History

In each year of KS3 students will look to answer several key enquiry questions which cover a continual narrative of British History. Each of these enquires will have several hours of teaching time associated with it in order to explore multiple aspects of the enquiry and ensure students have a good understanding of the causes, events, consequences and significance of what they have learnt. In addition where appropriate students will be taken out of the chronological narrative/specific enquiry through one of our digging deeper lessons where students will look to expand their knowledge of an area relevant to but that does not specifically cover the enquiry.

KS3

Year 7:

Enquiry questions:

Term 1: Britain prior to 1087

  • Enquiry: What are the key historical concepts we need to understand?
  • Enquiry: What was life like in Britain before 1066?
  • Enquiry: How did the crises of 1066 develop?
  • Enquiry: How far did the Normans change life in Britain?

Term 2: Britain between the Medieval and Renaissance Period

  • Enquiry: How did life change for people during the Middle Ages?
  • Enquiry: How did life change in Britain and Europe during the Renaissance?
  • Enquiry: How did religion in Britain change during the Tudor dynasty?

Term 3: Tudor and Stuart Britain

  • Enquiry: How did religion in Britain change during the Tudor dynasty?
  • Enquiry: How far did life change in Stuart Britain?

Year 7 Term 1:

In this term students will bridge the gap from primary to secondary history looking firstly at the key skills students need to understand, that of chronology and what makes an event significant. Following this students will look at Britain’s History before 1066, focusing on Iron Age and Roman Britain. Having covered areas of history that may have been covered to varying depths at primary school students will then look in depth at the events of 1066 and the Norman Conquest that followed. The aim of these two modules is to give students an understanding of how Britain changed over time and the impact migration/invasion had on Britain. Students will assess the extent to which the Normans changed Britain’s society, politics and economy in comparison to what came before.

Year 7 Term 2:

In this term students will study the social, religious, political and economic changes that occurred throughout the Medieval and Tudor periods. This will be done through the selection of key events in the period, including but not limited to the Black Death and Magna Carta. Through this students will be able to see the early foundations of modern Britain as well as begin to assess how far Britain changed. The second half of this Term will see an in depth focus on the religious changes during the Tudor Period to understand this significant event in British History and understand not only why Britain is a protestant country historically but also how religious changes led to significant events.

Year 7 Term 3:

In this term students will finish off their study of Tudor Britain before examining social, religious, political and economic changes that occurred through the Stuart period. There will be a particular focus upon the Gun powder Plot and the English Civil War in order to understand the political changes this demonstrates and understand why we have a constitutional monarchy. Finally we will examine the Great Plague and the Great Fire of London to explore the social changes of the period.

Year 8:

Term 1: Britain as an imperial power

  • Enquiry: How did Britain’s power compare to other countries in Elizabeth’s reign?
  • Enquiry: How did the growth of British imperial power come at the expense of native peoples?
  • Enquiry: How did growing British power impact enslaved people?
  • Enquiry: How did British colonial rule impact cultures around the world?

Term 2: Industrial Britain

  • Enquiry: How did British colonial rule impact cultures around the world?
  • Enquiry: What were the causes and features of the Industrial Revolution?
  • Enquiry: How was life in Birmingham impacted by industrialisation?
  • Enquiry: How and why did health improve during the Industrial period?

Term 3: Changes in British Society since 1800

  • Enquiry: How did social classes change and to what extent did Britain become a democracy by 1901?
  • Enquiry: How far have different groups gained equality in modern Britain?
  • Women’s Suffrage
  • Fight for wider equality

Year 8 Term 1 and start of Term 2:

In this term students will first focus on the British Empire, its impact on Britain and its impact on the world. Students will assess both the social, economic and political changes Empire brought to Britain but also these changes in the context of countries and areas that were subjugated to British imperial rule. The aim here is for students to understand the legacy of Empire not only in the context of Britain but the world. Following on from this students will study the Transatlantic Slave trade, looking at Britain’s role in creating and ending the trade as well as the legacy this event has left on the world. These two units are thought provoking ones and students will be encouraged to voice their opinions in order for us to address negative aspects of Britain’s history while also understanding how this period underpinned developments that we will look at next year.

