History

National Curriculum

The Ecclesbourne School follows the 3 Year National Curriculum

A high-quality history education will help students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire students’ curiosity to know more about the past. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Aims:
The national curriculum for history aims to ensure that all students:

  • know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales

Curriculum Intent

The intent of the History curriculum is to ensure that all student know and understand the history of the British Isles as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world. Students will know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind. Students gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’. Students will understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses. Students will understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed. Students will gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Students extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Students identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They use historical terms and concepts in increasingly sophisticated ways. They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

Curriculum Implementation

Filter:

  Term Content
Year 7 Autumn Term 1

The study of an aspect or theme in British history that consolidates and extends students’ chronological knowledge from before 1066:
The Vikings:

  • Viking society as traders and raiders
  • Viking expansion as a power
  • Viking control of England in terms of laws and language
  • Viking migration to and within the British Isle
2

The development of Church, state and society in Medieval Britain 1066-1509

  • the development of Church, state and society in Medieval Britain
  • the Norman Conquest of 1066, including the Battles of Stamford Bridge and Hastings as well as the Witan and the role of Harold II in his own destruction
  • the Conquest of England and Wales and campaigns against Scotland
  • Castles, new churches, monasteries and abbeys
  • The imposition of feudalism leading to the risings of Hereward the Wake and the harrying of the North
  • the power of medieval monarchs, including the struggle between Church and Crown in Thomas a Beckett’s murder
  • Christendom, the importance of religion and the Crusades, including their cause and course through the example of Richard the Lionheart
Spring Term 3

The development of Church, state and society in Medieval Britain 1066-1509

  • The development of the Magna Carta in 1215 and its subsequent adoption by later Kings of England
  • People in Medieval England: society, economy and culture
  • People in Medieval England: religion in daily life
  • People in Medieval England: trade and towns, farming, and the role of women in society
  • The Black Death with its social and political impact
  • The Peasants’ Revolt
  • The Hundred Years War
  • Wars of the Roses and the development of the Tudor monarchy
4

The development of society and power in Britain 1509-1745:

  • Renaissance and Reformation in Europe
  • Henry VIII’s break with Rome
  • The English Reformation and Counter-Reformation (Henry VIII to Mary I) Elizabeth I and her religious settlement
  • Conflict with Catholics (including the Spanish Armada, Mary Queen of Scots and the potential of Irish rebellions)
Summer Term 5

The development of society and power in Britain 1509-1745:

  • Elizabeth I and her conflict with Catholics (including the Spanish Armada, Mary Queen of Scots and the potential of Irish rebellions)
  • the causes and events of the Civil Wars throughout Britain
  • the Interregnum
  • The Restoration and ‘Glorious Revolution’
  • The Jacobite Rebellion of 1745
6

Study of a significant society or issue in world history and its interconnections with other world developments: Native Americans

  • The clash of cultures
  • Native American Tribes and Geography
  • Problems with the evidence
  • How did the tribal system work?
  • Plains Indian Society
  • Plains Indian Beliefs
  • Dependence on the Buffalo
  • Westward expansion and Little Big Horn
  Term Content
Year 8 Autumn Term 1

Ideas, political power, industry and empire: Britain, 1745-1901:

  • Britain’s transatlantic slave trade – its effects and abolition
  • Slave trade - how it began and developed
  • The role of the slave trade in the industrial revolution
  • The eventual effects on racism and Civil War in the USA.
2

Ideas, political power, industry and empire: Britain, 1745-1901:

  • Britain as the first industrial nation
  • Impact of industrialisation on society
  • Living conditions
  • Child labour
  • Mining
  • The development and impact of the railways
  • The development and impact of urbanisation
Spring Term 3

Ideas, political power, industry and empire: Britain, 1745-1901:

  • The Enlightenment and Royal Society
  • American independence
  • French Revolutionary Wars
  • Party politics and extension of the franchise
  • Ireland and Home Rule
  • Empire & the Indian "Mutiny"
4

