History

Department vision

Our aim as a department is to create and foster a passion among our students to investigate questions in the past and how these relate to the modern world of today in a challenging environment. As well as learning about what happened in the past, history is essential to develop skills such as interpretation, research, analysis and evaluation, abilities that are essential at university and in the work place.

 

Year 7

Year 7

 

Topic 

Learning Outcomes 

Term 1   

What does History mean and who do you think you are? 

 

This topic is to introduce our students into the world of History and the skills to go alongside it. They will cover questions and topics such as: 

  • What is History 

  • Introduction to chronology  

  • Introduction to types of History and categorisation  

  • Introduction to causation/paragraph structure  

  • Introduction to sources  

  • Usefulness of a source 

  • Significance of individual/event/place 

  • Research skills and project 

Term 2  

Why was William able to conquer England from 1066-1085? 

This topic covers the Norman invasion in 1066. The main skill being developed this term is analysis and paragraph structure. Topics covered are: 

  • Anglo-Saxons/England in 1060s  

  • Claimants to the throne in 1066  

  • The battle of Hastings  

  • William’s takeover of power (Inc. the Domesday Book, Feudal System, Harrying of the North).  

  • Castles (Motte and Bailey). 

  • Overview of impact of NC  

Term 3  

What was the most significant event of the Middle Ages? 

This topic covers various events that defined the English Middle Ages and their impact. The main skill being developed this term is significance, and obtaining understanding of impact both in the short-term and long-term. Topics covered are: 

  • Magna Carta  

  • Simon De Montfort and the Provisions of Oxford 

  • Peasants Revolt  

Term 4  

What was the most significant event of the Middle Ages? 

This topic covers various events that defined the English Middle Ages and their impact. The main skill being developed this term is significance, and obtaining understanding of impact both in the short-term and long-term. Topics covered are: 

  • Thomas Becket  

  • Black Death  

Term 5   

Were the Tudors really all that? 

This topic covers the Tudor period and questions the stereotypes of Tudor England. The main skill being developed this term is evaluating interpretations when comparing to research. Topics covered are: 

  • Wars of the Roses/princes in the Tower 

  • Boring, Boring Henry 

  • 6 wives of Henry VIII  

  • Causes of Reformation and its impacts  

  • Bloody Mary?  

  • The Golden Age of Elizabeth 

Term 6  

Which sources are the most useful to understand about Stuart England? 

This topic covers the Stuart period and gets students to examine the period through using a selection of sources. The main skill being developed this term is evaluating the usefulness of the sources to understand a topic in History. Topics covered are: 

  • Gunpowder plot – causes and outcomes (AO1, AO2, AO3, AO4). 

  • Causes of Civil War (AO1, AO2) 

  • Reasons why Parliament won the civil war. (AO1, AO2) 

  • Interregnum and Restoration of Charles II (AO1, AO2, AO3). 

Year 8

Year 8

 

Topic 

Learning Outcomes 

Term 1   

How did the Industrial Revolution transform Britain?  

This topic covers the period of the Industrial Revolution and impacts I had on various aspects of life in Britain. The main skill being developed this term is analysis and essay writing skills. Topics covered are: 

  • Changes during the period  

  • Causes of the revolution  

  • Significance of entrepreneurs  

  • Working conditions of children  

  • Living conditions/Town life  

Term 2 

Why were experiences of Empire so different? 

 

This topic covers aspects of the British Empire and studying the topic through using contemporary sources. The main skill being developed this term is evaluating the usefulness of sources. Topics covered are: 

  • Why did the empire grow? 

  • Impacts of the empire on different groups/societies  

  • Causes of Slave Trade 

  • The Middle Passage  

  • Plantation life of slaves  

  • Abolition of slave trade 

Term 3 

Was World War 1 all mud, blood and death? 

 

This topic covers aspects of World War 1 and analysing pre-conceived notions of what the war was like. The main skill being developed this term is evaluating interpretations and deciding how convincing they are or not using research. Topics covered are: 

  • What were the causes of WW1  

  • What was life like in a trench  

  • The Battle of the Somme  

  • Recruitment/ Propaganda  

  • Home life during WW1  

  • Reasons for victory  

Term 4 

How did the Great War lead to a Greater war? 

