History

Term 1:

Students learn the essential history skills that are needed for their study of history in Key Stage 3.  These skills will be taught through a historical investigation of an Iron Age hillfort during the Roman invasion around 43AD.  Students will build on their understanding of chronology, learn how to identify and explain causes and consequences, identify how causes and consequences are linked, learn how to make inferences from sources and reasons why sources are useful.

Enquiry Question:

• What happened to the 52 people at Maiden Castle?

 

Term 2:

Students learn how to analyse and evaluate through a study of Roman civilisation.  This unit allows students to look critically at how civilised the Romans were by studying features of Roman society, such as Roman entertainment, housing, building and architecture, the Roman army, religion and slavery.  Students will learn how to identify and explain the views shown in interpretations and use their own knowledge to form  arguments as to why they agree or disagree with an interpretation.

Enquiry Question:

• How civilised were the Romans?

 

Term 3:

Students will continue to develop the skills that they have learnt during terms 1 and 2  through the study of ‘Turning points within Anglo-Saxon history’.  This unit is designed to  further build on students' ability to explain causes and consequences and how these are interlinked.  Students will also develop understanding of what makes an event significant and concepts such as monarchy and conflict.

Enquiry Questions:

• Why was there a succession crisis in 1066?
• Why did William win the Battle of Hastings in 1066?

 

Term 4:

Students will continue to build on the skills of cause and consequence, but will also develop new skills by looking at change and continuity, similarity and difference.  Through the study of how the Norman Conquest impacted England, students will also be able to identify how some features of English culture and society can be traced back to the Norman period.  Students will also further develop their understanding of concepts such as monarchy and government.

Enquiry Questions: 

• What impact did the Norman Conquest have on England?

 

Term 5:

Students study significant events within medieval society and  further build on their understanding of concepts such as religion, monarchy, economy, conflict and government.  Students  also build on their existing understanding of cause and consequence, how causes and consequences are interlinked, and develop an understanding of turning points within history.  During this term, students will draw on their existing knowledge and combine it with new knowledge to develop a broader and wider understanding of events within the medieval period.

Enquiry Question: 

• How much change and continuity was there in medieval society?

 

Term 6:

Students will draw on knowledge and skills learnt throughout the year to complete a thematic local study of Dover castle.  Students will focus on cause and consequence, change and continuity, similarity and difference.  Students will also apply and develop source work skills by making inferences based on physical evidence at the site.

Enquiry Question:

• How and why did the site at Dover Castle change between the Iron Age to 1189?

 

Term 1:

Students will apply and build on the knowledge and skills that they have developed during Year 7 to complete a thematic study on the Tudor Reformation.  Students will develop a more in depth understanding of concepts such as religion, monarchy, reformation and conflict as they begin their study of the early modern period.  Skills such as cause and consequence, change and continuity, similarity and difference are developed during this term. 

Enquiry Question:

• Why was there so much religious change between 1509 to 1603?

 

Term 2:

Students will continue to build on their knowledge and understanding of key turning points in history through the study of the English Civil Wars.  Students will develop greater depth of understanding concepts of monarchy, parliament, conflict, religion and recurring themes such as conflict between the monarchy and the Church/ the people.  This unit further develops skills of cause and consequence, analysing views within interpretations, and chronology.

Enquiry Question:

• Why did Parliament win the English Civil War?

 

Term 3:

Students will further develop their sourcework skills through the study of the role of children during the Industrial Revolution.  Students will continue to build on their understanding of the significance of key events and concepts such as government, economy, trade and industrialisation.  Students will also study the impact of British colonial rule with a focus on India.  This allows students to build on their understanding of empire and develop understanding of the impacts of colonialism on indigenous people.  Students will develop the skills required to compare different historical interpretations, alongside a focus on cause and consequence, change and continuity, similarity and difference.

Enquiry Questions:

• What role did children play during the Industrial Revolution and what was the impact of this?
• What impact did British colonial rule have on British colonies between 1700-1900?

 

Term 4:

Students will build on their understanding of empire and trade through the study of the transatlantic slave trade.  This unit also allows students to explore diversity and the impact of trade on different people and countries. Students will further develop their understanding of the role of government,  reform and the work of individuals as they study the reasons for the abolition of the transatlantic slave trade in Britain.  This unit also builds on and develops existing skills of cause and consequence and significance.  Students will also continue to develop their sourcework skills of inference and utility, 

Enquiry Questions:

• How were slaves traded by countries involved in the transatlantic slave trade and why were they treated this way?
• Why was the transatlantic slave trade abolished?

