History Curriculum Overview
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Aim
Here at Sandhill View Academy, we aim to securely equip all of our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers. Ultimately, we want students to ‘Know More, Do More and Go Further’
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their very best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The History curriculum is planned to allow students to think critically about the world they live in. By studying a range of periods and people, students will have a greater understanding of a range of events and issues in order to become more empathetic. The History curriculum is planned to enable all students to cumulatively develop skills in the following second order concepts:
- Source analysis and evaluation
- Chronological understanding
- Change and continuity
- Cause and consequence
- Analysis of significance
- Evaluation of interpretations
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates. We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for careers and life after school.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (10 and 11). It is structured chronologically at KS3 in years 7-8, with year 9 giving an opportunity for a through time study and wider world unit. The second order concepts cumulatively build for progression. At KS4 the curriculum is section by unit, the sequence has been updated at KS4 from Y10 into Y11, with the Wider World Depth Study taught first as there are more accessible links to KS3.
Covid Recovery to ‘unlock learning’
We have built Covid Recovery into our long- and short-term planning by including connect activities with lockdown content, revision to focus on topics studied during this period, homework to cover topics covered as part of lockdown. There will be opportunities for modelling and practice of second order concepts and written skills to support progress. Residential and day trips are being planned for 2022 to target gaps identified due to Covid. We feel this will help to ‘unlock learning’.
Literacy
We know that students who read well achieve well. As such all subject areas are committed to providing regular opportunities to read extensively. In History we provide regular opportunities for students to read as part of homework activities and within the classroom environment from a range of genres and follow the whole school focus each term to improve reading skills. We also have aspirations for our students to use ambitious vocabulary and are using Frayer models and ‘push’ techniques to widen the tier 2 and tier 3 vocabulary students use orally and in the work they produce. Coherent and fluent writing skills are also imperative for student achievement, so we support student writing skills by offering opportunities for extended writing, with modelling, and sentence stems to support. All curriculum areas use literacy end point document which details yearly end points for reading, writing and oracy to ensure consistent literacy skills embedded across the curriculum.
KNOW MORE: Key Stage 3 Curriculum
KNOW MORE: Our Key Stage 3 History Curriculum includes the following areas of study:
Three-year KS3 with 3 hours per week in Y10 and 2 hours per week allocated to History. Year 9 used to cover a “Through Time” and a depth study of USA- the depth study follows the National Curriculum link but also as a bridge to KS4.
KS3 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 7 Study of an aspect of British History that consolidates/extends pupils’ chronological history pre-1066 ) Mini introductory project on life in Saxon England
Opportunity to explore second order concepts in History such as using source analysis, different types of evidence, chronological understanding and change and continuity as an introduction to History.
To include: Who were the Anglo-Saxons, ordinary life, religious changes, Venerable Bede.
Local history study: Venerable Bede and links of Anglo-Saxons to Sunderland.
Horizontal cross curricular knowledge: Invasion as a concept taught in invasion games PE.
Beliefs and practices taught in RE during the Christianity unit.
Development of Church, State and Society 1066-1509 How did William conquer and control England?
Norman conquest including: Succession Crisis, preparations, The Battle of Hastings, rebellions and challenges to authority. Maintaining control: Castles- local site study of Hylton Castle through time, hierarchical structure of society and power -Feudal system and Domesday.
Cause and consequence, analysis of source material
Local history study: Site study Hylton Castle.
Horizontal cross curricular knowledge: The theme of Character and Conflict taught in English.
Invasion as a concept taught in invasion games PE- tactics, formation and leaderships.
Development of Church, State and Society 1066-1509 Who had power in the Middle Ages?
Challenges to power in order to understand complexities of rule and politics including: Henry II and Becket, King John and the Magna Carta – focusing on abuse of power by monarchy (revisited in English Civil War unit), Henry III and parliament, Richard III and the Princes in the tower.
Significance-introduction to short term significance, analysis of source material- inference
Diagonal cross curricular knowledge: The themes of tyrannical rule taught in English (Animal Farm). Linking to the themes of power, control and authority. The Diving Right- key learning for Macbeth (Y11).
Development of Church, State and Society 1066-1509 How far was the Black Death a disaster?
