History

Year 7 

Units Taught 

The Bigger picture: 1066 – 1745. “How did trade, migration and belief link Britain to the rest of the World between 1066 – 1745?”

  • What is History? 1066
  • Local History and the Norman Conquest
  • The Middle Ages
  • The Crusades
  • Religion through time

 

Main Skills Developed 

Basic history skills such as how to put events into chronological order, how to find and use evidence to support our arguments and how to interpret different views on historical events. 

We rehearse writing who, what, why paragraphs using historical sources and attempt to enhance basic literacy skills by reading extended texts and using more sophisticated connectives in order to write more detailed explanations.  

 

How can parents help to support learning? 

Encourage students to attempt all history homework tasks. Reading about and conducting research on additional historic events will further enhance each student’s chronological understanding and allow them to apply context to the periods we study.  

Wherever possible, taking students to historic sites will really engage them in a historic environment and promote an interest in the events we study. There are many places of historical significance in and around the area. The new museum will open soon in Doncaster town centre.  

 

Useful Websites 

http://historyofthorne.com/publications.html

http://www.english-heritage.org.uk/ 

http://www.bbc.co.uk/education/subjects/zk26n39 

https://spartacus-educational.com/

https://www.educationquizzes.com/ks3/history/

  

Extra-Curricular opportunities 

We will invite guest speakers into school and also run extra-curricular trips as rewards.

 

SMSC & British Values 

  • How did early English Monarchs rule the country and how did they use the church and a newly formed parliament to gain and keep control?
  • Where does British democracy come from?
  • Where does our heritage come from: invaders and settlers and how this combination of cultures created the modern Britain we live in today
  • How multicultural was Britain?

 

Year 8  

Units Taught 

The Bigger picture: 1642 – present day. “How did ‘Revolutions’ transform Britain and the rest of the World?”

  • Religion through time
  • The English Civil War
  • The British Empire
  • The Industrial Revolution
  • Warfare through time

 

Main Skills Developed 

Extension of history skills from year 7 such as analysing sources and interpretations, using relevant evidence, and significance of events and people. We continue to rehearse writing using the who, what, why paragraphs using historical sources and use this to create reasoned arguments. We challenge students with the introduction of provenance and how this can impact on our investigation of sources.

 

How can parents help to support learning? 

Encourage students to attempt all history homework tasks. Reading about and conducting research on additional historic events will further enhance each student’s chronological understanding and allow them to apply context to the periods we study.  

Wherever possible, taking students to historic sites will really engage them in a historic environment and promote an interest in the events we study. There are many places of historical significance in and around the area. The new museum will open soon in Doncaster town centre.  

 

Useful Websites 

https://www.yorkshire.com/inspiration/heritage/yorkshire-battlefields/english-civil-war-in-yorkshire

http://www.english-heritage.org.uk/ 

http://www.bbc.co.uk/education/subjects/zk26n39 

https://spartacus-educational.com/

https://www.educationquizzes.com/ks3/history/

  

Extra-Curricular opportunities 

We will invite guest speakers into school and also run extra-curricular trips as rewards.

 

SMSC & British Values 

  • Where does British democracy come from?
  • Where does our heritage come from: exploration and migration and how this combination of cultures created the modern Britain we live in today
  • How diverse was Britain?
  • What was life like for different members of society?
  • Did the world continue to be diverse in its religious beliefs?
  • How do revolutions create change?

 

Year 9 

Units taught:

The Bigger picture: ‘How did political ideologies affect people’s lives in Britain and the world in the 20th Century?’

  • Russia in the 20th Century
  • WWII
  • Civil Rights in the USA
  • Early Elizabethan England 1558 - 88

 

Main Skills Developed

This is a preparation year for GCSE. We consolidate their knowledge of KS3 and start their preparation for KS4. We

focus on extended writing with detailed explanation and making judgements. They consider short and long term consequences of events and the social, political and economic impact this can have. We also write about sources and the impact the background of a source can have to our enquiries. We consider in depth how selection of sources can change interpretations of events and from this create our own enquiry questions.

 

How can parents help to support learning?

Encourage students to attempt all history homework tasks. Reading about and conducting research on additional historic events will further enhance each student’s depth of knowledge to support understanding of cause and effect.

Wherever possible, taking students to historic sites will really engage them in a historic environment and promote an

interest in the events we study. There are many places of historical significance in and around the area. The new museum will open soon in Doncaster town centre.

 

Useful Websites

https://www.khanacademy.org/humanities/world-history/euro-hist

http://www.english-heritage.org.uk/

http://www.bbc.co.uk/education/subjects/zk26n39

https://spartacus-educational.com/

https://www.educationquizzes.com/ks3/history/

 

Extra-Curricular opportunities

We will invite guest speakers into school and also run extra-curricular trips as rewards.