 

Term 5:

Students take their understanding of empire and the transatlantic slave trade to the next level through a thematic study on the development of African American civil rights between 1861-1968.  This allows students to develop a deeper and broader understanding of democracy, human rights, race, conflict, power, social and political reform, religion and government. Students will continue to develop skills of cause, consequence and significance; change and continuity;  analyse and compare historical interpretations; debate and evaluate the impact of turning points within history.  This unit also allows students to analyse the role of individuals as change agents.

Enquiry Questions:

• How were Black Americans treated?
• Was Martin Luther King the most significant reason for the development of Black civil rights up to 1968?

 

Term 6:

During this term students will continue studying the concept of society and reform through their study of the suffragette movement.  This allows students to make comparisons across themes that they have already studied.  Students will draw on the knowledge and skills that they have learnt during Year 8 and build on these further.  Students will focus specifically on cause and consequence, inferences and utility.  Concepts such as democracy, government, social hierarchy, conflict and power will be further explored.

Enquiry Question:

• Why are sources useful for an enquiry into the suffragette campaign?

Term 1:

Students study class and diversity in twentieth century Britain which allows them to draw on themes studied within Year 8, such as social hierarchy, race, gender, equality, government and conflict.  Students will draw on the enquiry and investigation skills that they have acquired and develop these further through a study of who was to blame for the sinking of the Titanic.  This unit will  continue to develop sourcework skills.  Students also study the development of Black Britain and how immigration has developed culture.  Students will build on their understanding of cause, consequence, change and continuity and significance across both topics. 

Enquiry Questions:

• Who was to blame for the sinking of the Titanic and why?
• What contribution and impact have black immigrants had on twentieth century Britain?

 

Term 2:

Students will draw on and further develop their understanding of monarchy, government, empire, power and conflict through their study of World War One.  Students will continue to develop their ability to explain and interlink causes and consequences.  Students will also further develop their ability to analyse the significance of technological developments, the role of individuals as change agents and turning points through their study of how World War One brought about developments in medicine and changed the nature of warfare.

Enquiry Questions:

• What were the causes of World War One and how were these causes interlinked?
• What impact did World War One have on the development of warfare and medicine?

 

Term 3:

Students study the causes of and significant events during World War Two.  This supports students to build on their existing understanding of key themes, such as government, monarchy/dictatorship, power and conflict.  Students also continue to build on their ability to analyse how causes and consequences are interlinked and the significance of events.  Students also build on their understanding of why specific events are turning points and how these events changed the outcome of World War Two.  This topic also allows students to broaden their understanding of diversity within history through the study of Alan Turing and his role as a change agent.

Enquiry Questions:

• How was the Nazi invasion of Britain prevented?
• Which events were turning points in changing the outcome of World War Two and why?

 

Term 4:

Through the study of World War Two and the home front students will be able to build on the understanding of warfare gained from term two and complete a contrast study by looking at the impact of warfare on civilians.  Students will continue to develop their understanding of diversity by looking at the role of women, alongside building a deeper understanding of concepts, such as government, power, conflict and social change.  This unit continues to develop students’ ability to analyse and evaluate the causes and consequences of change and continuity, significance, the role of individuals as change agents and why events are turning points within  history.

Enquiry Question:

• Why was the period 1942-1950 a time of great change?

 

Term 5:

During this term students study the long arc of the persecution of Jews which allows students to use and build on their existing understanding of change and continuity and cause and consequence to complete a thematic study.  Students will continue to develop and deepen their understanding of concepts such as religion, power, conflict, government and propaganda.  Sourcework and interpretation skills are also developed further through this topic.  Students are introduced to the wider history of persecution and religious persecution.  This topic also enables students to better understand how and why persecution takes place under a dictatorship.

Enquiry Questions:

• Why have Jews been persecuted throughout time?
• Why and how did the Nazis persecute Jews?