An investigation into the impact of the Black Death on Medieval society including: How did people live before 1348, Health and cleanliness, causes of the Black Death, treatments, social, economic and political impact of this, including the study of the Peasants’ Revolt.
Change and continuity similarities and differences in source material.
Diagonal cross curricular knowledge:Medieval life understood through literature in English.
Development of Church, State and Society 1509-1745 How terrible were the Tudors?
Focusing on the development of church, state and society 1509-1745. To include: Henry VII, Henry VIII and the Reformation, Tyrannical rule (concept revisited in Civil War and Hitler unit), Edward and Mary’s religious changes and impact- with foundation of modern Church. Evaluation of religious change.
Chronological understanding, interpretation
Source analysis and application of knowledge for accuracy.
Horizontal cross curricular knowledge: Links to beliefs and practices in RE e.g., the difference between Catholics and Protestant.
Development of Church, State and Society 1509-1745 Was Elizabeth Britain’s greatest monarch?
Focusing on national and international challenges to the throne. To include: Elizabeth’s early life and personality,
challenges to monarchy-Mary Queen of Scots and the Spanish Armada. Life in Elizabethan England-culture focus.
Cause and consequence, source evaluation- application of knowledge and provenance, change and continuity.
Horizontal and diagonal cross curricular knowledge: Thematic link to power, control and authority of Tudor Monarchs. Elizabethan culture -The Globe for understanding of Macbeth and The Tempest.
Year 8 Development of Church, State and Society 1509-1745 Was it a ‘Civil’ War?
Challenges to power in order to understand complexities of rule and politics. To include: Causes of Civil War-economic, political and religious, two sides, the role of Sunderland in the English Civil War and the impact of war- social, economic and political, the trial and execution of Charles.
Cause and Consequences- short- and long-term interpretation
Source analysis and comparison
Change and continuity
Local history study: The Battle of Hylton
Horizontal cross curricular knowledge: Tyrannical rule in the text Animal farm studied in English/
Ideas, political power, industry and Empire 1745-1901
What was ordinary life like in the Industrial Revolution?
Ideas and industry 1745-1901 with economic and social impacts of change. To include: changes to life and industry-inventions- the impact on the development of factories, factory life and improvements, living conditions-including the class system, public health- John Snow and Cholera (focus on Sunderland) and
significant women-Mary Seacole and Florence Nightingale.
Source evaluation of content and provenance, significance of individuals including short and introduction to long term. Change and continuity
Local history study: Cholera in Sunderland.
Horizontal cross curricular knowledge:The Industrial Revolution and its impact on industry studied in Geography.
Ideas, political power, industry and Empire 1745-1901
Should Britain say sorry for the Slave Trade?
An opportunity to focus on moral and ethical implications of British role in slavery and links to Civil Rights in USA unit. To include: Empire building -positive and negative impact,
Trans-Atlantic Slave Trade and the role of Britain within this, life on plantations and treatment of slaves, slave resistance and abolition.
Source/interpretation evaluation- application of knowledge to content and provenance- focusing on motivation/purpose, Interpretation.
Local history study: Role of Sunderland in the abolition of Slavery.
Diagonal cross curricular knowledge:
Black heritage and America studied in Art. Making use of the same sources and evidence.
Challenges for Britain, Europe & wider world 1901-present Was it ‘Great War’?
Challenges for Britain, Europe and wider world to focus on the first modern, technological conflict. To include: long- and short-term causes of war and links between them, trench life and social impact, Battle of the Somme, local war heroes, impact on mental health, armistice and moral aspects of war.
Causation- long and short term and making links between causes,
Source evaluation of content and provenance- purpose and motivation
Local history study: Local war heroes- Charlie Buchan
Diagonal cross curricular knowledge:The study of WW1 including trench life and the impact at home in White Poppies, English (Y7).
Challenges for Britain, Europe & wider world 1901-present How was WWII a total war?
Further challenges for Britain, Europe and wider world. Focusing on political tensions and failures, and social and economic impact of ‘total war’ on Britain.
To include:
Causes of WWII- failures following WWI and international diplomacy. Why did men join? Men at war including: Dunkirk,
The Blitz and soldiers of the Empire. Wider impact: How did war change medicine?