Ideas, political power, industry and empire: Britain, 1745-1901:

  • Case study on Jack the Ripper
  • Crime and policing in the late 19th Century
  • Assessing how and why Jack the Ripper could operate in London in 1888
  • Assessing 19th century technological changes through the work of the police in attempting to bring Jack the Ripper to justice
  • Literacy and the popular press
Summer Term 5

Challenges for Britain, Europe and the wider world 1901 to the present day:

  • The development of Britain in international relations, 1901-1921
  • The First World War and Peace Settlement
  • The road to the First World War: Anglo-German Naval Rivalry, Revanchism in France, German Militarism and the August Crisis
  • The early war, including Mons, the Miracle of the Marne, stalemate and the development of the trench system
  • Trench warfare and changes in 1915
  • The Battle of the Somme
  • The War in 1917 (Terraine’s White Heat)
6

Challenges for Britain, Europe and the wider world 1901 to the present day:

  • The Russian Revolution
  • The end of the war in 1918 (including the 100 Days Campaign)
  • The Home Front
  • Votes for women, including the campaign for suffrage before the First World War, the role of women in the First World War and the political changes in 1918 and 1928 that led to women being granted the vote
  • The Peace Settlement
  • The inter-war years: the Great Depression and the rise of dictators
  Term Content
Year 9 Autumn Term 1

Study of a significant issue in world history and its interconnections with other world developments - The assassination of JFK:

  • Prohibition and the USA in the Roaring 20s
  • Effects of prohibition on organised crime - the power of the Mafia
  • The Depression & New Deal
  • Pearl Harbour & the USA in WW2
  • The development of the Cold War
2

Study of a significant issue in world history and its interconnections with other world developments - The assassination of JFK:

  • Effects of the Cold War: Truman Doctrine & Iron Curtain
  • Capitalism vs Communism: HUAC & McCarthyism
  • Kennedy & the Cuban Missile Crisis
  • Case Study Investigation: Who Killed Kennedy?
Spring Term 3

Challenges for Britain, Europe and the wider world 1901 to the present day:

  • The Holocaust, its origins, course and effects
  • The Second World War - its origins and course
  • The coming of the war and Appeasement
4

Challenges for Britain, Europe and the wider world 1901 to the present day:

  • The role and leadership of Churchill
  • Blitzkrieg in the West
  • Dunkirk
  • The Battle of Britain
  • Home Front, Evacuees and the Beveridge Report
Summer Term 5

Challenges for Britain, Europe and the wider world 1901 to the present day:

  • The war in the USSR, Leningrad and Stalingrad
  • The war in the West, the Invasion of France in 1944 and the Battle of Berlin
  • Hiroshima and Nagasaki
  • 1945 Election & the Welfare State
6

Challenges for Britain, Europe and the wider world 1901 to the present day - Britain’s place in the world since 1945:

  • Indian independence and end of Empire
  • Suez Crisis
  • Margaret Thatcher and Thatcherism
  • The reasons for Thatcher’s electoral victories in 1979, 1983 and 1987
  • The Falklands Conflict
  • The deregulation of stock markets and the ‘Yuppies’
  • Social, cultural and technological change in post-war British society: social changes in the response of the NHS to the AIDS crisis
  • Thatcher’s downfall in relation to Europe and the Poll Tax riots

Extra-Curricular Opportunities

The Department runs a History club in lunchtimes that can allow students the opportunity to study a particular branch of History not covered above. These can be from Roman History through to adaptations in films and discussions on the validity and impact of these interpretations.

Resources

All class resources are available on the student shared drive at school, accessible by students, including all lesson materials.

Grade Assessment Detail
9 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.
8 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.
7 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.
6 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.
5 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.
4 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.
3 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.
2 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.
1 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.

If you have any questions or queries relating to the History curriculum please email headofhumanities@ecclesbourne.derbyshire.sch.uk for more information.