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History POS 2020-21 Download History 2020-2021 Programme of Study The focus of History at Royds Hall is to ignite student’s curiosity about the past in Huddersfield, Britain and the wider world. Through finding out about how and why communities have developed over time, our students are able to gain and understanding of how the past shapes the present. The study of history allows our students to engage with current affairs by developing a chronological framework for significant events in the past. In doing so, Royds historians devlop knowledge, skills and understanding of the communities in which they live which enables our students to devlop a context for their growing sense of identities and to make decisions about their personal choices, atitudes and values. In line with the National Curriculum Royds Hall School aims to ensure that all pupils: Gain a coherent knowledge and understanding of Britain’s past and that of the wider world which helps to stimulat e pupils’ curiosity to know more about the past; Are encouraged to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement; Begin to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own ide ntity and the challenges of their time. Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 group 7 Introduction to Historical Invasion, Conquest and The Black Death The Tudor Age of Exploration The Changing Face of Skills. Castles: Norman England. Britain: 1750-1900 2024/2 Link to Prior Learning: Link to Prior Learning: 5 Link to Prior Learning: Local History Study: Links to Prior Learning: Castle Hill, Almondbury Draws on understandings of Chronological sequencing reinforces knowledge of Understanding where the role of the church and chronology and different historic time periods. Developments in changing commonly studied historical Link to Prior Learning: feudalism from HT2. State and Society in the periods at KS2 come within Links to Princes in the Tower and Elizabeth I from HT1. Norman Coquest HT2 and the broader historical Link to Monarchy and Key Historical The Tudors HT4/5. context. (Ancient Rulers in HT1 and draws on Knowledge: Draws on understandings of how a range of factors Egyptians, Ancient Greeks, understanding of contribute to changes in society e.g. the decline of Key Historical Romans, Anglo-Saxons, chronology as this is the Origin and spread of the Feudalism (introduced in HT1( due to The Black Death and Knowledge: Victorians, WW2 first of four chronologically disease- link to Covid-19 The Peasants Revolt (HT2). sequenced units in Y7. epidemic. Changing systems of The difference between Key Historical Knowledge: production, Domestic to historical sources and Key Historical Symptoms and the Factory and the Rise of Engaging with scholarship such as ‘What the Tudors & interpretations by looking at Knowledge: difference between Capitalism. Stuarts did for us’ Adam Hart-Davis and ‘The Time an interpretation of the bubonic, pneumonic and Traveller’s Guide to Elizabethan England’ Ian Mortimer. Roman era and historical To examine what life was septicemic plagues. Urbanisation, living like in England for the conditions and workhouses. Anglo-Saxons. Medieval understandings of The War of the Roses and the start of the Tudor Dynasty. the causes of the disease, sources about the An understanding of who examining the influence of Henry VII, his wives and the Church of England and the New technology e.g. Victorians. Edward the Confessor was religion, astrology and impact on England. technology and how it and why his death caused a medieval science. Link to paved the way for Key Historical crisis for England. Covid-19 and contemporary Changes that influenced how the Tudor people saw the technological Knowledge: conspiracy theories about world, pencils and portraits, the ‘discovery’ of mainland advancements today. The three main contenders 5G and government. America, first atlas, Roanoke. How to assess source for the English crown. Jobs and child labour reliability. Building on KS2 Treatments of the Black Changes that shaped science, literature and education, knowledge of Romans and Changes to England under Death, including the role of printing press, English bible, State education, first detailed Rise in materialism and historical sources. the Normans focussing on the Church and drawings of human anatomy, observational science and consumerism the statutory requirements Monasteries. observational science and telescopes. Looking at Monarchy and of the development of the Links to future learning: Rulers, King John and Church, State and Society Social and Economic Changes to domestic life for Tudor Society. Nobility and interpretations, Elizabeth I e.g. the introduction of the impact of the Black Death interior design, the flushing toilet,leisure activities for rich The British Empire and and source analysis. Feudal System and the and how it contributed to and poor. Trade Y8 HT1, the Magna Carta. the Peasants’ Revolt. Transatlantic Slave Trade History enquiry- The Links to future learning: Y8 HT2/3, What