 

This topic covers the inter-war years and analysing why World War 2 happened. The main skill being developed this term is analysis of causation and consequence, as well as paragraph structure. Topics covered are: 

  • Reactions to the Treaty of Versailles  

  • Rise of Dictators across Europe  

  • The rise and theory of Communism  

  • The rise of Hitler  

Term 5 

What was the main turning point of World War 2? 

 

This topic covers WW2 and analysing why the allied forces ended up victorious. The main skill being developed this term is essay based evaluation. Topics covered are: 

  • Causes of the war  

  • General chronology and flow  

  • Dunkirk and the extent of success  

  • Operation Barbarossa 

  • Pearl Harbour 

  • Reasons for victory  

Term 6 

Why is Britain the way it is? 

This topic covers post-war Britain and examining different factors and events that have changed Britain in the last 75 years. Topics covered are: 

  • Windrush/Immigration 

  • Feminism/Women’s rights 

  • Decriminalisation of homosexuality 

  • Unions/Miners Strikes 

Year 9

 Year 9 

 

Topic 

Learning Outcomes 

Term 1   

How did a civilised country commit the Holocaust? 

 

This topic covers the causes and progression of anti-Semitism in Germany that led to the Holocaust. The main skill developed is causation and change over time. Topics covered are: 

  • Analysis of what anti-Semitism is.  

  • Study of anti-Semitic propaganda in Nazi Germany  

  • The escalation of anti-Semitism – Boycotts, Nuremberg laws, Kristallnacht, Ghettoes, the Final Solution.  

  • The blame for the Holocaust  

Term 2   

What is the most useful sources to study why women got the vote in 1918? 

 

This topic covers evolution of women’s rights at the turn of the 20th Century and the causes behind it. The main skill developed is analysing sources which will look at the causes and responses to change. Topics covered are: 

  • Position of women in the 1800s. 

  • Arguments for/against giving women.  

  • Campaign groups/events – Suffragettes and Suffragists.  

  • Why did they get the vote/Reflection of position of women in the 20th Century  

Term 3   

How much did Pre-Colonial Civilisations change the world? 

 

This topic covers different empires throughout world History. The main skill developed is significance – evaluating how much these empires changed their location and the world. Topics covered are: 

  • Malian Empire – Rise and Fall  

  • Tang Dynasty – Rise and Fall  

  • Mughal Empire – Rise and Fall  

Term 4   

Why did the boom happen, and who benefitted? 

 

This topic covers the start of the USA 1920-73 topic, examining the economic history of the period. The main skill developed is analysis and consequence. Topics covered are: 

  • The background of what was the boom 

  • The causes of the boom  

  • The experiences of people in the boom. 

  • Examination of the limitations of the boom – who didn’t benefit. 

Term 5 

Is the Interpretation of the ‘Roaring Twenties’ correct? 

 

This topic continues examining the USA 1920-73 topic, exploring popular culture and the role of women in the period. The main skill developed is evaluating interpretations of the period. Topics covered are: 

  • Change in Morals in the 1920s  

  • Popular culture in the 1920s – Sport, Jazz music, Radio, Movies.  

  • Change in the role and status of women in the 1920s – flappers, the vote etc.  

Term 6 

In what ways did the lives of different groups of Americans change in the 1920s? 

This topic continues examining the USA 1920-73 topic, exploring aspects of the 1920s that do not represent the ‘Golden Age’ stereotype. The main skill developed is analysis and causation. Topics covered are: 

  • The background of intolerance and stereotypes – the melting pot of the USA  

  • The Red Scare of Communism in the 1920s  

  • Role and status of African-Americans in the 1920s – KKK, segregation.  

  • Prohibition – the causes, events and revoke.  

Years 10 & 11

 Year 10 

 

Topic 

Learning Outcomes 

Term 1   

Who were the main losers of the Depression from 1929-33 and did the New Deal solve it? 

