History

KS3 History 

What will students learn? 

Year 7 - Enquiry question: Who has the power? 

Unit 1:

  • Skeletons: 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:

  • The Crusades: Why did people join the Crusades?

  • Historical concept: Historical Interpretations

  • Students will learn about the importance of Christianity and Islam in the Medieval period, exploring how the importance of religion led to thousands joining the Crusades. They will be introduced to historical interpretations in this scheme of learning.

Unit 4:

  • Local History Project: What is Redbridge’s significance and contribution to History?

  • Historical concept: Significance

  • Year 7 students will carry out a local history project. Students develop their independent research skills in IT by investigating the impact of WW1, WW2, Windrush and the movement for women's suffrage, in Redbridge. This unit culminates in students transforming their findings into an exhibition which is presented in the Lecture Theatre at the end of the academic year.  

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:

  • The Witchcraze: Why were people crazy about witches during the period 1500s 1700s?

  • Historical Concept: Causation

  • Students will learn about the importance and influence of religion in people’s lives and how that contributed to witch hunts between the 1500s-1700s. They will explore other factors that led to the witchcraze hysteria in England, including political upheaval and social factors.


 

Year 9 - Enquiry question: What is worth defending?

Unit 1:

  • Civil Rights: How far and fast has Civil Rights been reached in America? 

  • Historical Concept: Change and continuity

  • Students will study the fight and journey that took place for equality and civil rights in America. They will study periods such as the reconstruction period, 1960s and present day. Students will learn to recognise similarities and differences throughout the fight for equality, evaluating the extent to which progress was made in each time period. 

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:

  • The Holocaust: 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.