Year 8 Term 2:

In this term students will look at the Industrial Revolution in Britain, assessing the extent to which Britain changed socially, politically and economically as a result. We will link back to previous terms to allow students to understand that events do not happen in isolation as well as looking at specific case studies to allow student to understand what it was like to be in the Industrial period. There will be a specific look at how the Industrial Revolution impacted Birmingham directly, framing investigations of mines, factories and society through local case studies. This will allow an understanding of how Birmingham became a major UK city.

Year 8 Term 3:

In this term students have the chance to explore societal changes up to and into the 20th century. The initial focus will be to explore the class system of the Industrial Period to look at that time period through a different perspective before exploring the fight for voting rights and the creation of democracy through wider voting rights and trade unions. Following this students will explore the fight for equality for Women, BAME, LGBTQ+ and those with disabilities. This gives students the opportunity to reflect on the struggles, both past and ongoing, that different groups in society go through to gain the same rights as others.

Year 9 (2021-2022 cohort):

Having moved to a 3 year KS3 students will be using year 9 to develop their narrative understanding of the post WWII world, which is where they finished their studies in Year 8 before looking at key areas of the curriculum that we feel students will have been most negatively impacted in their studies due to Covid.

Term 1: How has international power developed since 1945 and where is Britain’s place in the world?

  • Enquiry: Why are international relations the way they are today?
  • Enquiry: What caused the first cold war and why did it intensify?
  • Enquiry: How did the Cold War come to an end?
  • Enquiry: How did British society change after WWII?

Term 2: How did Britain impact the word and the world impact Britain?

  • Enquiry: How did British colonial rule impact cultures around the world? With a focus on India; Ireland; Australia; Africa
  • Enquiry: How did Britain become multicultural?

Term 3: The search for equality

  • Enquiry: How far have different groups gained equality in modern Britain?
  • Working class votes
  • Women’s Suffrage
  • Fight for wider equality

Year 9 (2021-2022 cohort) Term 1:

This term focuses on bridging students’ knowledge between WWII and the modern day, to gain an understanding of why Britain declined in power and what are relative power is in the world today. This will see students exploring the decline of traditional European Powers as well as the rise of the USA, Russia, China and international organisations such as the UN throughout the 20th century. This term will also allow students to have an in-depth look at the Cold War to get a true understanding of why the USA and Russia are two of the leading world powers today.

Year 9 (2021-2022 cohort) Term 2:

This term students will be given the opportunity to develop their understanding of Imperial Britain, an area which due to home learning we believe some students may have a varying level of knowledge of. By looking at the impact Britain had on the world during the Imperial age students will both recap their knowledge of Britain’s development over this period while also expanding to look at the impact on indigenous peoples in our case studies, something they did not have the opportunity to do when they first studied the topic.Following this students will look migration to Britain throughout history to come to an understanding of how Britain has grown to be the multicultural country it is.

Year 9 (2021-2022 cohort) Term 3:

In this term students have the chance to explore societal changes up to and into the 20th century, something our new three year curriculum allows us to look into more detail than previously. The initial focus will be to explore the class system of the Industrial Period to look at that time period through a different perspective before exploring the fight for voting rights and the creation of democracy through wider voting rights and trade unions. Following this students will explore the fight for equality for Women, BAME, LGBTQ+ and those with disabilities. This gives students the opportunity to reflect on the struggles, both past and ongoing, that different groups in society go through to gain the same rights as others.

Year 9 (2022-2023 onwards):

Term 1: The first ‘Great War’ and the establishment of dictatorships.

  • Enquiry: Why did WWI commence in 1914?
  • Enquiry: What was life like for soldiers fighting in the First World War?
  • Enquiry: How did Hitler come to power in Germany ?
  • Enquiry: How far did this impact the lives of Germans?
  • Enquiry: Was Germany the only country to become a dictatorship in the Interwar Period?
  • Enquiry: How did a World War develop in the late 1930s?