Change and continuity
Comparing source material/interpretations and applying knowledge for accuracy
causation- evaluating importance of causation
Local history study:Evacuation links to Sunderland and bombing raids.
Diagonal cross curricular knowledge:
New 20th Century drugs and treatments studied in Biology.
Links to formations, tactics and leadership in PE.
Challenges for Britain, Europe & wider world 1901-present How was WWII a total war?
Further challenges for Britain, Europe and wider world. Focusing on political tensions and failures, and social and economic impact of ‘total war’ on Britain.
To include:
The impact at home- evacuation, rationing, women at work and the end of the war- the role of Alan Turing and moral and ethical considerations of the atomic bomb.creation of Welfare State and social reforms, changes in education, migration and Windrush, the changing economy, culture e.g., swinging sixties and LGBTQ rights.
Change and continuity
Comparing source material/interpretations and applying knowledge for accuracy
causation- evaluating importance of causation
Local history study:Evacuation links to Sunderland and bombing raids.
Diagonal cross curricular knowledge: Welfare state and the issues of the poor post-war studied in Inspector Calls in English.
Medicine, smoking and diet and exercise linked to NHS and prevention today
looked at in Biology.
Year 9 Challenges for Britain, Europe & wider world 1901-present (including Holocaust) How did Hitler control Nazi Germany?
Study to provide opportunity to explore issues for non-British nations. It provides context to political problems leading to WWII. To include: Hitler’s power, use of propaganda to control, terror, life for women and children, the treatment of Jews through history in Europe to introduce anti-Semitism, political, economic and social impact of laws on Jews living in Nazi occupied Europe leading to the Holocaust.
Source evaluation, interpretation in extended responses.
Diagonal cross curricular knowledge:Influential leaders studied in Art.
Tyrannical rule studied in English
Autocratic and democratic rule studied in PE.
Challenges for Britain, Europe & wider world 1901-present What was it like to live in Communist Russia?
A Depth study to provide the opportunity to develop students understanding of communism and to compare to the Dictatorship under Hitler in Germany. To include: What is Communism? The Russian Revolution, How did Lenin establish communism?, Stalin’s Russia/ Dictator comparison- Hitler V Stalin.
Source evaluation,evaluation
Consequence- change and continuity
and historical interpretation
Diagonal cross curricular knowledge:
Russia studied as a unit in Year 7 Geography.
Influential leaders studied in Art.
Tyrannical rule studied in English.
Autocratic and democratic rule studied in PE.
Through time study: Protest through time Early Modern- Present Day How have we protested?
Students have the opportunity to complete a chronological theme study which builds upon their understanding from year 7 and 8 of protest and political change from the Early Modern- Present Day. It allows students to compare and contrast significance and builds upon their understanding of factors to prepare them for further history study. To include: The Pilgrimage of Grace, a wider world study investigating the American Revolution. 19thcentury suffrage campaigns including the Peterloo Massacre built upon by the study of the Suffragettes. Local protests including the Jarrow March and other 20thCentury protests including London race riots and the Gay Liberation Front. Modern day protests group project including Black Lives Matter and COVID anti-vax campaigns.
Significance over time, comparing and contrasting change, interpretation of factors.
Local history study: Jarrow March, Miner’s Strikes.
Horizontal and diagonal cross curricular knowledge: Protests and gender equality in Art.
Women’s voices including the Suffrage movement taught horizontally with English.
Equality and diversity taught in Child development.
Breadth Study: Significant society or issue in world History Was the twentieth century ‘America’s century’?
Unit builds upon understanding of European international relations and previous units- Slave Trade. A breadth study, to include: 1900 migration, 1920s causes of the boom and social impact- winners and losers.
Comparing interpretations/ evaluation
Consequence- change and continuity
Diagonal cross curricular knowledge: Laissez Faire; leadership studied in PEE (Y11).
Breadth Study: Significant society or issue in world History Was the twentieth century ‘America’s century’?
Unit builds upon understanding of European international relations and previous units- Slave Trade. A breadth study, to include: 1920s divided society,
1930s Depression-economic problems and social impact (builds upon content from Hitler unit).
