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.
Synopsis of Study
Year 7 – History
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.
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.
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
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.
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.
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
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 an 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.
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.
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. 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.
Year 10 – History
In Year 10 History students begin their GCSE with a thematic study on the Health of the People 1000c to the present day, from the AQA GCSE specification. This will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation.
In Year 10 History students will complete their studies on Health and the People enabling students to gain an understanding of how medicine and public health developed in Britain over a long period of time. Students then move on to look at a wider world depth study which considers Conflict and Tension in Asia, 1950-1975 from the AQA GCSE specification, focussing extensively on wars within Korea and Vietnam. This study enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It considers the role of nationalist movements in causing and sustaining conflict. It focuses on the causes and events of the Cold War in Asia and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.
In Year 10 History students look at the Second Reich, Weimar Germany, The rise of Hitler and Nazi Germany to consolidate and retrieve information from the foundation work we considered at KS3. However, now looking at this from a GCSE perspective. As part of our overall GCSE students are required to complete a study on Germany, 1890-1945: Democracy and Dictatorship from the AQA GCSE specification. This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.
Year 11 – History
In the first term of Year 11 History, students will investigate a British depth study Elizabethan England, c1568-1603 from the AQA GCSE specification. This option allows students to study in depth a specified period, the last 35 years of Elizabeth I's reign. The study will focus on major events of Elizabeth I’s reign considered from economic, religious, political, social and cultural standpoints, and arising contemporary and historical controversies. Part one: focusses on Elizabeth's court and Parliament. Part two: Life in Elizabethan times. Part three: Troubles at home and abroad and part four: The historic environment of Elizabethan England. Students will be examined on a specific site in depth. This site will be as specified and will be changed annually. The site will relate to the content of the rest of this depth study. It is intended that study of different historic environments will enrich students’ understanding of Elizabethan England. Pre-public examinations will cover all four studies from the AQA GCSE History specification.
In the Spring term of Year 11 within History, students will have the opportunity to complete any topics left from the previous term which had not been covered in full. Students will then have the opportunity to revise all four GCSE studies within the AQA specification and in particular work on areas that have been highlighted from the pre-public examinations in preparation for the examinations next term. Throughout the History GCSE the second order concepts firmly established in key stage three of cause & consequence, significance, diverse experience, change & continuity, enquiry and interpretation will have been consistently observed in order to help students to succeed with their GCSEs, and the expectations of this disciplinary knowledge.
Frequently Asked Questions
What is so amazing about History?
Our history course has been designed to challenge young minds and promote deep thinking for all learners. Our investigations into ‘BIG’ stories and Individual histories allow students to immerse themselves in local, national and international accounts of the past.
What do we do well?
We are all passionate about our subject, we continue throughout our careers to look at our own learning journeys and consider new ideas, initiatives and methodologies to ensure learning remains consistently high. The Department is driven by a desire to stretch young minds, and is committed to creating enthusiasm for history with our pupils.
Why do students enjoy History so much?
We are proud of our continued efforts to create exciting, thought provoking lessons. As such we hope we have endeavoured to create a syllabus that engages, motivates, questions, provokes debate, and ultimately inspires our young historians to have a thirst for more historical knowledge.
What support is offered?
Alongside consistent classroom support, with provision to engage with the subject and ensure good understanding of historical literacy we also offer catch up sessions for all students who may struggle, or have fallen behind due to absence.
What we are proud of?
- The knowledge and expertise of the teachers who are responsible for your child
- Continued efforts to research, expand thinking and consider new innovative ways of teaching
- Our rich and diverse curriculum which has been planned meticulously
- Our efforts to ensure we follow on from foundation history at KS2. In consultation with local primary schools in three yearly meetings for history we have sought an understanding of student’s prior history learning from KS2 in order to build on this.