History

Year 7

Topics

In Year 7 History, students explore key events and developments in early English and world history. The curriculum begins with Pre-1066 England, looking at Anglo-Saxon society, key kingdoms, and cultural aspects of life before the Norman invasion. This is followed by an in-depth study of the Norman Conquest in 1066, including the Battle of Hastings, William the Conqueror’s rule, and the changes brought to England in terms of land, law, and society.

Next, students examine the Medieval World, focusing on different parts of the world, such as Mansa Musa, Ghenghis Khan and King John. This era also covers significant events like the Crusades and the Black Death, which shaped medieval European society.

The curriculum then moves on to the Silk Roads, ancient trade routes connecting East and West, which promoted the exchange of goods, ideas, and cultures, highlighting early globalisation and the spread of religions, technologies, and even diseases.

Lastly, the Tudors are explored, a fascinating period of English history marked by the reigns of monarchs like Henry VIII and Elizabeth I, religious transformations, and exploration that laid the groundwork for England’s future as a global power. This broad survey helps students understand pivotal moments that shaped England and the wider world.

Skills

In Year 7 history, students develop key skills such as:

1. Chronological understanding: Placing events in time order.

2. Source analysis: Evaluating historical evidence for reliability and bias.

3. Interpretation: Understanding different perspectives of historical events.

4. Critical thinking: Questioning causes and consequences.

5. Communication: Presenting historical arguments clearly, both verbally and in writing.

6. Empathy: Understanding historical figures' motivations and actions in context.

7. Research skills: Gathering information from a variety of sources.

These skills lay the foundation for advanced historical study in later years.

Assessment

A summative assessment in a Year 7 history lesson would typically evaluate students on the specific topics they've studied over a unit or term, such as Pre-1066 England, the Norman Conquest, the Medieval World, the Silk Roads, and the Tudors. This assessment is designed to measure their understanding and retention of key historical concepts, events, and themes covered in class, as well as their ability to apply historical skills like analysis, evaluation, and evidence-based reasoning.

The assessment format might include a combination of the following elements:

1. Short Answer Questions: These would test knowledge of basic facts and events, such as identifying significant figures (like William the Conqueror) or explaining specific terms (like "feudalism" or "Silk Roads").

2. Source Analysis: Students might analyze primary or secondary sources—like a medieval document or an illustration of the Battle of Hastings. They’d interpret these sources and answer questions about context, perspective, and reliability.

3. Extended Response or Essay: A longer response could ask students to compare aspects of life in Pre-1066 England and Tudor England or explain the importance of the Norman Conquest. This part of the assessment allows students to demonstrate their ability to construct historical arguments.

4. Multiple Choice/Quiz Questions: To quickly gauge factual recall, multiple-choice or fill-in-the-blank questions might cover dates, people, and terms from each unit.

These components together ensure a comprehensive assessment of both knowledge and historical thinking skills, aligned with curriculum objectives for Year 7 history.

Year 8

Topics

In Year 8 History, students delve into key events and themes spanning from the 17th to the early 20th centuries. They begin with 17th Century England, studying pivotal moments like the English Civil War, the execution of Charles I, and the establishment of the Commonwealth under Oliver Cromwell, which highlight conflicts over power and governance.

The British Empire unit explores the expansion of Britain’s global influence, examining how the Empire grew through colonisation, the economic motivations behind it, and its impact on colonised peoples. This naturally leads into a study of Slavery & Migration, covering the transatlantic slave trade, the harsh realities of slavery, and the lasting impact on societies, as well as the complex migrations influenced by empire and trade.

The American West unit focuses on 19th-century westward expansion, exploring the interactions between settlers and Native American communities, Manifest Destiny, and the challenges of frontier life.

Students then study the Age of Revolutions, learning about revolutionary movements like the American, French, and Haitian Revolutions, which brought political, social, and ideological change.

Finally, students explore World War I, including the causes, trench warfare, and its global impact, setting the stage for further study of the 20th century. This curriculum fosters understanding of significant global transformations and their legacies.

Skills

In Year 8 history, students build on Year 7 skills, advancing in:

1. Deeper chronological understanding: Connecting events across broader time periods.

2. Advanced source analysis: Critically evaluating multiple types of sources for reliability and context.

3. Interpretation and debate: Analyzing conflicting viewpoints and forming balanced judgments.

4. Cause and consequence analysis: Understanding complex historical causes and effects.

5. Extended writing: Developing more structured arguments with evidence.

6. Comparative analysis: Comparing different historical events or periods.

7. Independent research: Conducting deeper investigations using diverse sources.

These skills enhance their ability to think critically and engage with more complex historical themes.

Assessment

A summative assessment for Year 8 history would assess students on key topics studied, such as 17th Century England, the British Empire, Slavery and Migration, the American West, the Age of Revolutions, and World War I. This assessment would aim to evaluate their understanding of historical events, their ability to analyse historical sources, and their skills in constructing well-reasoned arguments based on evidence.

