History

History Curriculum Overview

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Aim

Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success.  We want our students to enjoy the challenges that learning offers.

Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.

Intent

The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The History curriculum is planned to allow students to think critically about the world they live in. By studying a range of periods and people, students will have a greater understanding of a range of events and issues in order to become more empathetic. The History curriculum is planned to enable all students to develop skills in the following second order concepts:

• Source analysis and evaluation
• Chronological understanding
• Change and continuity
• Cause and consequence
• Analysis of significance
• Evaluation of interpretations

The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.

Sequence and structure 

Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (years 10 and 11).

• Key Stage 3 Curriculum

  Our Key Stage 3 History Curriculum includes the following areas of study:

  KS3	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 7	Study of an aspect of British History that consolidates/extends pupils’ chronological history pre 1066 Mini introductory project on life in Saxon England Plus Through time project focusing on London: ‘How has London Changed?’ Thematic study through time focusing on change and continuity in London Opportunity to explore second order concepts in History such as using source analysis, different types of evidence, chronological understanding and change and continuity as an introduction to History Local history link: Bede and links of Anglo-Saxons to Sunderland Recovery: Use of Baseline to map where students are, flashback starters to incorporate content and second order concepts frommKS2, Content of unit incorporates pre 1066 and through time which could cover some gaps in second order concepts and knowledge missed as a result of COVID	Development of Church, State and Society 1066-1509 How did William conquer and control England?  Norman conquest including: Succession Crisis, Battle of Hastings and factors which led to Norman success, Rebellions and challenges to authority, Castles- with local castle study, Feudal system and Domesday – focuses on hierarchical structure society and power. Cause and consequence, analysis of source material Local history link: Harrying of the North Local castle research for homework	Development of Church, State and Society 1066-1509 Who had power in the Middle Ages? Challenges to power  in order to understand complexities of rule and politics including: Henry II and Becket, King John and the Magna Carta – focusing on abuse of power by monarchy (revisited in English Civil War unit), Peasants Revolt Significance-introduction to short term significance, analysis of source material- inference	Development of Church, State and Society 1066-1509 What was ordinary Life like in the Middle Ages? The different experience of rich and poor and how the Normans and successive monarchs changed England. To include food, homes, clothes, fashions, fun, religion, crime and punishment, Black Death with social, economic and political impact of this event Change and continuity similarities and differences in source material, Local history link: religion and Durham Cathedral	Development of Church, State and Society 1509-1745 How terrible were the Tudors?   Focusing on the development of church, state and society 1509-1745. To include: Henry VIII, religious changes throughout the period and impact with foundation of modern church, Edward, Mary and Elizabeth, including religious conflict Chronological understanding, interpretation Source analysis and application of knowledge for accuracy	Development of Church, State and Society 1509-1745 Was Elizabeth Britain’s greatest monarch? Focusing on national and international challenges to the throne. To include: Spanish Armada, religious changes, challenges to monarchy-Mary Queen of Scots, everyday life and culture- homes, towns, poverty Cause and consequence, source evaluation- application of knowledge and provenance, change and continuity
  Year 8	Development of Church, State and Society 1509-1745 Was it a ‘Civil’ War? Challenges to power in order to understand complexities of rule and politics. To include: Causes of Civil War-economic, political and religious, two sides, key battles, impact of war- social, economic and political , trial and execution of Charles Cause and Consequences- short and long term (build on home learning)  interpretation Source analysis and comparison Change and continuity Local history link: Two sides of Civil War- Sunderland v Newcastle    Recovery: First lessons content revision and knowledge tests to map student understanding Flashbacks focus incorporate home learning, unit taught missed unit from year 7 so not gaps in timeline and second order concept development- focus on source application of knowledge and comparison. Homework to be based on home learning content	Ideas, political power, industry  and Empire 1745-1901 What was ordinary life like in the Industrial Revolution? Ideas and industry 1745-1901 with economic and social impacts of change. To include: changes to  homes and living conditions from previous periods (link to Tudor home learning),  factory life and experience of children, public health, cholera and local context, key individuals who have been significant in the period, crime and punishment and links to modern policing Source evaluation of content and provenance- modelling to practice any misunderstanding of home-Learning- broken down into application of knowledge to source and then provenance using COP, significance of individuals including short and introduction to long term. Change and continuity Local history link: Cholera’s origins in Sunderland Sunderland in Industrial Revolution Homework	Ideas, political power, industry  and Empire 1745-1901 Should Britain say sorry for the Slave Trade?  An opportunity to focus on moral and ethical implications of British role in slavery and links to Civil Rights in USA unit. To include: Empire building and positive and negative impact , Trans-Atlantic Slave Trade and the role of Britain within this, life on plantations and treatment of slaves , slave resistance and abolition Source/interpretation evaluation- application of knowledge to content and provenance- Reviewing these second order concepts and building on them from home learning focusing on motivation/purpose,  Interpretation	Challenges for Britain, Europe & wider world 1901-present Was it ‘Great War’?  