Comparing interpretations/ evaluation
Consequence- change and continuity
Diagonal cross curricular knowledge: Laissez Faire; leadership studied in PEE (Y11).
Breadth Study: Significant society or issue in world History Was the twentieth century ‘America’s century’?
Unit builds upon understanding of European international relations and previous units- Slave Trade. A breadth study, to include:
Post war USA Home and Abroad,
1950s/60s Civil Rights- moral and ethical implications and legal challenges due to popular protest (prior links in Peasants Revolt), 1950s/60s culture and national and international problems including Cold War and Vietnam
Terrorism and 9/11 (2001).
Comparing interpretations/ evaluation
Consequence- change and continuity
Significance of individuals- short and long term (across study).
Local history study: MLK visits the North-East.
Horizontal cross curricular knowledge:
Civil Rights studied in Art.
Women’s voices including women’s liberation in the 60s and 70s studied in English.
KNOW MORE: Key Stage 4 Curriculum
Our Key Stage 4 Curriculum:
The KS4 Curriculum is taught over 2 years. Y10 has 3 hours of History per week and Y11 has 2.5 lessons per week. Lessons are taught in mixed ability groups. Due to curriculum changes, America: Opportunity and Inequality has previously been taught to Y11 and Y10 will do this in Y11 (2023/2024) At Key Stage 4 students follow the AQA GCSE History specification code RA.
KS4 Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6 Year 10 Conflict and Tension: the inter-war years, 1918-1939 Part One-Peace-making to include:Aims of the peacemakers, Wilson’s Fourteen Points, the Versailles settlement-terms, impact, reactions and Germany’s objections, strengths and weaknesses of the settlement, including the problems faced by new states.
Part Two-
The League of Nations and international peace to include: The League’s formation and covenant, organisation,
Source evaluation and analysis, narrative account-cause/consequence, interpretation.
Horizontal and diagonal cross curricular knowledge:
The theme of Conflict is key to KS3 English.
Invasion taught in PE through Y7-9.
People and places and global politics studied in Geography.
Conflict and Tension: the inter-war years, 1918-1939 Part Two-The League of Nations and international peace to include:membership, powers and how it helped.League successes, diplomacy outside of the League, impact of the Depression. Dealing with Crisis Manchuria and Abyssinia and its failure to prevent war.
Revision and mock exams
Horizontal and diagonal cross curricular knowledge:
The theme of Conflict is key to KS3 English.
Invasion taught in PE through Y7-9.
People and places and global politics studied in Geography.
Conflict and Tension: the inter-war years, 1918-1939 Part Three-
The origins and outbreak of the Second World War: Hitler’s aims and allied reactions; the Saar; German rearmament, including conscription and the Anglo -German Naval Agreement. The Remilitarisation of the Rhineland and Anschluss.
The policy of appeasement; Sudeten Crisis and Munich; the ending of appeasement.
The occupation of Czechoslovakia; the role of the USSR and the Nazi-Soviet Pact; the invasion of Poland and outbreak of war, September 1939; responsibility for the outbreak of war, including that of key individuals.
Source evaluation and analysis, narrative account-cause/
consequence, interpretation.
Horizontal and diagonal cross curricular knowledge:
The theme of Conflict is key to KS3 English.
Invasion taught in PE through Y7-9.
People and places and global politics studied in Geography.
Britain: Health and the people: c1000 to the present day
Part one-
Medicine stands still to include: Hippocratic and Galenic methods and treatments, the medieval doctor; training, beliefs about cause of illness, the contribution of Christianity to medical progress and treatment; the nature and importance of Islamic medicine and surgery.Surgery, ideas and techniques. Public health in the Middle Ages: towns and monasteries; the Black Death-beliefs/causes, treatment and prevention.
Part Two-The beginnings of change to include:Introduction to the Renaissance/ Vesalius/Pare and Harvey
Source evaluation, Significance, change and continuity, interpretation
Horizontal cross curricular knowledge:
.
Human diseases linked to disease and contagion e.g., Black Death studied in Y10 biology unit.