The assessment might include:

1. Source Analysis: Students could analyze primary or secondary sources, such as documents from the English Civil War or visual sources like maps of the transatlantic slave trade. They would answer questions about the source's origin, perspective, reliability, and what it reveals about the historical context.

2. Short Answer Questions: These questions could check understanding of key facts and terms, such as identifying figures like Oliver Cromwell or explaining concepts like the Enlightenment or Manifest Destiny.

3. Essay or Extended Response: A longer question might ask students to explain the impact of the British Empire on colonised countries, the causes of the American Revolution, or the significance of trench warfare in World War I. This allows them to build and support a historical argument.

4. Multiple Choice or Matching Questions: These can cover basic recall of events, dates, and definitions, like matching revolutionary figures to their countries or key events to their correct timeline.

This structure helps assess both factual knowledge and critical thinking, reinforcing key historical skills developed over the years.

Year 9

Topics

In Year 9 History, students examine major events and turning points in the 20th and 21st centuries. The study begins with World War II, focusing on the causes, the impact of the Treaty of Versailles, key battles, the Holocaust, and how the war reshaped global power dynamics. Following this, the Age of Dictators highlights authoritarian leaders like Hitler, Stalin, and Mussolini, exploring how they rose to power, ruled with strict control, and influenced their countries and the world.

The Civil Rights Movement section covers the struggle for racial equality in the United States, South Africa and in Toxteth. Focusing on figures like Martin Luther King Jr., landmark events like the March on Washington, and the broader fight against segregation and discrimination, which inspired similar movements worldwide. The local study of Toxteth Riots and acknowledging the important links to our area. 

Next, students explore the Cold War, a period of intense rivalry between the United States and the Soviet Union, characterised by the nuclear arms race, the space race, and proxy wars. They study significant events like the Cuban Missile Crisis and the fall of the Berlin Wall, illustrating the global tension between capitalism and communism.

The course ends with an overview of Significant Events of the 20th/21st Century, such as the assassination of JFK, discussing the elements of conspiracy around his assassination then moving onto events such as 9/11 and conflicts in the Middle East, preparing students for a deeper understanding of the modern world.

Skills

In Year 9 history, students further build on Year 8 skills by developing:

1. Synthesis of historical periods: Making connections between different time periods and themes.

2. Critical evaluation of sources: Assessing a wider variety of primary and secondary sources for perspective, bias, and reliability.

3. Complex interpretation: Engaging with multiple interpretations and debating historical controversies.

4. Causation and significance: Analysing long-term and short-term causes and assessing the significance of events.

5. Structured argumentation: Writing extended essays with coherent, evidence-based arguments.

6. Global perspective: Understanding international and comparative history.

7. Independent critical research: Engaging in more autonomous inquiry, with deeper research and analysis.

These skills are to prepare students for the more analytical and detailed study required in GCSE history.

Assessment

In Year 9 history, a summative assessment would focus on major topics like World War II, the Age of Dictators, the Civil Rights Movement, the Cold War, and significant events of the 20th and 21st centuries. The goal is to evaluate students' understanding of these historical events, as well as their ability to analyse sources and construct arguments based on historical evidence.

The assessment might include:

1. Source Analysis: Students could analyse primary or secondary sources, such as propaganda posters from WWII or speeches from the Civil Rights Movement. They might answer questions about the source’s purpose, perspective, reliability, and the context in which it was created. This assesses their ability to interpret sources and consider historical biases.

2. Short Answer Questions: These would check students’ understanding of basic concepts and events, such as defining the term "Iron Curtain," identifying figures like Rosa Parks, or explaining terms like "detente" in the Cold War context.

3. Essay or Extended Response: Students might be asked to write an essay on a broader question, like analysing the causes and effects of World War II, the impact of the Cold War on international relations, or the significance of the Civil Rights Movement in shaping modern society. This assesses their ability to make well-supported arguments and link causes with consequences.

4. Multiple Choice or Timeline Questions: Quick-recall questions can cover dates, key figures, and major events, helping to ensure students remember important details (e.g., matching dictators with countries, or placing events of the Cold War in sequence).

This structure allows teachers to evaluate both factual recall and critical historical thinking skills, ensuring students have a well-rounded understanding of complex global developments and their ongoing impact on the world.

Topics

We follow the OCR B exam board. The following topics are what we have chosen for our students: 

• Crime and Punishment 1250-2000
• Norman England
• Life in Nazi Germany
• The Making of America
• Historical Study of Albert Docks.

