asia, Australasia, the America’s and the New World. The histories shared will explore how peoples were driven to expand globally in order to strengthen their political, economic or religious power.

Spring

In Year 8 History, students will build and deepen their disciplinary knowledge required for the study of history focussing on what historians think, do and understand by exploring key second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation. The Spring term focuses on the Industrial Revolution within Britain covering new ideas and innovations. This national study focuses on histories such as how Britain changed from a rural to industrial society. Victorian Southampton, factory life, living conditions for the poor, transport, employment, democracy, coal industry, social problems, Richard Arkwright, Industrial Museums, Titanic and her links to Southampton and Edwardian life in Southampton.

Summer

In the final term of History in Year 8, students will deepen their learning and disciplinary knowledge further by continuing to focus on second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation. The curriculum for the summer term focuses on power and political change with the key theme of democracy threaded through all lessons. Students will have the opportunity to investigate British politics pre-1832, the age of world revolutions, Peterloo, The Great Reform act, Chartism, individuals such as Annie Besant and Sophia Duleep, the suffrage movement, Equal Franchise Act and Representation of the People Act, this fascinating exploration of political power struggles and change concludes our year 8 studies.

Year 9 – History

Autumn

In Year 9 History, students will focus on events from the 20th century. In the autumn term we begin by investigating the Great War 1914-1918. We begin with a brief examination of Germany from the Second Reich from 1871 to 1914. We then move on to consider the causes of the First World War. This unit covers several aspects connected to this war from recruitment, women’s roles, links to Southampton, weapons, technology, famous battles, significant individuals such as General Haig and Walter Tull, the homefront and changing attitudes to war. Students will continue to deepen their learning and disciplinary knowledge further by continuing to focus on second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation.

Spring

In the Spring term of Year 9 History, we continue to cover disciplinary knowledge by focussing on second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation. Students will investigate the aftermath of World War One, the Treaty of Versailles, and Europe in the 1920s. Students will have an opportunity to study Germany in the 1920s examining how the country survived hyperinflation through the ‘Golden Years’ and then into the world depression of 1929. Students will also examine the Rise of Hitler and life in Nazi Germany up to 1939.

Summer

In the Summer term of Year 9 History, students will deepen their knowledge and understanding of Nazi Germany before moving on to consider life in Britain and international conflict during the Second World War. Students will have the opportunity to investigate important individuals, and experiences such as Dunkirk, D-Day and the significance of a local beach Lepe and the War. The curriculum covers several aspects from Southampton and the Blitz, the Battle of Britain, internment and the contribution of allies, and our local links to the SOE. Our final unit covers a series of lessons looking at the diversity of communities within Britain from the 1800 to the 20th Century. Throughout key stage three the second order concepts of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation have been consistently observed in order to help students to succeed with their GCSEs, and the expectations of this disciplinary knowledge within key stage four learning.

Why choose History at GCSE?

There are many reasons to consider studying History at GCSE. It is recognised as a demanding course which requires young people to work collaboratively and independently. Students will be expected to be able to recollect comprehensive historical information through a knowledge rich curriculum which also emphases good writing skills, analytical thinking, source evaluation and an ability to share opinions. These attributes give colleges and employers a clear message about a person’s willingness to push their ability and have high expectations with their learning. GCSE History requires investigative responses from a breadth of evidence; this skill transfers to a multitude of studies, and therefore this and other essential historical skills can assist with learning across the curriculum. History also teaches you about the world you live in; as well as the events that shaped it and us; locally, nationally and internationally.

2024 History Curriculum Overview GCSE

The Edexcel History GCSE course that our student’s study at Noadswood has been selected specifically to suit the students. As a history department, we have chosen a range of topics which cover a broad and balanced basis of both British and World History. Students will study GCSE History across two years and in that time look at Medicine from the Medieval Period right the way up to the end of the Cold War in the 1990s. We aim to give students an understanding of both the depth and breadth of History using the Historical Second Order Concepts that we are embedding at Key Stage 3. GCSE History is a perfect opportunity for students to build on their core knowledge developed in their first years of Secondary School whilst developing their critical thinking, analytical, and chronological skills.