 

SMSC & British Values

  • How did beliefs in the 20th C change and what impact did this have on Britain and the World?
  • How was democracy challenged?
  • Where does our heritage come from: migration and refugees and how this combination of cultures created the modern Britain we live in today
  • How diverse was Britain in the 20th C?
  • What was life like for different members of society?

 

Year 10

Units Taught 

The Bigger picture: ‘How did changing political and religious beliefs affect people’s lives in Britain and the World?’

  • Early Elizabethan England 1558 - 88
  • Weimar and Nazi Germany, 1918 – 39

 

Main Skills Developed 

We build on the background knowledge and skills taught at KS3. The focus of the papers is

  • Early Elizabethan England 1558 - 88
    • o Describe key features
    • o Explain why
    • o How far do you agree?

 

  • Weimar and Nazi Germany, 1918 – 39
    • o Source analysis – inferences and usefulness
    • o Explain why
    • o Interpretations – how do they differ? why do they differ? Making judgements about interpretations.

  

How can parents help to support learning? 

  • Encourage students to complete all history homework tasks. Reading about and conducting research on additional historic events will further enhance each student’s depth of knowledge to support understanding of cause and effect.
  • Encourage students to use the revision guides provided in preparation for their examinations.
  • Wherever possible, taking students to historic sites will really engage them in a historic environment and promote an interest in the events we study. There are many places of historical significance in and around the area. The new museum will open soon in Doncaster town centre. 
  • If you have access, there are a wide variety of documentaries students can watch on many of the streaming services which will support them in expanding their knowledge.

 

Useful Websites 

https://senecalearning.com/en-GB/blog/gcse-history-revision-guide/

https://studywise.co.uk/gcse-revision/history/

https://www.bbc.co.uk/bitesize/examspecs/zw4bv4j

https://spartacus-educational.com/

   

Extra-Curricular opportunities 

We will invite guest speakers into school, run online seminars and also run extra-curricular trips as rewards.

 

SMSC & British Values 

  • How did beliefs change and what impact did this have?
  • How was authority challenged?
  • How diverse was the World?
  • What was life like for different members of society?

How were different political beliefs challenged

 

Year 11 

Units Taught 

The Bigger picture: ‘How did political ideologies affect people’s lives in the 20th Century?’

                                       ‘What are the key changes to medicine in the period c.1250 – present day?’

  • Superpower relations and the Cold War, 1941–91
  • Medicine in Britain, 1250 – present day and the Western Front.

 

Main Skills Developed 

We build on the background knowledge and skills taught at KS3. The focus of the papers is

  • Superpower relations and the Cold War, 1941–91
    • o Writing narrative accounts of events
    • o Explaining consequences of events
    • o Explaining importance

 

  • Medicine in Britain, 1250 – present day and the Western Front.
    • o Describe key features
    • o Source skills: how useful and how can you follow up the source?
    • o Explain why
    • o Making judgements

  

How can parents help to support learning? 

  • Encourage students to complete all history homework tasks. Reading about and conducting research on additional historic events will further enhance each student’s depth of knowledge to support understanding of cause and effect.
  • Encourage students to use the revision guides provided in preparation for their examinations.
  • Wherever possible, taking students to historic sites will really engage them in a historic environment and promote an interest in the events we study. There are many places of historical significance in and around the area. The new museum will open soon in Doncaster town centre. 
  • If you have access, there are a wide variety of documentaries students can watch on many of the streaming services which will support them in expanding their knowledge.

 

Useful Websites 

https://senecalearning.com/en-GB/blog/gcse-history-revision-guide/

https://studywise.co.uk/gcse-revision/history/

https://www.bbc.co.uk/bitesize/examspecs/zw4bv4j

https://spartacus-educational.com/

 

  

Extra-Curricular opportunities 

We will invite guest speakers into school, run online seminars and also run extra-curricular trips as rewards.

 

SMSC & British Values 

  • How did beliefs in the 20th C change and what impact did this have?
  • How was democracy challenged?
  • How diverse was the World in the 20th C?
  • What was life like for different members of society?
  • How were different political beliefs challenged?

Year 12

We study AQA A Level History.

