History

KS3 History 

What will students learn? 

Year 7 - Enquiry question: Who has the power? 

Unit 1:

  • Who was the skeleton in the field? 
  • Historical concept: Evidence
  • Students will begin their learning journey in History by building on their ability to handle evidence. They will investigate a ‘mystery skeleton’; piecing together its story by making inferences and deductions from weekly ‘clues’.

Unit 2: 

  • The Battle of Hastings: What caused the victor to win in 1066?
  • Historical concept: Causation
  • Students will work on their understanding of what causes something to happen. In this case, students will be exploring the reasons for why the victor was successful at the Battle of Hastings in 1066.

Unit 3:

  • Why was migration to the UK significant?
  • Historical concept: Significance
  • Students will learn of the different groups that migrated to the UK. They will explore a range of reasons for migration and the contributions that these groups made to Britain, gaining an understanding of how migration is/was significant to Britain today. 

Unit 4:

  • Is violent revolution ever the answer?
  • Historical concept - Change and Continuity 
  • Students learn about past violent revolutions such as the French revolution, peasants revolt and the London riots. Drawing on the successes and ‘achievements’ of these revolutions, students discuss and debate whether violent revolution is ever the answer.

Year 8 - Enquiry question: Can individuals alone change the world?

Unit 1:

  • Votes for Women: Did women get women the vote? 
  • Historical concept: Causation
  • Students will explore the reasons behind women being granted the vote in 1918. Students will focus on factors such as methods used by the Suffragettes, Suffragists and government response. This will help them to form a judgement as to what was the most important reason for why women were granted the right to vote in 1918.

Unit 2:

  • British Empire: Saviors to shamed: A changing historiography.
  • Historical Concept: Historical interpretation
  • Students will learn about the different historical interpretations towards the British Empire. Focusing on India, students will explore the different interpretations that exist,as well as reasons for a recent shift in historiography towards imperialism. Students will be presented with evidence from both sides and come to their own conclusions about which interpretations are most valid. 

Unit 3:

  • Abolition: How significant was Olaudah Equiano in the abolition of the Slave Trade?
  • Historical Concept: Significance
  • Students will learn of the different groups and individuals who campaigned for the abolition of the slave trade in Britain. This will include individuals such as Olaudah Equiano, Ignatiuos Sancho, William Wilberforce and other unsung heroes, who are usually overlooked. Students will then consider their contributions and their significance in helping to end the slave trade in Britain.

Unit 4:

  • Migration project: Who is your neighbour?
  • Historical Concept: Evidence
  • Students embark on a local history project. Students use evidence as well as carrying out independent research of primary sources to investigate the different groups that lived in the local community. 

Year 9 - Enquiry question: What is worth defending?

Unit 1:

  • Is white supremacy still alive today?
  • Historical Concept: Change and continuity
  • Students will study the fight for equality and civil rights in America, from the 1800s - present day. Studying periods such as the reconstruction period, 1960s and present day students will learn to recognise similarities and differences throughout African America’s fight for equality. This is accompanied by a flipped learning project which explores progress in America but also on existing racial tensions.

Unit 2:

  • WW1: A futile tragedy or a necessary war?
  • Historical Concept: Historical interpretation
  • Students will focus on the several causes of WW1, looking at why there are competing historical interpretations. By also studying features of WW1 such as government propaganda, boy soldiers, conscription and cowardice, students will be able to confidently explain why some historians believe that the war should be remembered as futile or necessary.

Unit 3:

  • Why should we remember the Holocaust?
  • Historical Concept: Significance?
  • Students will learn about the rise of Hitler in Germany, and the Holocaust. We encourage students to look past the numbers and instead at real stories and lives that were ruined as a result of Nazi rule. Students will learn of the mistakes made and where blame and with whom accountability lies. We hope this unit encourages students to be more conscious and to stand up for others and what is right.  

Unit 4:

  • Genocides: The Holocaust - never before, never again?
  • Historical Concept: Similarity and difference?
  • After completing their unit on The Holocaust, students will learn about past and current genocides. The aim of this unit is to get students to consider whether The Holocaust was a ‘unique’ genocide or if actually the world has allowed and is still allowing mass persecution to happen. Again, we hope this encourages students to think about what they can do, and to stand up for what is right.