 

This topic continues examining the USA 1920-73 topic, exploring aspects of the depression and the responses to it. The main skill developed is evaluation and essay writing skills. Topics covered are: 

  • Social and economic impacts of the economic depression.  

  • Responses of government to the depression.  

  • The 1932 election and why Roosevelt won.  

  • Areas that the New Deal covered including banking and the Alphabet agencies.  

  • Criticisms of the New Deal. Evaluation of the success of the New Deal. 

Term 2   

What was the extent of change in the USA during and after WW2? 

 

This topic continues examining the USA 1920-73 topic, exploring aspects of American life during and after WW2. The main skill developed is analysis and causation. Topics covered are: 

  • Economic impacts of WW2 on the USA  

  • Social impacts of WW2 on the USA – Women and African-Americans  

  • Consumerism/1950s Culture  

  • The Second Red Scare and McCarthyism  

  • The Civil Rights Movement and Black Power.  

  • The New Frontier and Great Society  

  • Women’s Liberation 

Term 3   

Who won the Korean war?  

 

This topic starts examining the Conflict and Tension in Asia topic, exploring the causes, the course, and the consequences of the Korean War. The main skill developed is analysing usefulness of sources and analysis of consequence. Topics covered are: 

  • Background to the Korean conflict  

  • The causes of the start of the conflict.  

  • The course of the war and what happened.  

  • The impacts and consequences of the war. 

Term 4   

Why did the USA get dragged into a war in Vietnam and how did they get out? 

This topic continues examining the Conflict and Tension in Asia topic, exploring the causes of the USA’s increasing involvement in Vietnam from 1945 onwards, and steps taken to get out from 1969. The main skill developed is inferring from cartoon sources, and essay writing skills. Topics covered are: 

  • The background of Indochina  

  • French withdrawal from Vietnam in 1954  

  • US involvement in Vietnam in the 1950s and 60s and the rise of the Vietcong.   

  • Start of direct US involvement in Vietnam.  

  • Vietcong tactics – Guerrilla Warfare.  

  • US tactics  

  • My Lai massacre and the Tet Offensive  

  • Protests in the USA – the peace movement and the Kent State massacre.  

  • Nixon’s war – Vietnamisation, invasion of Laos and Cambodia, and the end of the war.  

Term 5   

How far did Restoration Society change? 

 

This topic introduces the Restoration Britain 1660-85 topic, exploring the background up until 1660, and then aspects of society throughout the period. The main skill developed is analysis of cause and consequence. Topics covered are: 

  • Background to the Restoration – the interregnum period. 

  • How did the Great Fire of London affect England?  

  • How did the plague affect England (Restoration culture; role of women, theatre, coffee shops, architecture and art, science and astronomy.  

  • The court of Charles II, role of patronage  

Term 6   

Why did the relationship between Charles II and parliament break down by 1685? 

 

This topic continues investigating the Restoration Britain 1660-85 topic, exploring the politics of the period, as especially the relationship between king and parliament. The main skill developed is analysis of cause and consequence. Topics covered are: 

  • The Restoration of the Monarchy – the Declaration of Breda and Cavalier Parliament.  

  • The relationship between Charles and Parliament from 1660-85  

 Year 11

 

Topic 

Learning Outcomes 

Term 1   

Why did the relationship between Charles II and parliament break down by 1685? 

This topic continues investigating the Restoration Britain 1660-85 topic, exploring the politics of the period, as especially the relationship between king and parliament. The main skill developed is analysis of cause and consequence. Topics covered are: 

  • Plots in the Restoration – the Popish Plot and the Rye House Plot.  

  • The Exclusion Crisis and the creation of the Whigs and Tories.  

  • Charles as the ‘Merry Monarch’.  

  • The machinations and workings of the court of Charles II.  

Term 2   

What was England’s position in the world in terms of land, war and trade 

This topic continues investigating the Restoration Britain 1660-85 topic, exploring the land, war and trade aspects of the unit. The main skill developed is evaluating interpretations and essay writing skills. Topics covered are: 

  • Mercantilism and blue water policy – economic concepts 

  • Growth of the colonies – economic value and successes 

  • Piracy and privateers – life at sea 

  • Slave trade – effects at home and abroad 

  • Second and Third Dutch Wars 

  • Historic Environment – bringing all studies of the Restoration together to show impact on a given location. 