 

Term 2: The Second World War

  • Enquiry: How successful was Britain during the early stages of the Second World War?
  • Enquiry: How did WWII impact people in Birmingham?
  • Enquiry: Why did Britain win the War in Europe and how did soldiers experience the war?
  • Enquiry: What was happening in the Asian Theatre of WWII?
  • Enquiry: What was the Holocaust and why was it allowed to happen?

 

Term 3: Britain in the Modern World

  • Enquiry: Why are international relations the way they are today?
  • Enquiry: How far did Britain build a better society after WWII?

Year 9 (2022-2023 onwards) Term 1:

Having explored the fight for equality over time at the end of year 8 students will return to the chronological narrative by exploring the causes and events of the First World War. Here we will look at how a war on this scale was possible as well as assessing the experiences of individuals during the war on a range of fronts. After this students will investigate events following WWI with an aim of understanding how in this period dictatorships were able to be created. They will do this through a focus on Germany between 1918 and 1939 assessing the impact of world events such as the Treaty of Versailles, Hyperinflation and the Great Depression created an opportunity for Hitler to come to power. Students will have a chance to question the role of the media in this and what we could do to ensure this does not occur in the future. Following this students will look at the events in Germany under Hitler up to 1939 to see how life changed for individuals and how this helped cause WWII. Students will also have the opportunity to examine wider world affairs such as the development of fascism in Italy and Spain as well as the rise of Communism in Russia and events in Japan. This is done to understand that in this period it was not Germany alone that turned to extreme parties, this will be finished off with an examination of why Britain did not turn to either Fascism or Communism throughout the period.

Year 9 (2022-2023 onwards) Term 2:

Students will look to understand some of the turning points of the war in Europe. Following this students will have the opportunity to explore the impact WWII had on individuals, both soldiers and those on the home front, with a focus on Birmingham. Following this students will explore the war in the Asian theatre to understand that WWII was a global conflict and the experiences of soldiers differed dependent on their theatre of war. This also allows students to question the moral implications of the decision to use atomic weaponry in the pacific theatre. Again this term gives students a chance to question and engage drawing parallels to modern issues.

Finally Students will engage with the Holocaust and other genocides with the aim of answering the following two questions: Why do people hate and what can we do to prevent this. The focus of this unit will be on the Holocaust itself, dealt with respectfully and appropriately using national guidance before moving onto a more overarching look at genocides to open conversations to address the above questions.

Year 9 (2022-2023 onwards) Term 3:

This term focuses on bridging students’ knowledge between WWII and the modern day, to gain an understanding of why Britain declined in power and what are relative power is in the world today. This will see students exploring the decline of traditional European Powers as well as the rise of the USA, Russia and international organisations such as the UN throughout the 20th century.

Following this students will look at the 20th century with a focus upon changes in Britain, exploring the creation of the Welfare State and the ‘liberalisation’ of Britain’, looking at abortion and contraception, abolition of the death penalty, decriminalisation of homosexuality, Changes in music and fashion among others. Students will round off their KS3 studies with an examination of migration to Britain throughout history.

KS4:

Paper Paper 1: Thematic study and historic environment

 

Paper 2 part A: British depth study

 

Paper 2 part B: Period study

 

Paper 3: Modern depth study
What Topic will I be learning? Medicine in Britain, c1250–present
and The British sector of the Western Front, 1914–18: injuries, treatment and the trenches.
Anglo-Saxon and Norman England, c1060–88 Superpower relations and the Cold War, 1941–91 Weimar and Nazi Germany, 1918–39
Key content:
  • Medicine in Medieval Britain
  • The Medical Renaissance in England
  • Medicine in the eighteenth and nineteenth century Britain
  • Medicine in Modern Britain
  • The British sector of the Western Front, 1914-18: injuries, treatment and the trenches
  • Anglo Saxon society
  • The Succession Crisis and the Norman Conquest
  • William I securing power over England
  • Anglo-Saxon resistance
  • Norman changes; politics and society
  • The end of Williams reign
  • The Origins of the Cold War, 1941-58
  • Cold War crises, 1958-70
  • The end of the Cold War, 1970-91
  • The establishment of the Weimar Republic
  • The Weimar Republic 1918-29
  • Hitler’s rise to power 1919-33
  • Nazi control and establishing dictatorship, 1933-39
  • Life in Nazi Germany,1933-39
Length of exam 1 hour 15 minutes 1 hour 2 hours 30 minutes Coursework so no exam.
Number of Marks 52 32 32 52
Weighting 30% 20% 20% 30% 

