History

Key Stage 3

The main idea running through our units of study in KS3 is ‘Democracy.’ 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. With each unit a chronology of events, peoples, the state, church and society are periodically returned to so that students have a sense of the ‘Big Picture.’

During year 7 students start with a focus on chronology covering global, national and local histories. Learners then move on to investigate England from 1066-1500 with our topic area entitled “Blood, Guts and Gore.” Our curriculum then considers Tudor, Stuart and Georgian England. Students also start to investigate a thematic study of Crime & Punishment from the Saxon period up to the end of the Renaissance.

In year 8 students explore a combination of global, national and local studies as well as continue with their thematic study on Crime and Punishment from the Victorian era up to the present day. We explore the Industrial Revolution; our attention then moves to a global study ‘The Silk Road’ which investigates several countries histories, and their connection to Britain. Power and Politics in Great Britain is our last curriculum investigation this academic year, this study ensures students have good knowledge of political change and the fight for emancipation from 1800 onwards.

In year 9 students consider the German Empire 1871-1914, the Great War 1914-1918, inter-war years with particular reference to Germany, through the Weimar years. Students then focus on the rise of Nazi Germany from the 1920s through to the 1930; and into the Second World War, and an investigation of the Holocaust. Our inquiries then focus on the Second World War looking at both the homefront and battle fronts.

Key Stage 4

Why choose History?

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.

The GCSE History AQA content comprises the following elements:

  • One period study – Germany, 1890–1945: Democracy and Dictatorship – Exam end Y11
  • One thematic study – Britain: Health and the People: c1000 to the present day – Exam end Y11
  • One wider world depth study – Conflict and Tension Korean and Vietnam Wars – Exam end Y11
  • One British depth study including the historic environment – Elizabethan England – Exam end Y11
  • Cold War Conflict 1945-1974 in the Autumn term of year 9 to prepare for GCSE – Not examined

We pride ourselves on an engaging and enquiry based approach to learning within History at Noadswood.


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.

“A people without the knowledge of their past history,

origin and culture is like a tree without roots”.

Marcus Garvey

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.

How rich is the curriculum?

Our schemes of work have been designed to engage and inspire the young people we teach and we believe they offer depth, and breadth of knowledge on a wide range of fascinating aspects of our local, national and international histories. Each topic area within our scheme of work has been researched, and expert knowledge brought in where we could. Historian’s views within interpretations, social diversity and democracy of views for the peoples investigated have tried to be as inclusive as possible.

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.

Which courses do we offer at Noadswood?

At KS4 AQA History including 1000C History of medicine, Elizabeth I, Conflict and Tension in Asia, Germany 1890-1945.

At KS3 – we begin with chronology of history, and then we teach from 1066 up to and including histories into the 20thcentury

What do students achieve?

We are really proud of our outcomes within history, we have good uptake at GCSE because students thoroughly enjoy their studies within history

What does history look like in Year 7?

During year 7 students begin the autumn term with a focus on chronology covering global, national and local histories. Students then move on to investigate England from 1066-1500 with our topic area entitled “Blood, Guts and Gore.” Our curriculum moves on to consider Tudor, Stuart and Georgian England. Students also start to investigate a thematic study of Crime & Punishment from the Saxon period up to the end of the Renaissance.

When does GCSE begin?

Pupils can opt for History at the end of year 9.

What is the timetable allocation for History in KS3/4?

During KS3 students have 4 hours a fortnight. At KS4 students have 6 hours per fortnight of lesson time.

How is History delivered in year 7?

Via expertly produced school resources, supplemented by other resources including PowerPoints, games, DVDs, and artefacts

Why is History important?

Learning History enhances students’ own and their new historical skills, future employment prospects, as well as problem solving and communication skills, which are essential in every walk of life. Overall the impact we want to have shared with history students at Noadswood is as advocated by Christine Counsell ‘A distinctive quest for truth.’ 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.

“My child struggled with History in primary. How will you help?”

We offer lots of support in class, and catch up with one to one support following absence (if required). We 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.

Will my child enjoy History?

100% at Noadswood.


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. 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, democracy and a thematic investigation based on medieval crime and punishment. 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 will end this year examining Georgian Britain and in particular the Georgian spa town Southampton. Students will continue to examine a thematic investigation based on crime and punishment from 1500-1800. 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 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. Students will continue to examine a thematic investigation based on crime and punishment from 1800-1900. The Autumn 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.

Spring

In the second term of 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 for the Spring term 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. Students will look at how empires were created and fell, explore 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.

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. Students will finish their thematic investigation this term based on crime and punishment from 1900 to the present day. 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 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.

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. 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.

Year 10 – History

Autumn

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.

Spring

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.

Summer

In Year 10 History students complete their studies on Conflict and Tension in Asia, 1950-1975 focussing extensively on wars within Korea and Vietnam. The remainder of the summer term reflects back to our year nine studies on the Second Reich, Weimar Germany, The rise of Hitler and Nazi Germany to consolidate and retrieve information. 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

Autumn

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.

Spring

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.