 

Term 6:

Students continue their thematic study of the long arc of the persecution of Jews and deepen their understanding further by looking at how and why World War Two intensified Nazi persecution of Jews.  Students will draw on and further develop existing knowledge of the key skills acquired during term 5.  Through the study of the Holocaust, students will deepen their understanding of how and why different groups of people were persecuted.  Students will continue to build on their ability to analyse and evaluate sources and interpretations.  By the end of this topic students will also be able to analyse rates of change and reasons for this by linking types of persecution to events that were taking place at this time.

Enquiry Question:

• How and why did the outbreak of World War Two intensify the Nazi persecution of Jews?

GCSE history builds on the disciplinary skills that students have acquired through their study of history in Key Stage 3.  The key skills that are further developed are cause, consequence and impact; change and continuity, similarity and difference, inferences and utility, comparing and contrasting historical interpretations, significance, why key events are turning points, the role of individuals as change agents and the development of technology.  Understanding of key concepts such as monarchy, religion, government, empire, features of society, power, economy, trade and reform are also deepened and broadened through GCSE history.

 

Why study this course? 

Edexcel GCSE history provides students with the opportunity to study different types of history across different periods.  The course is broken down into four components.

• A British depth study:  Anglo-Saxon England and the Norman Conquest c1060-1088.
• A thematic and historic environment study :  Warfare Through Time c1250-present day and London during the Blitz.
• A period study:  The American West 1835-1895
• A modern depth study:  Weimar and Nazi Germany 1918-1939

Studying GCSE history allows students to develop and extend their existing knowledge of key events, periods and societies in local, national and world history.  Students are also able to deepen  understanding and empathy of people’s experiences throughout history.  This subject engages students in a range of historical enquiries and debates which allows students to become independent, critical and reflective thinkers. GCSE history students are able to explain, argue and evaluate events using a range of sources and interpretations.  Students also learn how to formulate well organised and coherent arguments with substantiated conclusions.  

Through the study of GCSE history students also develop wider skills which are important for the future.  For example:

• Written and verbal communication skills
• Logical thinking and decision making
• Critical thinking and questioning
• The ability to analyse and evaluate a range of different types of information
• Research skills, identifying relevant and irrelevant information
• Understanding how a complex series of events interact and are interlinked.

 

What does this course lead on to?

GCSE history is a prerequisite for A level history.  This subject also develops the key skills for a number of other A levels  that may not have been studied at GCSE level, such as politics, classical civilisation, sociology, criminology, psychology, philosophy and economics.   This subject also develops skills that are valued by other course providers and employers.  GCSE history is viewed as a highly academic subject and is well respected because of the skills it develops.  

 

Term 1:

Students complete a British depth study on Anglo-Saxon and Norman England.  This unit deepens student understanding of concepts such as monarchy, government, conflict, social hierarchy, power, religion and culture.  This unit focuses on cause and consequence, change and continuity, significance and historical interpretations.  Students will also study different themes such as  features of society, types of conflict, the succession crisis and Battle of Hastings, securing and controlling a country, changes in religion and culture.

 

Enquiry Questions:

• What was Anglo-Saxon society like in 1060?
• Why was there a succession crisis in 1066?
• Why did William win the Battle of Hastings?

 

Term 2:

Students continue their  British depth study on Anglo-Saxon and Norman England.  Student understanding of concepts such as monarchy, government, conflict, social hierarchy, power, religion and culture is deepened. Students continue to  focus on cause and consequence, change and continuity, significance and historical interpretations.  Students will also study different themes such as  features of society, types of conflict, securing and controlling a country, changes in religion and culture.  Students will study how William secured the kingdom between 1066-1087, how far society changed under Norman rule and the nature of responses to resistance.

Enquiry Questions:

• How did William secure the kingdom between 1066-1087 and what challenges did he face?
• How did William control the kingdom?
• How far did England change as a result of the Norman Conquest?

 

Term 3:

Students complete a thematic  study on Warfare Through Time.  This unit focuses on change and continuity over time, the rate and nature of change, factors that influenced change and continuity and the role of individuals as change agents.  Students will also continue to refine their ability to analyse cause, consequence, impact and significance; change, continuity, similarity and difference.    Students complete their study by focussing on the recurring themes of the nature of warfare, experiences of warfare and the impact of warfare on civilians across different periods.  Students develop the ability to make deep and broad comparisons across different periods.  During this term students will focus on the nature of warfare in 1250 and the period 1250-1500.  Students will also complete case studies on individual battles.