Challenges for Britain, Europe and wider world to focus on the first modern, technological conflict. ’ To include: long and short term causes of war and links between them , use of propaganda, trench life and social impact, Battle of the Somme, local war heroes, impact on mental health, armistice and moral aspects of war Causation- long and short term and making links between causes, Source evaluation of content and provenance- purpose and motivation Local History link: Local war heroes- Charlie Buchan Homework- Political challenges- Suffragettes	Challenges for Britain, Europe & wider world 1901-present (including Holocaust) How did Hitler control Nazi Germany? Study to provide opportunity to explore issues for non-British nations. It provides context to political problems leading to WWII.  It allows students to investigate the challenges to democracy and moral and ethical implications of dictatorship. To include: how Hitler gained power, use of propaganda to control, terror, life for children, The treatment of Jews through history in Europe to introduce anti-Semitism, political, economic and social impact of laws on Jews living in Germany leading to Holocaust Source evaluation, interpretation in extended responses,	Challenges for Britain, Europe & wider world 1901-present How was WWII a total war? Further challenges for Britain, Europe and wider world. Focusing on political tensions and failures, and social and economic impact of ‘total war’ on Britain. To include: Causes of WWII- failures following WWI and international diplomacy, impact at home- evacuation, rationing, women at work Change and continuity Comparing source material/interpretations and applying knowledge for accuracy causation- evaluating importance of causation Local History link: Evacuation links to Sunderland and bombing
  Year 9	Challenges for Britain, Europe & wider world 1901-present How has Britain changed post war? This unit build upon the chronological approach to the twentieth century taught in year 8 where students can explore the social, economic and political impact of the Second World War and changes that have continued. It allows a foundation for GCSE content on Health through Time and builds upon the understanding of living conditions from the Industrial Revolution, as well as links to Empire.   To include: Creation of Welfare State and social reforms, changes in education, migration and wind rush, the changing economy, culture e.g. swinging sixties Causation- evaluating the importance of causation and linking SEP aspects Significance of events and developments- short and long term Local History Study: Local housing and Industry in Sunderland Recovery: First lessons content revision and knowledge tests to map student understanding Flashbacks focus incorporate home learning. Second-order concepts missed due to COVID or completed for home learning incorporated into schemes such as SEP, source evaluation and comparison and Homework to be based on home learning content	Through time study: Protest through time Middle Ages- Present Day How have we protested? Students have the opportunity to complete a chronological theme study which builds upon their understanding from year 7 and 8 of protest and political change from the Middle Ages to modern-day. It allows them to compare and contrast significance and builds upon their understanding of factors to prepare them for further history study. To include: Middle Ages- Peasants Revolt in-depth, De-Montfort, Tudors including Pilgrimage of Grace (linking to year 7) and then linking to year 8 Industrial Revolution focuses on 19th century political activists e.g. Chartists, Peterloo Significance over time Comparing and contrasting change Interpretation of factors	Through time study: Protest through time Middle Ages- Present Day How have we protested? Students have the opportunity to complete a chronological theme study which builds upon their understanding from year 7 and 8 of protest and political change from the Middle Ages to modern-day. It allows them to compare and contrast significance and builds upon their understanding of factors to prepare them for further history study.   To include: 20th century such as  Suffragettes, Jarrow March, Brixton Riots, Poll Tax riots, modern-day protests –Black Lives Matter (connected to slave trade, wind rush and previous unit on USA) Significance over time Comparing and contrasting change Interpretation of factors Local History: Jarrow March, Miner’s Strikes	Breadth Study: Significant society or issue in world History Was the twentieth century ‘America’s century’?   Unit builds upon an understanding of European international relations and the previous unit slave trade. A breadth study/ To include: 1900 migration  1920s Boom and social impact, 1930s Depression focusing on economic problems and social impact Comparing interpretations/ evaluation Consequence- change and continuity Recovery: Covers content that would have been done last ½ term in year 8 but in greater depth as a bridging year.	Breadth Study: Significant society or issue in world History Was the twentieth century ‘America’s century’? Unit builds upon an understanding of European international relations and the previous unit slave trade. A breadth study/ To include Post war USA Home and Abroad: 1950s/60s Civil Rights- moral and ethical implications and legal challenges due to popular protest (prior links in Peasants Revolt ECW, 1950s/60s culture and national and international problems including Cold War and Vietnam Terrorism and 9/11 (2001) Comparing interpretations/ evaluation Consequence- change and continuity Significance of individuals- short and long term (across study) Recovery: Covers content that would have been done last ½ term in year 8 but in greater depth as a bridging year.	Local environmental study Students will have the opportunity to focus on a site study from the North East of England. They will visit the site and investigate why the site was built, its features and purpose and how this may have changed over time. This gives them an opportunity to do an independent investigation and apply their second-order concepts from KS3

We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. We provide regular opportunities for students to read as part of homework activities and within the classroom environment from a range of genres.