Britain: Health and the people: c1000 to the present day
Part Two-The beginnings of change to include:
Dealing with disease: traditional and new methods of treatments; quackery; methods of treating disease; plague; the growth of hospitals.Changing status of surgeons-the work of John Hunter, prevention of disease: inoculation; Edward Jenner, vaccination and opposition to change.
Part Three- A revolution in medicine to include: A revolution in medicine to include: The development of Germ Theory and its impact on the treatment of disease in Britain-Pasteur, Robert Koch and microbe hunting; Pasteur and vaccination; Paul Ehrlich and magic bullets. Anaesthetics, Simpson and chloroform; antiseptics, including Lister and carbolic acid; surgical procedures; aseptic surgery.
Source evaluation, Significance, change and continuity, interpretation
Horizontal cross curricular knowledge: Pasteur and germ theory
Vaccinations- linked to Jenner, Pasteur and Koch Robert Koch and scientific methodology e.g., petri dish, solidified agar Lister and antiseptics studied in Y10 biology.
Britain: Health and the people: c1000 to the present day
Part Three- A revolution in medicine to include:
Public Health- John Snow and Cholera, the role of reformers and local and national government in public health improvement, including the 1848 and 1875 Public Health Acts.
Revision and mock exams/16-mark exam practice
Source evaluation, Significance, change and continuity, interpretation
Horizontal cross curricular knowledge: Industrial England and the conditions of industrial towns and cities studying in England (A Christmas Carol).
Year 11 Britain: Health and the people: c1000 to the present day
Part Four- Modern Medicine to include: Modern Medicine to include: Fleming and the discovery of penicillin, alternative medicine, treatment and disease post-1945.The importance of Booth, Rowntree, the Boer War and Liberal social reforms; the impact of war, the Beveridge Report leading to the creation and development of the Welfare State and National Health Service. Modern day alternatives and 20th C developments and problems.
Source evaluation, Significance, change and continuity, interpretation
Horizontal cross curricular knowledge:Fleming and anti-biotics, Transplants
New drugs-20th century medicine, smoking and diet and exercise linked to NHS and prevention today studied in Biology.
Norman England, c1066–c110 Revision and mock exams
Part One-The Norman conquest and control to include:Causes of Norman Conquest, Military aspects: Battles including Hastings, Anglo-Saxon and Norman tactics; military innovations. Establishing and maintaining control and King William’s leadership and government. William II and his inheritance.
Evaluation of interpretation, cause/
consequence, change and continuity
Diagonal cross curricular knowledge: Invasion studied across all years at PE.
Beliefs and Practices studied in RE- the role of the Church, monasticism, reform.
Norman England, c1066–c1100
Part Two- The Norman conquest and control to include:Feudalism and government, Anglo-Saxon and Norman government systems, military service; justice and the legal system such as ordeals, ‘murdrum’; inheritance; the Domesday Book. Anglo-Saxon and Norman life, including towns, villages, buildings, work, food, roles and seasonal life; Forest law.
Evaluation of interpretation, cause/
consequence, change and continuity
Diagonal cross curricular knowledge: Invasion studied across all years at PE.
Beliefs and Practices studied in RE- the role of the Church, monasticism, reform.
Norman England, c1066–c1100
Part Three: The Norman Church and monasticism
The Church; before 1066, Lanfranc and reform, building, organisation, relations with the state. William II and the Church, relations with the Papacy; the Investiture Controversy. Monasticism: The Norman reforms-abbeys and monasteries. Monastic life-learning, schools and education, Latin usage and the vernacular.
Evaluation of interpretation, cause/
consequence, change and continuity.
Revision and mock exams
Diagonal cross curricular knowledge: Invasion studied across all years at PE.
Beliefs and Practices studied in RE- the role of the Church, monasticism, reform.
Norman England, c1066–c1100
Part Four: The historic environment of Norman England
Norman England, c1066–c1100: Yorkshire after the Norman conquest, c1066–c1088
Revision and 2023 exams
Evaluation of interpretation, cause/
consequence, change and continuity.
Diagonal cross curricular knowledge: Invasion studied across all years at PE..
Beliefs and Practices studied in RE- the role of the Church, monasticism, reform.