Skills

At GCSE, students build on earlier years and further develop the following history skills:
Advanced source analysis: Evaluating complex sources for reliability, usefulness, and purpose in greater depth.
Interpretation of historical events: Critically assessing multiple viewpoints and historiographical debates.
In-depth causation and consequence: Analysing complex causes, effects, and significance of key historical events.
Comparative analysis: Comparing events, periods, and historical themes across time and place. Looking at change and continuity or similarity and difference. 
Critical essay writing: Constructing well-organised, balanced, evidence-based arguments in extended essays.
Chronological synthesis: Linking themes, ideas, and developments over time to form a coherent understanding.
Independent research and investigation: Conducting self-directed research, using diverse primary and secondary sources.

Assessment

The OCR GCSE History assessment consists of three exams that cover thematic studies, British history, and world history topics.

Paper 1: Thematic Study and British Depth Study

• Content:

  • Thematic Study: Exploring continuity and change over a long time period (e.g., The People’s Health, Crime and Punishment, or Migration).
  • British Depth Study: A focused study of a significant period in British history (e.g., The Norman Conquest or The Elizabethans).
• Marks: 80 (40% of GCSE).
• Duration: 1 hour 45 minutes.

Paper 2: Period Study and World Depth Study

• Content:

  • Period Study: A medium-term history study focusing on international events (e.g., The Making of America, The Cold War, or The Viking Age).
  • World Depth Study: A detailed study of a specific historical event or development (e.g., Living Under Nazi Rule or The First Crusade).
• Marks: 80 (40% of GCSE).
• Duration: 1 hour 45 minutes.

Paper 3: History Around Us

• Content:

  • Study of a specific historic site in its historical context, focusing on its significance and relevance.
• Marks: 40 (20% of GCSE).
• Duration: 1 hour.

Key Skills Assessed

• Understanding of key historical concepts: causation, change, continuity, significance, and interpretations.
• Analysis of historical sources and interpretations.
• Evaluating and constructing historical arguments.

The qualification combines breadth and depth across British and world history, fostering critical thinking and analytical skills.

Year 11 History Revision on Wednesdays. 

Trips throughout the year to:

• Western Approaches
• International Slavery Museum
• Museum of Liverpool
• Mandela 8
• Holocaust Education Trust

Studying history opens up a variety of career paths and further education opportunities. Here are some possibilities:

1. Historian

   • Work in research, academia, or museums, specialising in historical periods, events, or themes.

2. Teacher/Lecturer

   • Teach history at secondary schools or universities, helping students understand historical events and develop critical thinking skills.

3. Archaeologist

   • Explore historical sites, artefacts, and ancient cultures through excavation and research, working in museums or research institutions.

4. Archivist

   • Manage and preserve historical documents, records, and artefacts in libraries, museums, or national archives.

5. Museum Curator

   • Oversee collections, design exhibits, and work to preserve historical artefacts in museums or cultural institutions.

6. Heritage Manager

   • Work in the preservation of historic sites, managing their maintenance, conservation, and public engagement.

7. Journalist/Author

   • Write about historical events, analysis, and contemporary issues, either as a journalist, author, or for documentary production.

8. Legal Profession

   • History graduates often pursue careers in law, where research, analysis, and writing skills are highly valued.

9. Civil Service or Government

   • Work in policy, public administration, or foreign service, using historical knowledge to inform decision-making.

10. Publishing/Editorial Work

    • Work with historical manuscripts, books, or media production, focusing on historical content in publishing houses or media organisations.

11. Genealogist

    • Conduct family history research, helping individuals trace their ancestry and historical connections.

Homework

Homework is set every two weeks.

Can take up in the form of essay questions or knowledge retrieval. 

Format/platform: Classcharts or physical copy.

Revision

01 - The Making of America 1789-1900 - GCSE History (OCR B) - Topic 1 - Growth of the USA 1789-1838

01 Living Under Nazi Rule - GCSE History (OCR B) - Topic 1 - Democracy to Dictatorship

BBC Bitesize

Miss Morris’ Library

Miss Morris has a collection of history books that link to the wider reading of our KS3 and KS4 curriculum. These books are used by our History staff to create our curriculum. They are very valuable to our understanding of the wider world.

Historians books:

"Inside Hitler's Germany: Life Under the Third Reich" by Matthew Hughes and Chris Mann.

"The Third Reich in Power" by Richard J. Evans.

“The Hitler Years” by Dr Frank McDonough.

“A Village in the Third Reich” by Julia Boyd.

"A People's History of the United States" by Howard Zinn.

"The Norman Conquest: The Battle of Hastings and the Fall of Anglo-Saxon England" by Marc Morris.

"The English and the Normans: Ethnic Hostility, Assimilation, and Identity 1066-c.1220" by Hugh M. Thomas.

"Crime and Punishment in England: A History" by Andrew Barrett and Christopher Harrison.

"Crime and Society in England, 1750–1900" by Clive Emsley. 

Podcasts: 

These can be found on Spotify:

• You’re Dead to Me by Greg Jenner
• The Rest is History
• Adolf Hitler: Rise and Downfall