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History

In the Hampton Gardens History Department, we are keen to develop our students to be independent, critical thinkers so that they are able to analyse and understand the world around them. In order to facilitate this in History we develop pupils’ analytical skills with particular focus on the utility of sources based on their provenance and their content. We also develop analytical skills based on the validity and construction of Historian’s interpretations. As a department, we inspire our pupils’ love of learning and History through dynamic and engaging lessons. Every lesson is centred around a key enquiry question that the pupils spend the lesson exploring. Pupils mature their writing styles with particular focus on utilising historical vocabulary and broadening their terms of expression. There are opportunities for a collaborative approach to improving their written language through peer assessment and developing answers together. At the core of each lesson is development of enabling students to effectively use evidence and communicate about the past.

Introduction:

Throughout Year 7, pupils at Hampton Gardens will develop the key skills essential to studying History. We investigate Historical enquires based on British History in order to develop the pupils’ understanding of the key concepts of chronology, cause, consequence, change, continuity and significance. These historical concepts are instilled through the exploration of significant periods of British History such as the impact of the Norman Conquest, the struggle for power between the Monarch, the Church and their people, the impact of the Plague, the causes and consequences of the Reformation and the changes introduced by Elizabeth I. The investigation of these topics and changes that they resulted in enables students to begin to examine the foundation of British culture and the cultural, ethnic and religious diversity that is apparent in Britain’s heritage and society. It also helps pupils to develop a greater understanding of the political and religious systems that we have in place today.

Course Content:

  • What is History?- (An introduction to the key skills for studying History)
  • How did William take control of the country? - (Castles, Battle of Hastings, Feudal system, crushing rebellions such as the Harrying of the North)
  • How did medieval Monarchs deal with challenges to their power?- (Henry II & Thomas Beckett, King John & Magna Carta, control of the church)
  • How did the Plague transform England? - This assessment will ask the students to decide what the consequences of the Plague were for England.
  • Why was there a Reformation in England?- (Henry VIII, divorce, the Break with Rome, Act of Supremacy, setting up of the Church of England, dissolution of the monasteries, Protestant vs Catholic)
  • How successfully did Elizabeth I deal with her problems?- (Religious change, Mary Tudor, plots, Mary Queen of Scots, why other countries posed a threat, the Spanish Armada)

Introduction:

Throughout Year 8 pupils at Hampton Gardens continue to strengthen and develop the key skills essential to studying History. We investigate Historical enquires based on both British and World History in order to develop the pupils’ understanding of the key concepts of chronology, cause, consequence, change, continuity and significance. These historical concepts are enhanced through the exploration of significant periods of British and World History such as the impact of Slavery, World War One, the rise of the Nazi State and World War Two. The investigation of these topics and changes that they resulted in enables students to begin to examine the foundation of British culture and the cultural, ethnic and religious diversity that is apparent in Britain’s heritage and society. It also helps pupils to develop a greater understanding of the political and religious systems that we have in place today.

Course Content:

  • Why was there the rise of black Americans?- (Causes of slavery, the Middle Passage, plantation life, abolition of slavery, black Americans in the American Civil War, emancipation, KKK, Jim Crow Laws)
  • Did the Industrial Revolution bring progress and improvement?- (Developments in transport & communication, changing attitudes towards children, workhouses, slums- disease, cholera, why there was so much crime in the cities- rookeries, types of crime, Metropolitan Police Act 1829-Introduction of the police constables/ Peelers, development of forensic science in solving crimes, the development of prosperity for some, why was Jack the Ripper never caught?)
  • Why is the First World War significant?- (Geographical scale, casualties, trench life, weapons, international relations, home front, role of women)
  • Why did Germany become a Nazi State?- (Treaty of Versailles, Hyperinflation, Weimar Republic, Enabling Act, Hitler as a figure of hope, propaganda, Nazi state, fear, concentration camps, young people, women)
  • The Holocaust, what happens when good men do nothing?- (Anti-Semitism in England in the 11th and 12th century, why medieval Jews were persecuted, Jews in 19th and 20th century Europe, life for Jews in Nazi Germany, how the Nazis were able to implement the Final Solution, Jewish resistance against the Nazis, Jewish participation in the war against Hitler)
  • How did Word War Two cause the Cold War? -(Dunkirk, the Blitz, Pearl Harbour, the Grand Alliance, D-Day, Russia/ USSR attacking Berlin, atomic bomb, the Peace conferences)

Introduction:

Throughout Year 9 pupils at Hampton Gardens further develop the key skills essential to studying History. We investigate Historical enquires based on both British and World History in order to develop the pupils’ understanding of the key concepts of chronology, cause, consequence, change, continuity and significance. These historical concepts are enhanced through the exploration of significant periods of British and World History such as the impact of the Holocaust, conflict in the Middle East and how and why crime and punishment has changed over time. The investigation of these topics and changes that they resulted in enables students to begin to examine the foundation of British and World culture and the cultural, political, ethnic and religious diversity that is apparent in Britain’s heritage and society. It also helps pupils to develop a greater understanding of the political tensions and conflicts that shape the world today.