Enquiry Questions:

• How far did the nature of warfare change between 1250-1500?
• Why did aspects of warfare change and continue between 1250-1500?
• Explain the rate of change between 1250-1500.
• Describe the pace and rate of change across each period?

 

Term 4:

Students continue their  thematic  study on Warfare Through Time and continue to  focus on change and continuity over time, the rate and nature of change, factors that influenced change and continuity and the role of individuals as change agents.  Students  continue to refine their ability to analyse cause, consequence, impact and significance; change, continuity, similarity and difference.    Students complete their study by focussing on the recurring themes of the nature of warfare, experiences of warfare and the impact of warfare on civilians across different periods.  Students develop the ability to make deep and broad comparisons across different periods.  During this term students will focus on the nature of warfare in the periods 1500- 1651.  Students will also complete case studies on the English Civil Wars.

Enquiry Questions:

• What was the nature of warfare like before the Civil Wars and why?
• How important were the Civil Wars in bringing about change?
• How important have technology, governments and individuals been in the development of warfare through time?
• Describe the rate and pace of change during this period.

 

Term 5:

Students continue their thematic study on Warfare Through Time and continue to focus on change and continuity over time, the rate and nature of change, factors that influenced change and continuity and the role of individuals as change agents.  Students will also continue to refine their ability to analyse cause, consequence, impact and significance; change, continuity, similarity and difference.    Students complete their study by focussing on the recurring themes of the nature of warfare, experiences of warfare and the impact of warfare on civilians across different periods.  Students develop the ability to make deep and broad comparisons across different periods.  During this term students will focus on the nature of warfare in the periods 1651-1900.  Students will also complete case studies on individual battles.

Enquiry Questions:

• How far did the nature and impact of warfare change after the English Civil Wars?
• How far did the nature of warfare change between 1250-1900?
• How important have technology, governments and individuals been in the development of warfare through time?
• Describe the rate and pace of change during this period.
• How far did the experience and impact of warfare change between 1250-1900?

 

Term 6:

Students continue their thematic study and complete their final unit on warfare 1900 - present day.  This unit focuses on change and continuity over time, the rate and nature of change, factors that influenced change and continuity and the role of individuals as change agents.  Students will also continue to refine their ability to analyse cause, consequence, impact and significance; change, continuity, similarity and difference.    Students complete their study by focussing on the recurring themes of the nature of warfare, experiences of warfare and the impact of warfare on civilians across different periods.  Students develop the ability to make deep and broad comparisons across different periods. This term, students also study the historic environment aspect of the Warfare Through Time unit.  Students will build on their  sourcework skills and interpretation skills through the study of a historic environment - London during the Blitz. 

• Enquiry Questions:

• How far has the nature, experience and impact of warfare changed between 1250-today?
• How important have technology, governments and individuals been in the development of warfare through time?
• Describe the rate and pace of change during this period.
• What impact has warfare had on civilians in each period and between 1250-present day?
• How useful are sources for an enquiry into the impact of the Blitz on London?
• What impact did the Blitz have on London?

GCSE history builds on the disciplinary skills that students have acquired through their study of history in Key Stage 3.  The key skills that are further developed are cause, consequence and impact; change and continuity, similarity and difference, inferences and utility, comparing and contrasting historical interpretations, significance, why key events are turning points, the role of individuals as change agents and the development of technology.  Understanding of key concepts such as monarchy, religion, government, empire, features of society, power, economy, trade and reform are also deepened and broadened through GCSE history.

 

Why study this course? 

Edexcel GCSE history provides students with the opportunity to study different types of history across different periods.  The course is broken down into four components.

• A British depth study:  Anglo-Saxon England and the Norman Conquest c1060-1088.
• A thematic and historic environment study :  Warfare Through Time c1250-present day and London during the Blitz.
• A period study:  The American West 1835-1895
• A modern depth study:  Weimar and Nazi Germany 1918-1939

Studying GCSE history allows students to develop and extend their existing knowledge of key events, periods and societies in local, national and world history.  Students are also able to deepen  understanding and empathy of people’s experiences throughout history.  This subject engages students in a range of historical enquiries which allows students to become independent critical and reflective thinkers. GCSE history builds on the skills and concepts that students have learnt during Key Stage 3, so that students can explain, argue and evaluate events using a range of sources and interpretations.  Students also learn how to formulate well organised and coherent arguments with substantiated conclusions.  