Units Taught:

1C The Tudors: England, 1485–1603

Part one: consolidation of the Tudor Dynasty: England, 1485–1547

 

  • Henry VII, 1485-1509; Henry’s consolidation of power; character and aims; establishing the Tudor dynasty
  • Government; relationships with foreign powers; society; economic development; religion
  • Henry VIII, 1509-1547; character and aims
  • Government; relationships with foreign powers; society; economic development; religion

 

2O Democracy and Nazism: Germany, 1918 – 45

Part one: the Weimar Republic, 1918–1933

 

  • Early years of Weimar 1918-1924; the impact of war; the establishment of the Weimar Constitution
  • The Peace Settlement; economic and social issues
  • The ‘Golden Age’ 1924-1928; economic, social & political developments; foreign policy
  • Social and political impact of the Depression; the appeal of Nazism and Communism; Political developments

 

Main Skills Developed

We build on the background knowledge and skills taught at KS3 and KS4. The focus of both papers are essay skills. You sit two papers and each paper is 2 hours 30 minutes.

 

  • 1C The Tudors: England, 1485–1603

o  Analysing how convincing historical interpretations are.

o  Analysing the validity of viewpoints about people, events and factors.

 

  • 2O Democracy and Nazism: Germany, 1918 – 45

o  Analysing the value of historical sources.

o  Analysing the validity of viewpoints about people, events and factors.

   

 

How can parents help to support learning?

  • Encourage completion of homework tasks; reading and research on additional historic events; use of revision guides provided in preparation for their examinations.
  • Promote an interest in the events we study with visits to historical sites; viewing documentaries which will support students in expanding their knowledge.

 

Useful Websites

https://senecalearning.com/en-GB/blog/a-level-history-revision-everything-you-need/

https://studywise.co.uk/a-level-revision/history/

https://revisionworld.com/a2-level-level-revision/history-gcse-level

https://s-cool.co.uk/a-level/history

http://www.gojimo.com/a-level-history-revision/

   

Extra-Curricular opportunities

We will invite guest speakers into school, run online seminars and also run extra-curricular trips.

 

SMSC & British Values

  • How did beliefs change and what impact did this have? How diverse was the world?
  • The changing nature of monarchy. How was authority and different political beliefs challenged?
  • Religious divisions and the impact on society. What was life like for different members of society?

 

 

Year 13

 Units taught:

1C The Tudors: England, 1485–1603

Part two: England: turmoil and triumph, 1547–1603 (A-level only)

 

  • ‘The Mid-Tudor Crisis’, 1547-1563; Edward VI; foreign relations; social, religious and economic changes
  • Mary I; foreign relations; social, religious and economic changes impact; rebellion; intellectual developments
  • Elizabeth I; consolidation of power; foreign relations; economic, social and religious developments
  • Elizabeth I, 1563–1603; government; foreign affairs; Mary, Queen of Scots; society; religion; economy; trade, exploration and colonization; prosperity and the ‘Golden Age’

 

2O Democracy and Nazism: Germany, 1918 – 45

Part two: Nazi Germany, 1933–1945 (A-level only)

 

  • The Nazi Dictatorship, 1933-1939 ( A-level only )Hitler’s consolidation of power; government and change
  • The 'Terror State'; police, SS and Gestapo; effectiveness and limitations of opposition; propaganda
  • Economic policies; social policies: young people; women; workers; the church
  • The Racial State, 1933-1941; Nazi racial ideology; Anti-Semitism
  • The impact of War, 1939–1945; society; women and youth; wartime economy; opposition and resistance

 

Main Skills Developed

We build on the background knowledge and skills taught at KS3 and KS4. The focus of both papers are essay skills. You sit two papers and each paper is 2 hours 30 minutes.

 

  • 1C The Tudors: England, 1485–1603

o  Analysing how convincing historical interpretations are.

o  Analysing the validity of viewpoints about people, events and factors.

 

  • 2O Democracy and Nazism: Germany, 1918 – 45

o  Analysing the value of historical sources.

o  Analysing the validity of viewpoints about people, events and factors.

 

How can parents help to support learning?

  • Encourage completion of homework tasks; reading and research on additional historic events; use of revision guides provided in preparation for their examinations.
  • Promote an interest in the events we study with visits to historical sites; viewing documentaries which will support students in expanding their knowledge.

 

Useful Websites

https://senecalearning.com/en-GB/blog/a-level-history-revision-everything-you-need/

https://studywise.co.uk/a-level-revision/history/

https://revisionworld.com/a2-level-level-revision/history-gcse-level

https://s-cool.co.uk/a-level/history

http://www.gojimo.com/a-level-history-revision/

  

Extra-Curricular opportunities

We will invite guest speakers into school, run online seminars and also run extra-curricular trips.

 

SMSC & British Values

  • How did beliefs change and what impact did this have? How diverse was the world?
  • The changing nature of monarchy. How was authority and different political beliefs challenged?
  • Religious divisions and the impact on society. What was life like for different members of society?

 

 

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