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History

Vision Statement:

Our vision is to get our students excited about History, giving them an understanding of how and why our world has developed in the way it has. Students will develop investigation skills, interpret & analyse historical sources as well as major historical events, characters and ideas. We are committed to providing an exciting, engaging and relevant curriculum, delivered by subject specialists, which is supported by a diverse offering of extra-curricular opportunities.

Staffing List 2019-20

Miss. B Freemantle

Assistant Head of EBacc Humanities

Miss. A Hall-Vidler

Teacher of History

Mrs. L Harrison

Teacher of History

Curriculum in detail - KS3

The units we will cover are:

Year 7

Year 8

  • Historical Skills
  • The Romans
  • The Titanic
  • The Norman Conquest 
  • Castles
  • Life in Medieval England
  • The Black Death
  • Tudor England
  • The Stuarts
  • Slavery
  • Civil Rights
  • The Industrial Revolution
  • The Suffrage movement

 

Curriculum in detail - GCSE

The GCSE comprises of 4 elements:

‚ÄčPeriod study – Germany, 1890-1945: Democracy and Dictatorship

  1. Germany and the growth of democracy
    • Kaiser Wilhelm and the difficulties of ruling Germany
    • The impact of the First World War
    • Weimar Government, the Stresemann era
  2. Germany and the Depression
    • The impact of the Depression
    • The failure of Weimar democracy
    • The establishment of Hitler’s dictatorship
  3. The experiences of Germans under the Nazis
    • Economic changes
    • Social policy and practice
    • Control

Wider world depth study – Conflict and Tension, 1919-1939

  1. Part one: Peacemaking
    • The armistice
    • The Versailles Settlement
    • Impact of the treaty and wider settlement
  2. Part two: The League of Nations and international peace
    • The League of Nations
    • Diplomacy outside the League
    • The collapse of the League
  3. Part three: The origins and outbreak of the Second World War
    • The Development of tension
    • Escalation of tension
    • The outbreak of war

Thematic study – Britain: Health and the People, 1100 – to the present

  1. Medicine stands still
    • Medieval medicine
    • Medieval medicine and progress
    • Public health in the middle ages
  2. The beginnings of change
    • The impact of the Renaissance on Britain
    • Dealing with disease
    • Prevention of disease
  3. A revolution in medicine
    • The development of Germ Theory and a revolution in surgery
    • Improvements in public health
  4. Modern medicine
    • Modern treatment of disease
    • The impact of war & technology on surgery
    • Modern public health

British depth study including the historic environment – Norman England, c1066-c1100

  1. Conquest and Control
    • Causes of the Norman conquest
    • Military aspects
    • Establishing and maintaining control
  2. Life under the Normans
    • Feudalism and government
    • Economic & social changes and their consequences
  3. The Norman church and monasticism
    • The Church
    • Monasticism
  4. The historic environment of Norman England
 

Course Assessment

Paper 1 – 50% Written Exam – 1 hour 45 minutes
Paper 2 – 50% Written Exam – 1 hour 45 minutes

What will I achieve?

GCSE Full course single award AQA World History.

Resources to support my child

  • Revision guides and flash cards: ensure that you purchase the correct specifications / units for your child - check the course specific information above. There are several different revision guides available, please ask your child’s teacher for advice as to which revision guide would best suit your child. Some companies have produced pre-made flash cards, but please ensure that your child has flash cards for the correct exam board (AQA) and units before purchasing these.
  • BBC Bitesize: ensure that students use content aimed at the correct exam board and units - KS3 for Y7 and Y8, GCSE (AQA) for Y9, Y10, and Y11. Please note: not all GCSE unit are currently covered in detail by BBC Bitesize but they are regularly updating.
  • Senecalearning.com: ensure that students use the correct code when joining their History class’s Seneca. Class teachers will provide students with a class code which will enable students to join their class, adding the relevant courses automatically, giving teachers the ability to monitor the time spent revising on Seneca by each student. Assignments can be set by teachers to ensure that students are revising relevant topics, or students can work their own way through courses.
  • GCSEpod: students have access to hundreds of podcasts on GCSEpod which they can use to further their revision of GCSE topics. The site is broken down into units and then specific topics o students can focus their learning on what they would like to revise most.
  • Revision resources on TCS SharePoint and Teams,(GCSE students). Students will need to use their school ICT username and password to access TCS SharePoint and Teams.

How can I support my child at home?

  • Encourage your child to read around the subject - looking at historical articles, or the news or reading interesting articles from publications such as History Today or BBC History Magazine are a great way for students to develop their understanding of history and the world we live in.
  • Ensure your child is using their revision guide and other revision tools to prepare for unit tests and exams.
  • Check they are doing their homework, ask to see it.
  • Test their spelling skills, and ensure they have learnt difficult keyword definitions.
  • Encourage the weekly production of revision tools (such as mind maps, revision cards, timeline, past paper question plans) and the completion of practice exam questions. All GCSE students have access to a spreadsheet with all past paper questions on, or they can get paper copies of questions from their class teacher.
  • Students should make use of mark schemes to check any practice papers or exam questions they have completed so that they can identify where they have gained and lost marks - a great deal can be gained from unpicking questions and understanding what marks are awarded for.

Extra-curricular activities

  • Extra-curricular activities – what would typically run, if we were still in school
  • Year 9: visit by a WW1 weapons expert who brings in items from his personal collection of WW1 memorabilia
  • Year 9: First World War Battlefields school trip to France & Belgium
  • Year 11: Germany school trip to Berlin
  • A possible site study trip for the Normans GCSE unit for either Year 10 or Year 11 – this will be a day trip depending on where the site is (e.g. the site for the summer 2020 exam is the Tower of London)

Further Information

For more details, please contact Miss Freemantle, Head of Humanities, at: b.freemantle@tesbourne.school