Examination dates
DO MORE: Milestone Assessment End Points
DO MORE: Milestone Assessment End Points
Year Group Basic (Lower Ability End Points)
Clear (Middle Ability End Points)
Detailed (Higher Ability End Points)
7 Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary. Understand the literal meanings of terms such as chronology, year, decade and century.
Starting to use some historically relevant vocabulary within a historical time period.
Source/interpretation
Starting to describe what a source says or what they can learn from sources with some support.
Identify basic similarities and/or differences between sources with some support.
Conceptual understanding
Recall some relevant knowledge showing a basic understanding of change and continuity within a time period, cause and consequence of events and historical interpretation with some support.
In addition to the basic response students can: Extending and deepening chronological understanding,acquisition of knowledge and historical vocabulary.
Can put events within a time period into chronological order in a simple structure.
Can use a range of historically relevant vocabulary within a given historical time period.
Source/interpretation
Make simple inferences from a source to learn/ make conclusions about the past.
Identify basic similarities and differences between sources and begin to describe how the source(s) supports this.
Conceptual understanding
Give general descriptions, showing basic knowledge of change and continuity within a time period, the short-term significance of events, cause and consequence of events and historical interpretation.
Starting to provide some structure to extended work.
In addition to the clear response students can: Extending and deepening chronological understandingacquisition of knowledge and historical vocabulary.
Understand time is divided into time periods and shows an understanding of this in descriptions/ by putting events over multiple time periods into chronological order. Beginning to understand terms such as ‘The Middle Ages’ or ‘The Norman era’.
Can remember historical vocabulary for more than one historical period and are beginning to transfer language to different situations e.g., invasion.
Source/interpretation
Make substantiated/supported inferences and apply some knowledge to a historical source.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources.
Conceptual understanding
Describe or give simple explanations of second order concepts such as change and continuity within a time period, the short-term significance of events, cause and consequence of events and historical interpretation.
Starting to structure work by organising some second order concepts into categories/can argue for and against interpretations to come to simple conclusions.
8 Extending and deepening chronological understanding,acquisition of knowledge and historical vocabulary. Can put events within a time period into chronological order in a simple structure.
Can use a range of historically relevant vocabulary within a given historical time period.
Source/interpretation
Make simple inferences from a source to learn/ make conclusions about the past.
Identify basic similarities and differences between sources and begin to describe how the source(s) supports this.
Conceptual understanding
Give general descriptions, showing basic knowledge of change and continuity within a time period, the short-term significance of events, cause and consequence of events and historical interpretation.
Starting to provide some structure to extended work.
In addition to the basic response students can: Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary.
Understand time is divided into time periods and shows an understanding of this in descriptions/ by putting events over multiple time periods into chronological order.
Beginning to understand terms such as ‘The 20th Century’ or ‘The Industrial period.’
Can remember historical vocabulary for more than one historical period and are beginning to transfer language to different situations e.g., tyrant.
Source/interpretation
Make substantiated/supported inferences and apply some knowledge to a historical source.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources.
Conceptual understanding
Describe or give simple explanations of second order concepts such as change and continuity within a time period, the short-term significance of events, cause and consequence of events and historical interpretation.
Starting to structure work by organising some second order concepts into categories/can argue for and against interpretations to come to simple conclusions.
In addition to the clear response students can: Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary.
Can fit chronological knowledge into a simple structure of historical understanding e.g. I know that 1801 was in the nineteenth century during the Industrial period. ‘
Make simple connections between time periods and begins to describe what has come before to deepen understanding of events.
Can use a range of historical vocabulary and is a clear feature of learner’s work. Shows an understanding of context when using specific terms across time periods.
Source/interpretation
Make substantiated/supported inferences from historical sources and can apply relevant knowledge using some specific facts to assess source utility. Describe the impact that the provenance can have on source utility in simple detail.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources. Starting to compare the source provenance to understand the impact.
Conceptual understanding
Give explanations of second order concepts such as change and continuity, the short- and long-term significance, cause and consequence of events and historical interpretation with some reference to the short- and long-term nature of these.
Can structure work by organising second order concepts into categories and can explain reasons for and against interpretations and conclude with own judgement.
9 Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary. Understand time is divided into time periods and shows an understanding of this in descriptions/ by putting events over multiple time periods into chronological order. Beginning to understand terms such as ‘The 20th Century.’