 

Year 10:

Students will engage in a thematic topic called ‘Medicine through Time’ which they will continue into year 10. During this students will look to gain a firm grasp of the social implications medicine and public health has played in British History. This allows students an overarching narrative of British medicine with which students can gain an insight into the social constructs of Britain over time.

Once students have completed their medicine study and linking this to the GCSE specification they will look at the British depth study: Anglo-Saxon and Norman England. This topic aims to examine in depth the major changes William brought to England. This allows students to develop their comparison skills. Through this comparison students will understand how Britain changed its social, economic, political and religious landscape. Students will have studied this in year 7 and this acts a foundation which we can use to examine specific events with added detail.

Year 11:

Students will complete their non-British depth study: Weimar Germany 1918-39.  Initially this will focus on the events between 1918 and 1933 looking at key points in Germany’s history throughout this time, including the creation of their constitution, internal turmoil, the rise of the Nazi party and the Great Depression. This is taught through the examining of sources and interpretations so acts as an opportunity to develop their analytical skills.

Following this students will focus on the events that occurred between 1933 and 1939, understanding the changes that the Nazi brought to the country. Again this is an opportunity for students to develop their source skills and research techniques.

Once this has been completed students will look at their final topic: Superpower Relations. This topic aims to demonstrate how modern international politics has impacted the world and shapes the political landscapes of today. It is also intended that students will be able to understand the importance foreign relations can play on the domestic as well as international role of a country’s government through the lenses of the Cold War.

KS5:

During students time studying A-level history at Kingshurst students will complete the following courses:

  • Paper 1: British period study and enquiry: England 1547-1603: Later Tudors
  • Paper 2: Non-British period study: The Cold War in Europe 1941-1995
  • Paper 3: Thematic study and historical interpretations: Civil Rights in the USA 1865-1992

In addition to this this you will write a 3-4000 word essay based on the Cold War unit, this allows you to carry out your own investigation into a specific aspect of the Cold War and follow your own lines of enquiry, building the independence that you will need to be successful once you have completed the course.

Each topic is assessed using different styles of question, see below:

Paper Paper 1: British period study and enquiry Paper 2: Non-British period study Paper 3: Thematic study and historical interpretations NEA: Topic based essay

 

What will I learn? Within this unit you will learn about the Mid Tudor Crisis and the stability of the Tudor Monarchy from Henry VIII until Queen Elizabeth I. You will investigate the political intrigue of the time through contemporary sources and historian’s accounts. Within this unit you will investigate the causes, events and consequences of key aspects of the Cold War in Europe. Within this unit you will investigate the way different social groups fought for and gained Civil Rights in America. The social groups in question are:

·      African Americans

·      Trade Unions

·      Native Americans

·      Women

Within this unit you will have the opportunity to investigate your own enquiry question through your own key investigation.
Length of exam 1 hour 30 minutes 1 hour 2 hours 30 minutes Coursework so no exam.
How many lessons a fortnight 3 3 4 Replaces the three Cold War lessons at the end of year 12.
Number of Marks 50 30 80 40
Weighting 25% 15% 40% 20%
Exam Questions Question 1: Four sources given – assess how far they support a particular view (30 marks)

Question 2: Choose one of two essay questions (20 marks)

Choose from two sets of questions. Either 1a AND 1b or 2a AND 2b

Question (a): Which of the following (two options given to assess the impact of (10 marks)

Question (b): Essay question (20 marks)

Question 1: Evaluate two interpretations and decide which is the most convincing (30 marks)

Question 2: Three possible questions, choose two (25 marks)

Essay question based on the Cold War.