Term 3   

How did rights and power change in medieval and Early Modern England? 

This topic begins exploring the Power and the People c1100 – c2000 topic, examining early events in the period. The main skill developed is evaluating usefulness of sources and significance. Topics covered are: 

  • Magna Carta – effect on the power of the King and the rights of the people 

  • Provisions of Oxford – the establishment of Parliament 

  • Peasants’ Revolt – Challenges to the Crown, economic causes, social effects 

  • Pilgrimage of Grace – religious tensions and effects 

  • English Civil War – religion, money and political conflict 

  • American War of Independence – treatment of colonies, taxation and representation. 

Term 4   

How did the power of the people change in the 19th Century? 

This topic begins exploring the Power and the People c1100 – c2000 topic, examining events in 19th century. The main skill developed is evaluating similarities and differences. Topics covered are: 

  • Chartists – electoral systems, enfranchisement 

  • Social reformers; individuals and groups, industrialisation and poverty, effects 

  • Abolition of slavery 

  • Trade Unions; restrictions, early successes, types of union, government action  

Term 5   

How did the power of the people change in the 20th century? 

This topic begins exploring the Power and the People c1100 – c2000 topic, examining events in 20th century. The main skill developed is essay writing skills. Topics covered are: 

  • Women’s rights; suffrage, social rights, economic rights. 

  • Equal pay – strike at the Ford Motor plant in Dagenham 

  • Trade unions – development, links with the Labour Party, General Strike 

  • Racial tension and minority rights; Windrush, Enoch Powell, Brixton riots.  

  • Legal changes in Britain and Leicester as an example of racial harmony. 

Term 6  

N/A 

N/A 

Post 16 at WG6

The History Department at WG6 has a long tradition of getting above average value added scores at A-level and is one of the most chosen subjects in the school. Although students are guided and tracked in the subject, they are encouraged to learn in a variety of ways with independent research in a more university seminar style, with the ultimate aim of becoming historians.

Year 12

 

Topic 

Learning Outcomes 

Term 1   

Component 1: Henry VII’s consolidation of power and Henry VII’s government 

Component 2: The difficult birth of the Weimar Republic 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 2   

Component 1: Henry VII’s Foreign Policy and Society 

Component 2: The development of the Weimar Republic from 1924-29 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 3   

Component 1: Henry VIII’s government, the role of minsters and the Reformation 

Component 2: The impact of depression and collapse of the Weimar Republic 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 4  

Component 1: Henry VIII’s foreign policy 

Component 2: The rise of Hitler and the Nazis and their consolidation of power 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 5   

Component 1: Henry VIII’s society and extent of change in religion 

Component 3: Introduction to the NEA 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 6   

Component 1: Edward VI’s government and rebellions 

Component 3: Development of the NEA 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Year 13 

 

Topic 

Learning Outcomes 

Term 1   

Component 1: Edward VI’s change in religion and economy  

Component 2: Nazi Politics and Terror 1933-39 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 2   

Component 1: Mary I’s government, foreign policy, and change in religion 

Component 2: Nazi Society 1933-39 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 3  

Component 1: Elizabeth I’s consolidation of power and government 

Component 2: The development of Anti-Semitism in Germany 1933-39 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 4   

Component 1: Elizabeth I’s Foreign Policy 

Component 2: Germany during WW2 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 5   

Component 1: Elizabeth I’s society and changes in religion 

Component 2: The Racial state and Final Solution during WW2 

Each term KS5 students’ skills are developed based on four main elements of the AQA A-Level course, knowledge and understanding, the ability to construct and argue a point in essay form, the faculty to evaluate the value of sources, and the aptitude to critically evaluate an interpretation based on prior understanding. These skills are interwoven into lessons that cover the broad range of topics covered.    

Term 6   

N/A 

N/A 

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