Can remember historical vocabulary for more than one historical period and are beginning to transfer language to different situations e.g., tyrant.
Source/interpretation
Make substantiated/supported inferences and apply some knowledge to a historical source.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources.
Conceptual understanding
Describe or give simple explanations of second order concepts such as change and continuity within a time period, the short-term significance of events, cause and consequence of events and historical interpretation.
Shows an understanding how a factor(s) may influence change.
Starting to structure work by organising some second order concepts into categories/can argue for and against interpretations to come to simple conclusions.
In addition to the basic response students can: Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary.
Can fit chronological knowledge into a simple structure of historical understanding.
Make simple connections between time periods and begins to describe what has come before to deepen understanding of events.
Can use a range of historical vocabulary and is a clear feature of learner’s work. Shows an understanding of context when using specific terms across time periods.
Source/interpretation
Make substantiated/supported inferences from historical sources and can apply relevant knowledge using some specific facts to assess source utility. Describe the impact that the provenance can have on source utility in simple detail.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources. Starting to compare the source provenance to understand the impact.
Conceptual understanding
Give explanations of second order concepts such as change and continuity, the short and long-term significance, cause and consequence of events and historical interpretation with reference to the short and long-term nature of these.
Determine how different factors influence change and evaluate which are important for different events.
Can structure work by organising second order concepts into categories and can explain reasons for and against interpretations and conclude with own judgement.
In addition to the clear response students can: Extending and deepening chronological understanding, acquisition of knowledge and historical vocabulary.
Make links between time periods and compare what has come before. Beginning to make relevant connections between the periods and can comment on similarities and differences of events in a breadth and depth study.
Can use a range of sophisticated and specific historical vocabulary, showing an awareness of context and understanding of similarity and difference of time period and country when choosing language.
Source/interpretation
Make supported inferences from a wider range of source material with developed explanations using specific factual knowledge to evaluate the content and provenance- including motive and impact.
Able to make a substantiated judgement of utility based on historical context. Starting to make relevant links between sources in judgements.
Describe similarities and differences of two sources together, supporting the comparison with details from both sources. Can compare the provenance, showing contextual understanding to understand the impact of purpose, viewpoint, experience.
Conceptual understanding
Give detailed explanations of second order concepts over time such as change and continuity, the short- and long-term significance of events, cause and consequence of events and historical interpretation. -evaluating the short and long-term nature of these
Explain how different factors influence change and evaluate importance of these, making links between.
Can evaluate arguments for and against interpretations and form a well substantiated judgement/conclusion with links.
10 Basic GCSE analysis of source(s) based on content and/or provenance- made by assertion/basic inference. Basic GCSE analysis of causation/consequence/significance/change. Demonstrating some relevant knowledge and understanding.
Basic explanation of similarity/similarities of events/individuals-knowledge relevant to the question.
Answer demonstrates basic GCSE knowledge and understanding that is relevant to the question. Answer demonstrates a basic, sustained line of reasoning which is coherent, structured, and explicitly relevant. Basic explanation of one or more factors in an extended response.
Simple GCSE analysis of source(s) based on content and/or provenance. Students identify relevant features in the source and support them with simple factual knowledge and understanding.
Simple explanation and or analysis of cause/consequence/change/short- and long-term significance with relevant knowledge and understanding.
Answer is presented in a structured account that demonstrates some specific knowledge and understanding that is relevant to the question. Answer demonstrates a simple, sustained line of reasoning which is coherent, structured, substantiated and explicitly relevant. Simple explanation of two factors in an extended response.
Developed evaluation of source(s) based on the content and provenance with application of specific factual detail related to features of the source. Evaluation based on utility. Developed explanation of cause/consequence/change/short- and long-term significance. Developed reasoning showing specific knowledge and understanding.
Answer is presented in a structured and well-ordered manner that demonstrates a range of accurate knowledge and understanding that is relevant to the question. Answer demonstrates a developed, sustained line of reasoning which has coherence and logical structure; it is well substantiated, and with sustained, explicit relevance. Developed explanation of a range of factors in extended responses.
Starting to evaluate the impact of differences such as time, group, social and/or economic impact, supported by knowledge and understanding.
