Subject Curriculum and Assessment map. Skills for success (select one focus per semester) Collaboration Communication Creativity Critical thinking

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1 Semester 1 Semester 2 Semester 3 Semester 4 Outcomes

2 Year 7 Essential question / Subject skills/ Subject knowledge/ / Audience A03/4 - Cross referencing sources of information. A01 - Summarising, selecting relevant and specific information. Students explore the history relating to sites of interest in our local area. Links to Paper 2 section B impact on local environment. Magical Miscellany book and launch. TBC A01 Students research and gain factual details about an individual from the past. A02 Students use a simple set of criteria to evaluate a Most important adventurer. Students explore the lives of important individuals and relate their achievements to their historical context. Production of Video Documentary TBC A03 Students learn to analyse primary source material using both content and provenance. Students are introduced to the formal system of source analysis. TBC TBC By the end of Year 7, students in this subject will Know how to basically examine Primary Source Material. Know that History is constructed from a combination of narrative and interpretation. Will have a concept of their local history and how people have interacted with local landmarks/ areas.

3 Assessment

4 Year 8 Essential question / Subject skills/ Subject knowledge/ / Audience Was William s victory at Hastings a result of good planning or of luck? A01 Be able to describe Britain around Know events of battle. A02 Be able to evaluate reasons for William s victory Contenders to Throne in Details of Battle. Collection of essays published on ibooks World Wide readership What impact has the Tudor period had on our Modern- Day lives? A01 Know and recall facts relating to religion and monarchy in Tudor Britain. A03 Analyse the various Tudor portraits and comment on content and provenance. A04 Evaluate the various interpretations for the reason for Britain s success during the Armada. Tudor Monarchs Religious Changes Impact of Portraits Armada How significant was the English Civil War in bringing about change? A01 Know and recall factual information relating to the Civil War A02 Explain elements of change and continuity relating to the Civil War. A03 Analyse source evidence relating to the Civil War Causes of Civil War Elements of Warfare Consequences Why was Britain considered to be the Workshop of the World? A01 Know and recall factual information relating to the Industrial Revolution. A02 Explain the reasons for the Industrial Revolution. A03 Analyse source evidence relating to children s working conditions and evaluate the prevailing historical interpretation. Causes of Revolution Changes to Britain Role of Children in Revolution By the end of Year 8, students in this subject will. In depth knowledge of 4 periods of British History. Be able to Give reasons for, consequences of events in History. Understand the idea of Historical significance and justify a conclusion. Demonstrate a developing understanding of Empathy and Anachronism.

5 Critical Thinking paper 1 Section A paper 1 Section B paper 2 Section A paper 2 Section B Assessment

6 Year 9 Essential question / Subject skills/ Subject knowledge/ / Audience How could anyone survive the middle passage? A01- know and recall facts relating to the slave trade triangle. A03 - Analyse source evidence relating to the Middle Passage and evaluate the prevailing historical interpretation. British Empire in Transatlantic Trade Routes Conditions of Middle Passage Life beyond the Boats. Art work to reflect the conditions/experience of the Middle Passage. International Slavery Museum Liverpool. Was WWI really a 'Great War'? A01 - Know and recall facts relating to the outbreak and events of WWI. A02 Evaluate the most important reason for the outbreak of WWI in Causes of war including long and short term causes. Case Study of the Battle of the Somme. Poetry read out at Remembrance Day/Assemblies. Royal British Legion and Wider School audience Did World War II make all people s lives worse? A01 - Know and recall facts relating to the social impact of WWII on the British public. A04 evaluate the validity of Dunkirk spirit? Changing role of Women Experience of Evacuees Dunkirk Spirit and Propaganda Dunkirk Museum, France TBC Flambards s Blitz exhibition Public visiting museum Is it important to teach the Holocaust to future generations? A01 - Know and recall facts relating to the persecution of Jews in Nazi Germany and subsequent Holocaust. A02 Students should aim to attempt to empathise with the experience. Rise of Hitler Examples of Persecution Origins of Final Solution + Holocaust. Persuasive speech writing to convince others of the importance of teaching the Holocaust Holocaust Memorial Trust South West representative TBC By the end of Year 9, students in this subject will. Will be able to confidently analyse primary source material. Will be able to Identify and describe different interpretations. Confidently deploy factual information to describe historical events and periods.

7 Critical Thinking Evaluate significance and give in depth and reasoned conclusions. paper 1 Section A paper 1 Section B paper 2 Section A paper 2 Section B Assessment

8 Year 10 Essential question / Subject skills/ Subject knowledge/ / Audience Did all Americans lives improve between 1920 and 1974? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of Did all Americans lives improve between 1920 and 1974? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Was WWI worth the cost? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Was WWI worth the cost? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. By the end of Year 10, students in this subject will. Be able confident with subject content, second order concepts, source analysis and interpretation of Paper 1. These include Cause and Consequence and significance. Students will give reasons for and identify differences between interpretations.

9 NA NA NA NA paper 1 Section A paper 1 Section A paper 1 Section B paper 1 Section B Assessment

10 Year 11 Essential question / Subject skills/ Subject knowledge/ / Audience How has Medicine affected and been affected by the British people? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of How has Medicine affected and been affected by the British people? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Were the Normans good for Britain? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Were the Normans good for Britain? AO1: demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2: explain and analyse historical events and periods studied using second-order historical concepts. AO4: analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. By the end of Year 11, students in this subject will. Have a deep understanding of the second order concepts of Change and Continuity. They will be able to evaluate significance They should also be able to communicate a narrative, giving explanations and specific details to chart change.

11 Medieval Medicine Public Health in Middle Ages Impact of Renaissance Industrial Britain s Medical practice Modern Medicine and the Welfare State Medieval Medicine Public Health in Middle Ages Impact of Renaissance Industrial Britain s Medical practice Modern Medicine and the Welfare Stat Norman Conquest Life under the Normans Churches and Monasticism Durham Cathedral Norman Conquest Life under the Normans Churches and Monasticism Durham Cathedral Critical Thinking

12 paper 2 Section A paper 2 Section A paper 2 Section B paper 2 Section B Assessment