History Curriculum Overview
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 areas:
- 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 and 8) and Key Stage 4 (years 9, 10 and 11).
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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 Pre-1066 study (from 2020) Mini introductory project on life in Saxon England 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
Development of Church, State and Society 1509-1745 Was it a ‘Civil’ War? Plus Through time project focusing on London
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
Thematic study through time focusing on change and continuity in London
Cause and Consequences- short and long term interpretation. Source analysis and comparison
Change and continuity
Local history link: Two sides of Civil War- Sunderland v Newcastle
Year 8 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, 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, 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- 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 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.
Local History link:
Evacuation links to Sunderland and bombing raids
Challenges for Britain, Europe & wider world 1901-present (including Holocaust) How did Hitler control Nazi Germany?
Study to provide background to WWII and to contextualise the political situation. 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, causation- evaluating importance of causation
Significant society or issue in world History Was the twentieth century ‘America’s century’?
Unit builds upon understanding of European international relations and previous unit slave trade. A breadth study/ To include: 1920s Boom and social impact, 1930s Depression focusing on economic problems and social impact and political, 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
Comparing interpretations/ evaluation
Consequence- change and continuity
Significance of individuals- short and long term
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively.
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Key Stage 4 Curriculum
Our Key Stage 4 Curriculum
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 9 Conflict and tension 1918-39: Treaty of Versailles To include:
Aims of Peacemakers, Terms of Treaty, Reactions.
Source Analysis, source evaluation, cause/consequences, interpretation
Conflict and tension 1918-39: League of Nations To include: weaknesses in membership, structure, power, successes, diplomacy outside the League, Manchuria and Abyssinia Crisis
Source Analysis, source evaluation, cause/consequences, interpretation
Conflict and tension 1918-39: Causes of WWII To include: How Hitler challenges the terms of the Treaty of Versailles, Appeasement, Nazi-Soviet Pact and outbreak of war
Source Analysis, source evaluation, cause/consequences, interpretation
Conflict and tension/ America: Opportunity and inequality 1920-73: 1920s To include: Isolationism, economic boom, poverty, Entertainment
Comparing source material, source evaluation, consequence, interpretation
America: Opportunity and Inequality 1920s/30s To include: Women, Racial issues, Prohibition, Hoover and Depression
Comparing source material, source evaluation, consequence, interpretation
America: Opportunity and inequality 1920-73: Post war To include: Impact of WWII, culture, McCarthyism,
Comparing source material, source evaluation, consequence, interpretation
Year 10 America: Opportunity and Inequality 1920s/30s To include: Women, Racial issues, Prohibition, Hoover and Depression
Comparing interpretations about the past, interpretation evaluation, consequence, interpretation
America: Opportunity and inequality 1920-73: Post war 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
Health through Time: 20th century To include: key individuals, improvements in surgery, increased role of government
Source evaluation, Significance, change and continuity, interpretation
Year 11 Health through Time: 20th century To include: key individuals, improvements in surgery, increased role of government
Source evaluation, Significance, change and continuity, interpretationn
Norman England: To include:
Succession Crisis, How William dealt with rebellions, Castles, Domesday, Feudal system
Source evaluation, consequence, significance, interpretation
Norman England: To include: Different experiences of rich and poor, growth in towns, law and order
Source evaluation, consequence, significance, interpretation
Norman England: To include: Religious changes, monasticism, education, environmental study
Source evaluation, consequence, significance, interpretation
Gap Analysis- Areas of Weakness. 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 underperforming 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