11 Basic GCSE analysis of sources/interpretations based on content and/or provenance. And simple comparison of similarities and application of simple knowledge. Basic analysis causation/consequence /significance and change over a 1000-year time period.
Basic explanation of similarity/similarities of events/individuals. Answer demonstrates basic knowledge and understanding that is relevant to the question.
Basic explanation of one or more factors in an extended response. Answer demonstrates basic GCSE knowledge and understanding that is relevant to the question. Answer demonstrates a basic, sustained line of reasoning which is coherent, structured, and explicitly relevant
Basic explanation of one or more factors in an extended response.
Simple analysis of sources/interpretations based on the content and/ or provenance and simple comparison of similarities and application of simple knowledge. Simple analysis of causation/consequence/significance over a 1000-year time period. With relevant knowledge and understanding.
Simple explanation of similarity(s)- one may be in depth of events/individuals. Answer demonstrates simple knowledge and understanding that is relevant to the question.
Answer is presented in a structured account that demonstrates some specific knowledge and understanding that is relevant to the question. Answer demonstrates a simple, sustained line of reasoning which is coherent, structured, substantiated and explicitly relevant. Simple explanation of two factors in an extended response.
Developed evaluation of sources/interpretations based on the content and provenance with application of specific factual detail. Impact of purpose / provenance considered. Developed explanation of cause/consequence/change/short- and long-term significance.
Developed explanation of similarities of events/individuals. Answer demonstrates developed knowledge and understanding that is relevant to the question
Answer demonstrates a developed, sustained line of reasoning which has coherence and logical structure; it is well substantiated, and with accurate relevant knowledge, sustained and explicit relevance. Developed explanation of a range of factors in extended responses.
With the most able writing complex, sustained judgements. Evaluating content and provenance, linking factors and coming to judgements arising from differences. Can make detailed links between cause/consequence as part of a wider enquiry and impact in order to evaluate in depth.
GO FURTHER: Skills Builder
We are also explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, aiming high and teamwork to prepare our students for higher education and employability skills for the future. This year in History we will focus on TEAMWORK including group decision making and recognising the value of others. PROBLEM SOLVING by exploring complex problems by analysing cause and effect, and understanding through research. Furthermore, we want our students to AIM HIGH by setting goals, prioritising tasks and involving others.
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at the Academy are expected to make at least good progress.
Specific approaches which are used within the curriculum areas include:
- Seating to allow inclusion
- Differentiation activities to stretch and support in all lessons
- Resources are accessible yet challenging
- Displays and visual learning tools are used where necessary
- Where appropriate support from additional adults is planned to scaffold students learning
- Group work and discussion
- Clear teacher/student communication
- Feedback that allows students to make progress, whether written or verbal
- Independent study/homework.
- Intervention when required
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy. More specifically within the teaching of History, we;
- work to identify barriers, interests and what might help each
pupil make the next steps in learning using lead practitioner research and actions to support. - provide targeted support for under-performing pupils during
lesson time, such as targeted questioning, live marking and seating, in addition to revision lessons and intervention outside school hours. - use strategies best suited to addressing individual needs
- ensure there are opportunities for students to make use of resources and gain homework support outside of lesson time through the use of Teams
- provide students with revision materials to reduce financial burden on families
How do we make sure that our curriculum is implemented effectively?
- The History curriculum leader is responsible for designing the History curriculum and monitoring implementation.
- The subject leader’s monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met and subject knowledge developed
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources are selected carefully and reviewed regularly.
- Assessments are designed thoughtfully to assess student progress, long term knowledge retrieval and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust.
We have staff who mark for exam boards and provide vital CPD to the rest of the department to ensure reliability of data. We also work closely with examination team leaders across trust to valid.
Gap analysis spreadsheets are used to identify areas of development for students at KS4 to identify areas of weakness
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation
- Termly assessments based upon prior learning for retrieval-analysis and evaluation meetings
- Lesson observations
- Learning walks for KS3 and KS4 based upon departmental priorities
- Work sample for each year group cross referenced against milestone assessment end points
- Regular feedback from teaching staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil Surveys
- Parental feedback
