Contact: Mr P. Atkinson
History at Ecclesbourne aims to develop students’ understanding of the world around them, build an appreciation of being a citizen of the global village and challenge the way things are.
We aim to allow students to prepare their minds for examinations but, more importantly, for the rest of their lives!
In Year 7, students will understand how to approach source material as evidence and information in order to use source material in an historical manner. They will study the power of Kings and the Church in order to analyse the lives and role of the peasants in Medieval society and the cultural change wrought by the Battles of 1066. They will study the significance of reasons for events during the Tudor period to analyse the changing nature of the monarchy and why things happen the way they do. They will study Native Americans to understand an alien culture and to analyse Excession.
In Year 8, students will study Industrialisation and Empire in order to analyse the links between wealth and the experience of slaves, to appreciate the experience of slaves in the slave trade, to appreciate alternative cultures, evaluate differences and similarities between slavery and child labour and investigate how industrialisation transformed society. They will study the First World War to analyse the reasons for and results of the First World War, understand the reasons for people fighting for the UK and appreciate the changing face of warfare and culture 1901-1918.
In Year 9, students will study the assassination of JFK in order to analyse source material in light of an investigation into an unsolved case, appreciate different factors in US society in the Cold War and evaluate reasons for the assassination and theories of conspiracy. They will study the Second World War in order to analyse reasons for and results of events such as battles and the Holocaust, appreciate the responses of bystanders in the Holocaust, evaluate the causes of the Second World War, understand the course of the Second World War and why the Allies won. They will study Thatcher and Britain in the 1980s in order to analyse the significance of Thatcher’s ideology on British society and analyse and weigh interpretations using evidence.
Extra Curricular Activities
National competitions; History club; Games club.
||Students start with a judgement that runs through their work, with each section reflecting this judgement and conclusion mirroring the introduction. Facts, figures, names and dates are deployed to support arguments and weigh ideas by comparing and evaluating them throughout. Students will support and challenge source material within its context and afterward. They will explicitly refer to utility and evaluate material through discrimination. There may still be areas that are irrelevant but the overall impression is convincing.|
||Students will use specific and detailed knowldge in a clear structure to reach a well-supported judgement. A debate will be created that compares ideas an views with facts, statistics and evaluation. Students may make mistakes but their argument will be well developed with analysis and evaluation throughout. Students will analyse source material in the light of the interpretation it represents and will weigh it in therms of utility and reliability to answer specific questions. Students will routinely exercise discrimination in their choice of quotes though they may not always be entirely convincing.|
||Students’ essays and answers will analyse the information provided, using facts effectively to support arguments and challenge points of view. Students will compare ideas and reach an evaluative conclusion. Students analyse and evaluate source material in its context, using the provenance, to assess utility and reliability but only explain when it helps answer the question. Students may still make mistakes but it is clear they are using the sources carefully and with discrimination.|
||Students will make very few factual errors and organise answers into a proper essay. Students will analyse more than one side of a debate and there will evaluation of ideas in places. Students use sources as evidence rather than as information all the time, comparing and contrasting them with each other and with prior knowledge. Students can link interpretations to what is being studied and explain them fully with some analysis on how to use them.|
||Most of the names, dates and statistics will be accurate and relevant to support a clear argument in paragraphs. Students will cover more than one side of a question, analysing for most of their answer and evaluating in conclusions. Students will routinely evaluate sources for utility by using their provenance before using their content to support answers. When looking at reliability, students may not be entirely relevant. Students will be able to explain why people have different views and how they are created, you can use these views to assess other ideas and questions.|
||Students use paragraphs well and logically with accurate and relevant names, dates and statistics. Students will have an overall argument, and a judgement, that is linked to the question, potentially covering two sides. Students will analyse. Students will evaluate source material using provenance – looking at utility for the most part, quoting them to answer questions. Students will be able to explain why different views exist and will understand how, but may not be able to properly support this yet.|
||Students use paragraphs to make a point and use specific names and dates and facts with some mistakes. Students make mostly valid and correct judgements based on the question that are explained. Students will focus on what sources say to answer a question but will try to use their provenance to work out if they are reliable or useful. Students will try to explain how and why different people have different views of History and will be valid but without analysis.|
||Students use full sentences and paragraphs with names and dates, making some mistakes but not many. Students make valid judgements and reach a conclusion and try to explain themselves. Students will quote from and explain what sources say to answer a question. Students can name and identify different views by different people but can’t explain them yet.|
||Students use full sentences and will use names and dates, though you’ll make mistakes. Students make valid suggestions without detail but link to what is asked, ‘telling the story’. Students may state whether sources are reliable but will still just use them for information. Students understand different groups of people see History in different ways but not how or why.|