makes Princes in the Tower. The strategic and militaristic Similarities and Differences Great Britain ‘Great’? Y8 Making use of historical advantages for building a to the social and economic GCSE Unit Early Elizabethan England HT5 evidence to make historical Norman castle on Castle impact of Covid-19. Looking at factors contributing to the development of the claims. Hill, Almondbury. Assessment: Evaluating Links to future Learning: Church, State and Society in The Changing Face of Britain the significance of the Links to future learning: Evalutation of how far this 1750-1900 HT6, What Makes Great Brtain ‘Great’? Y8 HT5 Industrial Revolution in castle reflects changes GCSE Unit Medicine shaping Britain today. Assessment: Link to the Tudor Dynasty made to Norman England Through Time. HT4/5. nationally. Peasant’s Revolt links to The differences and reasons for differences between two historical interpretations. Establishes a broad Links to future learning: other examples of political chronological change such as The Civil Using historical evidence to write persuasive arguments. understanding as a basis Knowledge of the Feudal Rights Movement Y8 HT4 for understanding the System and changes to and The Suffragette context of future topics. society links to the impact Movement Y9 Ht 2/3. of the Black Death and The Assessment: Peasant’s Revolt in HT3. Assessment: Benchmark Assessment to Assessment: Evaluative essay- to what be completed at mid-point. extent. Low-stakes quiz and extended writing task with How useful is this source The differences and literacy focus. for learning about changes reasons for differences made in Norman England? between two historical interpretations. 8 The British Empire The Transatlantic Slave Trade US Civil Rights Movement Thematic Unit: What Crime and Punishment: makes Great Britain Whitechapel and Jack the 2023/2 Links to prior learning: Links to prior learning: Links to prior learning: ‘Great’? Focus on Ripper 4 Justification of slavery and the slave trade links to ideas of migration and the racial superiority HT1 and the rise in consumerism and The Transatlantic Slave The rise of capitalism contribution to Britain. Links to prior learning: during the Industrial materialism Y7 HT6. Trade HT2/3 Revolution Y7 HT6 and Treatment of migrants in Key Historical Knowledge: Key Historical Links to prior learning: Elizabethan Exploration Y7 Knowledge: Britain HT5 HT 4/5 What is slavery and examples of slavery across history. Norman Conquest Y7 HT2, Continued racism after British Empire Y8 HT1 Key Historical knowledge: Key Historical Early African Slave Trade and the origins of the slavery ended, KKK, voting Knowledge: Transatlantic Slave Trade. rights, school segregation. Key Historical Engaging with scholarship Knowledge: such as ‘The Five’ by Hallie Gain an understanding of Slave ships and auctions- An examination of the Difference between the Rubenhold key terms such as Empire, representation of slavery and slaves as passive victims in North and South- The case A chronological study of historical sources e.g. children’s books, films and images. of Emmett Till. Colony, Coloniser. Migration to Britain from the Examining living conditions in Whitechapel in 1888. Emperor. Evaluating how and why portrayals of black African slaves Key Individuals and the role Vikings to the present day. in historical sources throughout the 20th Century is different they played in bringing Examine Empires from portrayals today. about change. Martin Analysis of why the Poverty and the gender pay throughout history and why Luther King, Rosa Parks. migration happens and how and opportunity gap and a country wants to build an Slave resistance and key individuals in leading the the contributions made by how this led to prostitution. Empire. resistance against the Slave Traders. Link to scholarship An evaluation of how far the migrant group has such as ‘In Search of Black History’ by Bonnie Greer. equal rights have been shaped Britain today. Giving agency to the Which countries were achieved today. Link to Ripper’s victims. Plantation life and the Underground Railroad. Key BLM movement. colonised and why. What Local History Focus on individuals involved in resistance. Links to future learning: impact did this have on Links to future learning: Huddersfield and the Textile Religion, State and Society Industry. The end of the slavery and gaining ‘freedom’ in the USA. Links to the Suffragette in the colonised country as Ideas, protest and political Movement in Y9 HT2 well as in Britain? Including Legacy of the Slave Trade- Link to the Black History power links to Suffragette Treatment of BAME migrant Movement and Edward Colston Statue. Movement Y9 HT2 groups in Britain. a depth study on India. Assessment: Advantages and Links to future learning: Treatment of BAME people Links to future learning: links to What makes Britain Source based analysis ‘Great’? HT5 Disadvantages of The link of slavery links to Civil Rights Movement in USA Links to war and conflict colonisation.
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