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Key Stage Three History Curriculum Outline Year

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Key Stage Three History Curriculum Outline Year Key Stage Three History Curriculum Outline Year 7 Curriculum Pupils will start with a short “Introduction to secondary History” course, before studying a chronological overview of British history, beginning with the Norman conquest and ending with the Tudors. All pupils are in mixed ability classes and study the same curriculum. A key assessment will take place at the end of each unit. Pupils will undertake extended homework projects which will relate to what they are studying in class. Timeline Content and assessments Skills/ Keywords Term 1 ● What is History and how do we study it? ● Using evidence ● Who were the claimants to the English throne in 1066? ● Cause and consequence ● The Battle of Stamford Bridge ● Communication ● The Battle of Hastings and why William won William of Normandy, Harald Haardrada, Assessment: “William’s actions were the main reason for his victory Harold Godwinson, Hastings, Arrow, Vikings, ​ at the Battle of Hastings.” Norway, Wessex, How far do you agree with this statement? Explain your answer. (16 Cavalry, Shield, Monarch, King, Tactics, marks + 4 Spelling, Punctuation and Grammar) Stamford Bridge, Normans, Cause, Consequence Term 2 ● How did William the Conqueror gain and keep control of ● Change and continuity England ● Communication ● English uprisings and the use of Norman force to crush them ● The feudal system William Duke of Normandy, William the ● The Domesday Book Conqueror, Castle, Harrying of the North, ● Castles Taxes, The Domesday Assessment: Write an account of how William gained and kept Book, the Feudal System, Castle, Stone Keep, ​ control of England after 1066. (8 marks) Motte and Bailey Terms 3 ● Medieval life ● Using evidence and 4 ● Role of the Church ● Communication ● The Peasants’ Revolt ● The Black Death Feudal system, Poll tax, Rebellion, Peasant, ● The Crusades Black Death, Buboe, Pandemic, Epidemic, Flagellants, Miasma, Crusade, Pilgrimage, Assessment: Source C supports the Christians. How do you know? Pilgrim, Holy Land, Relic, Shrine, Christian, ​ (4 marks) Muslim, Jew Term 5 ● The Renaissance Renaissance, Printing press, Symmetry, ● Art, architecture, religion, science, literature, key figures Progress, Architecture, Medicine, Literature, ● The printing press Anatomy, Donatello, Michaelangelo, Vesalius ● Comparing the Renaissance period to the Medieval period Assessment: Was Leonardo da Vinci the greatest genius of the ​ Renaissance? Term 6 ● The Wars of the Roses ● Historical interpretations ● Who were the Tudors? ● Communication ● Henry VII ● Henry VIII Civil War, House of York, House of Lancaster, ● The Reformation Richard III, Tyrant, Catholic, Protestant, Reformation, Relic, Shrine Assessment: How convincing is Interpretation A about Henry VIII’s ​ motivation to reform the Church of England? How to support your son: ● Encourage your son to watch the news (we recommend News Round) and to be interested in current affairs ● Encourage your son to do his own research on the middle ages and what life was like in England ● Help your son to come up with a list of questions he would like to answer from his research ● Use the internet to look at different sections of the Bayeaux tapestry (Battle of Hastings) ● Visit some local Castles like Farleigh Hungerford or Nunney Castle ● Encourage your son to read some historical fiction, such as Kevin Crossley-Holland’s The Seeing Stone ​ ● Encourage your son to read about the different personalities of the Tudor Monarchs Year 8 Curriculum Pupils will start with a short overview of the momentous changes in Britain between Henry VIII’s “Break From Rome” and the start of WW1, as well as the challenging issues involved in the history of slavery and civil rights in America. All pupils are in mixed ability classes and study the same curriculum. A key assessment will take place at the end of each unit. Pupils will undertake extended homework projects which will relate to what they are studying in class. Timeline Content and assessments Skills/ Keywords Term 1 ● The Tudor Religious Roller-Coaster Divorce, Schism, Reformation, Catholic, Protestant, Dissolution, Regent, Martyr, ● The King’s Great Matter & Break from Rome Indulgences, Gloriana, Armada, Virgin, Monarch, Recusant, Religious Settlement, ● Boy King Edward VI Martyr, Poor Law, Vagabonds ● Bloody Mary ● Elizabeth as ‘The Lion’s Cub ● Elizabeth’s ‘Middle Way’ & Religious Settlement ● What did Elizabeth actually look like? Portraiture & Propaganda ● The Mary Queen of Scots saga ● The Armada Assessment: “The Spanish Armada was defeated because of the experience of the English commanders”. How far do you agree with this statement? Term 2 ● The Stuarts, The Civil War & The Protectorate ● Plot, Execution, Assasination, Coup ● James I & religious extremism d’etat, Spymaster, Conspiracy ● Cavalry, Infantry, Divine Right of Kings, ● The Gunpowder Plot Civil War, Musketeer, Parliamentarian, Pikeman, Royalist, Propaganda, ● The Pilgrim Fathers Regicide, Death Warrant, Republic, ● Portraiture & Propaganda Roundhead, Cavalier, Ship tax, Tyrant, Puritan, New Model Army ● Eleven Years of Tyranny? Causing the Civil War ● Interregnum, Lord Protector, Major-General, Republic, ● Who fought who? Cavaliers vs Roundheads Commonwealth Prince Rupert vs ‘Black Tom’ Fairfax ● Witchcraft, Witchfinder General, Superstition, Witch trial, Witch hunt, How? Tactics, weaponry, New Model Army Familiar Where? Battles of; Edgehill 1642 Newbury 1643 Marston Moor 1644 Naseby 1645 Regicide ● The Puritan Republic in action ● Witchcraft - why were so many harmless women legally murdered by their neighbours? Assessment: CROMWELL INTERPRETATIONS Term 3 ● Royal Restoration & Scientific Revolution ● Restoration, Coronation, Bubonic, ● The usual Charles II stories; Pneumonic, Epidemic, Plague doctor, Immunity, Firestorm, Diarist 1. Charles II as ‘King of Bling’ ● Anatomy, Amputate, Philosophy, Age of 2. 1665 Plague Reason, Astronomer, Inventor, Genius 3. 1666 Great Fire 4. 1685 death ● The clever stuff MEDICINE – Andreas Vesalius & anatomy Ambroise Pare & blood loss control William Harvey & physiology COSMOLOGY – Nikolaus Copernicus + Galileo Galilei & astronomy Edmund Halley & comets TECHNOLOGY – Christiaan Huygens & technology Thomas Savery & steam power PHILOSOPHY - John Locke & society SCIENCE - Robert Boyle & chemistry Francis Bacon & scientific methodology Isaac Newton & gravity Assessment: The Scientific Revolution via ‘Dragon’s Den’ pitch to The Royal Society ● Agriculture, Rural, Workhouse, ● The ‘Industrial Revolution’ era - the 5 revolutions; Domestic System, Entrepreneur, 1. Agricultural Industrialisation, Urbanisation, Factory, 2. Demographic Steam power, Apprentice, Spinning 3. Industrial machine, Steam engine, Canal, Railway, 4. Social / Urban Democracy 5. Transport Term 4 ● Empire & Slavery ● Slave. Abolitionist, Plantation, Slave ● Part 1 - The British story from Hawkins to Wilberforce Trader, Merchants, Middle Passage, ● Connections between Industrial Revolution and slave trade Triangular Trade, Empire, Business, ● The Triangular Trade Cash crop, Manufactured goodsCivil ● The West Indian experience War, Abolition, Union States, ● Abolition; campaigning => 1807 & 1833 Confederate States, Slavery, Emancipation, Reconstruction, ● Civil Rights in the USA Migration, Jim Crow Laws, Segregation, ● Part 2 - The American story from Lincoln to Obama Racism, Discrimination, Lynching, Civil th th ● Civil War & Emancipation; 13 ​ & 14 ​ Amendments rights, Equality, Deep South, Passive ​ ​ Resistance, Active Resistance, Privilege, ● ‘Reconstruction’, the KKK and ‘Jim Crow’ vHistorical legacy of slavery, Affirmative ● The Great Migration, the NAACP and The Harlem action Renaissance ● The 1950s – Brown vs Topeka => Little Rock ● The 1960s - Integration vs Separatism ● Successes vs ongoing problems Terms 5 ● The First World War ● World War, Short-term cause, Long-term ​ and 6 ● How did a sandwich cause a global war? > long term cause, Triple Alliance, Triple Entente, and short term causes of WW1 Assassination, Trench System, Offensive, ● Why did most soldiers live underground? > origins and Defensive, Strategy, Attrition, Allies, development of trench warfare on Western Front Armistice, Conscientious Objector, Court ● Would you have been scared of ‘Big Bertha’? > martial, Cowardice, Desertion, Valour, understanding of WW1 weaponry and battle tactics Hand Grenade, Pals Battalion, ● What was Tommy’s daily routine? > exploration of realities Patriotism, Propaganda, Shell Shock, of life in the trenches Shrapnel, Trench Foot, Trench Fever, ● Why did Miss Perkins turn into a canary and explode? > Bully Beef actualities of ‘total war’ and input of women on the home front ● Was the white feather more frightening than the firing squad? > roles of coercion, public opinion, propaganda etc in ‘feeding the front’ ● Was it really ‘lions led by donkeys’? > examination of Haig/’tommies’ reputations ● Dix or Owen? > consideration of evocations of the horrors of trench warfare by artists and poets ● Was the German Army ‘stabbed in the back’? > understanding of Western Front end-game campaigns in 1918 ● Peace at last or a 20 year truce? > consideration of the Treaty of Versailles Assessment: END OF YEAR 8 EXAM Year 9 Curriculum Pupils will start with a short overview of some of the tumultuous and dramatic events of the 20th century which they will be studying, as well as ‘health warnings’ about the challenging issues involved. All pupils are in mixed ability classes and study the same curriculum. A key assessment will take place
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