• Key Stage 4 Curriculum

  Our Key Stage 4 Curriculum (from 2020)

  CONFLICT UNIT WAS TAUGHT IN YEAR 9 2019-20 AS PART OF 3 YEAR KS4 so will not appear in this year’s curriculum plan. The plan is based upon content taught in previous years and starting points reflect this.

  At Key Stage 4 students follow the AQA GCSE History specification code RA

  KS4	Half Term 1	Half Term 2	Half Term 3	Half Term 4	Half Term 5	Half Term 6
  Year 10	America: Opportunity and Inequality 1920s To include: Isolationism, economic boom, poverty, Entertainment Women, Racial issues, Prohibition, Comparing interpretations about the past, interpretation  evaluation, consequence, interpretation Recovery: First lessons content revision and knowledge tests to map student understanding from home learning. Gaps in chronological understanding retaught. Modelling of new second-order concepts and further development. Extension examination practice for students who are confident and push for L3/4. Homework based on home learning topics and flashback incorporate	America: Opportunity and inequality 1920-73: 30s, WWII, To include: Hoover and Depression, FDR Roosevelt and New Deal Comparing interpretations about the past, interpretation  evaluation, consequence, interpretation	America: Opportunity and inequality 1920-73: 30s, WWII, Postwar To include: 1960s social changes, Civil Rights, Women’s rights Comparing interpretations about the past, interpretation  evaluation, consequence, interpretation	Health through Time: Middle Ages To include: Hippocrates and Galen, religious influences, Black Death, surgery, public health Source evaluation, Significance, change and continuity, interpretation	Health through Time: Renaissance To include: key individuals, surgery and hospitals, Plague, vaccination Source evaluation, Significance, change and continuity, interpretation	Health through Time: 1750-1900 To include: key individuals, improvements in surgery,  germ theory and impact Source evaluation, Significance, change and continuity, interpretation
  Year 11	Health through Time: Renaissance and 1750-1900 To include: key individuals, improvements in surgery,  germ theory and impact Source evaluation, Significance, change and continuity, interpretation Recovery: First lessons content revision and knowledge tests to map student understanding from home learning particularly on Renaissance. Gaps in chronological understanding retaught for Renaissance and Infection. Flashbacks incorporate home learning. Modelling of new second order concepts and further development. Extension examination practice for students who are confident and push for L3/4. Homework based on home learning. Homework based upon Renaissance and home learning	Health through Time: 1750-1900 To include: key individuals, improvements in surgery,  germ theory and impact Source evaluation, Significance, change and continuity, interpretation Recovery: First lessons content revision and knowledge tests to map student understanding from home learning particularly on Renaissance. Gaps in chronological understanding retaught for Renaissance and Infection. Flashbacks incorporate home learning. Modelling of new second order concepts and further development. Extension examination practice for students who are confident and push for L3/4. Homework based on home learning. Homework based upon Renaissance	Health through Time: 20th century To include: key individuals, improvements in surgery,  increased role of government Source evaluation, Significance, change and continuity, interpretation Recovery: comparison questions and links throughout on home learning topics. Flashbacks focus on home learning. Homework based on prior content and home learning	REVISION: CONFLICT	REVISION: USA	REVISION: HEALTH GCSE Examination dates.

How does our Curriculum cater for students with SEND?

Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.

Specific approaches which are used within the curriculum areas include:

• Seating to allow inclusion
• Differentiation activities to stretch and support in all lessons
• Resources are accessible
• Displays and visual learning tools are used where necessary
• Where appropriate support from additional adults is planned to scaffold students learning
• Group work and discussion
• Clear teacher/student communication
• Feedback that allows students to make progress, whether written or verbal
• Independent study/homework.
• Intervention when required

How does our curriculum cater for disadvantaged students and those from minority groups?

As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of History, we;

• Work to identify barriers, interests and what might help each
  pupil make the next steps in learning.
• Provide targeted support for under-performing pupils during
  lesson time, in addition to revision lessons and intervention outside school hours.
• Use strategies best suited to addressing individual needs
• Ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time
• Provide students with revision materials to reduce financial burden on families

How do we make sure that our curriculum is implemented effectively?

The History curriculum leader is responsible for designing the History curriculum and monitoring implementation.

The subject leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and also to shape future learning.

Assessments are checked for reliability within departments and across the Trust.

We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data. We also work closely with examination team leaders across trust to valid.

Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness

How do we make sure our curriculum is having the desired impact?

• Examination results analysis and evaluation
• Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
• Lesson observations
• Learning walks for each year group
• Book scrutiny for each year group
• Regular feedback from Teaching Staff during department meetings
• Regular feedback from Middle Leaders during curriculum meetings
• Pupil Surveys
• Parental feedback