Course Content:

  • The Holocaust, what happens when good men do nothing?- (Anti-Semitism in England in the 11th and 12th century, why medieval Jews were persecuted, Jews in 19th and 20th century Europe, life for Jews in Nazi Germany, how the Nazis were able to implement the Final Solution, Jewish resistance against the Nazis, Jewish participation in the war against Hitler)
  • Why is the Middle East in the News so much?-( -Which countries are in the Middle East now, the Ottoman Empire, why Arabs wanted independence & why Britain broke it’s promise to give it, the role of the Ottoman Empire in WWI, the Balfour Declaration, what caused the Arab-Israeli War, why the cold War caused conflict in the Middle East, the Suez Crisis, what cause the Iran-Iraq War, what caused the First Gulf War, what caused the ‘War on Terror’, consequences of the Second Gulf War, what caused conflict in the Middle East)
  • Why was the Vietnam war so controversial?- (What the difference is between capitalism & communism, the Red Scare/ Fear of Communism in USA, how the USA was drawn into the Vietnam War, who was involved in the Vietnam war, tactics used by both sides, use of chemical weapons, reaction of the public, opposition to the war, the Draft, demonstrations against the war)
  • To what extent did crime and punishment in Britain change?- thematic unit depth focus on the Norman and Medieval Period- (How crime and punishment changed in Anglo-Saxon England, how far the Normans changed Anglo-Saxon justice, the influence of the Church and religion and changing definition of crime, changes in society and definition of crime, changes to law enforcement)
  • To what extent did Britain change?- thematic unit depth focus on the Early Modern Period- (Early modern punishment, the Gun Powder Plot, Witches, Changing crime, Changing punishment, Change in law enforcement)
  • To what extent did Britain change?- thematic unit depth focus on 18th and 19th century - Pentonville Prison, Robert Peel and the Metropolitan Police, changes in the definition of crime in 1900- modern Britain, Whitechapel: living conditions, immigration, rookeries, workhouses, Jack the Ripper, policing in Whitechapel)

Documents:

KS3 9-1 Step Descriptors

Command words and triggers

How to answer questions in assessments

GCSE

Qualification aims and objectives

The aims and objectives of this qualification are to enable students to:

  • develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience.
  • engage in historical enquiry to develop as independent learners and as critical and reflective thinkers.
  • develop the ability to ask relevant questions about the past, to investigate issues critically and to make valid historical claims by using a range of sources in their historical context.
  • develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them.
  • organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusions.

Summary of Requirements

This GCSE complies with the requirements specified by the Department for Education. This requires students to study, as a minimum:

  • two depth studies, each covering a substantial and short time span:  one must be a British depth study from the medieval (500–1500), early modern (1450–1700) or modern (1750–present) eras. The other must be a European or wider-world depth study from an era different to the British depth study.
  • a period study of at least 50 years from any of the eras.
  • the historic environment through the study of a particular site in its historical context.
  • a thematic study involving the study of people, events and developments drawn from all three eras defined above. The DfE also requires that British history must form at least 40% of the assessed content.

Course Content

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in History consists of three externally examined papers. Students must complete all assessment in May/June in any single year.

Paper 1

  • 10: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city.

Paper 1 option is divided into two: a thematic study and a linked study of a historic environment. This linked structure promotes topic coherence across Paper 1 and aids teaching and learning by allowing the issues studied in the historic environment to be seen within a broader thematic context. Both parts cover British history.

Thematic study and historic environment

Written examination:

1 hour and 15 minutes

30%* of the qualification

Paper 2

  • B4: Early Elizabethan England, 1558–88.
  • P4: Superpower relations and the Cold War, 1941–91

Students are required to study one British depth study and one period study. The two parts are independent and so any depth study can be combined with any period study.

Paper 2: Period study and British depth study

 Written examination:

1 hour and 45 minutes

40%* of the qualification

Paper 3

  • 33: The USA, 1954–75: conflict at home and abroad. Civil Rights and the War in Vietnam.

Students are required to study one modern depth study. All of the content for the option is mandatory. The depth studies focus on a substantial and coherent short time span and require students to understand the complexity of a society or historical situation and the interplay of different aspects within it. The main content is divided into four key topics. For each depth study, there is some chronological overlap between key topics – this structure helps highlight the complexity and interplay of different aspects within society.

Paper 3: Modern depth study

Written examination:

1 hour and 20 minutes

30%* of the qualification