 

Through the study of GCSE history students also develop wider skills which are important for the future.  For example:

• Written and verbal communication skills
• Logical thinking and decision making
• Critical thinking and questioning
• The ability to analyse and evaluate a range of different types of information
• Research skills, identifying relevant and irrelevant information
• Understanding how a complex series of events interact and are interlinked.

 

What does this course lead on to?

GCSE history is a prerequisite for A level history.  This subject also develops the key skills for a number of other A levels  that may not have been studied at GCSE level, such as politics, classical civilisation, sociology, criminology, psychology, philosophy and economics.   This subject also develops skills that are valued by other course providers and employers.  GCSE history is viewed as a highly academic subject and is well respected because of the skills it develops.

 

Term 1:   

Students begin a modern depth study of Weimar and Nazi Germany.  This unit draws on all of the skills that students have developed across the previous units.  Students build on, deepen and broaden their understanding of how different concepts are interlinked.  Students focus on economic, political, religious, cultural and military concepts.  Students will also build on their ability to explain, analyse and evaluate cause, consequence and significance; change and continuity;  similarity and difference; similarities and differences between historical interpretations; source work inferences, utility and provenance. During this term students will focus on the impact of World War One on Germany and the Weimar Republic.

Enquiry Questions:

• What were the causes and consequences of the problems faced by the Weimar Republic between 1918-1924?
• How and why was the Weimar Republic able to recover between 1924-1929?
• How did life in Germany change between 1924-1929?
• Why was Hitler able to become Chancellor in 1933?

 

Term 2:

Students continue their modern depth study of Weimar and Nazi Germany.  This unit draws on all of the skills that students have developed across the previous units.  Students build on, deepen and broaden their understanding of how different concepts are interlinked.  Students focus on economic, political, religious, cultural and military concepts.  Students will also build on their ability to explain, analyse and evaluate cause, consequence and significance; change and continuity;  similarity and difference;similarities and differences between historical interpretations; source work inferences, utility and provenance. During this term students will focus on the nature of the Nazi state, life in Nazi Germany, resistance and opposition and the persecution of minority groups.

Enquiry Questions:

• How did Hitler consolidate his power between 1933-1939 and what were the impacts of this?
• How did life in Nazi Germany change between 1933-1939?
• How and why were minority groups persecuted in Nazi Germany?

 

Term 3:

Students undertake a period study.  Through their study of the American West 1835-1895, students build on, broaden and deepen skills developed during Year 10.   This unit deepens student understanding of concepts such as diversity, conflict, social hierarchy, power and culture.  This unit focuses on cause and consequence, change and continuity, significance, key events as turning points and the importance of individuals.  Students will also study different themes such as  the Plains Indian way of life, migration and settlement, conflict and tension.

Enquiry Questions: 

• How did Plains Indians live?
• How was the West settled between 1835-1862?
• Why was their conflict between Plains Indians and white settlers?

 

Term 4:

Students continue their period study.  Through their study of the American West 1835-1895, students build on, broaden and deepen skills developed during Year 10.   This unit deepens student understanding of concepts such as diversity, conflict, social hierarchy, power and culture.  This unit focuses on cause and consequence, change and continuity, significance, key events as turning points and the importance of individuals.  Students will also study different themes such as  the Plains Indian way of life, migration and settlement, conflict and tension.

Enquiry Questions:

• How was the Plains developed between 1862 - 1876 and what was the impact of this on different people?
• Why was there rivalry between ranchers and homesteaders?
• How and why did the Plains Indian way of life change between 1862-1876?
• How and why did the cattle industry, farming and settlement change between 1876-1895?
• To what extent was law and order a problem between 1876-1895?
• Explain the causes and consequences of conflict between Plains Indians and the US government between 1876-1895.
• How and why was the Plains Indian way of life destroyed between 1876-1895?

 

Term 5:

During this term students will follow a tailored revision programme which addresses any gaps in skills and knowledge across all of the units covered and students will focus on consolidating their knowledge and skills across all of the units.  Opportunities are provided to target specific skills, concepts and themes in order to further prepare students for their examinations.

 

 

A level history builds on and develops the skills that students have acquired through their study of GCSE history.  Students will complete a breadth study on Tsarist and Communist Russia  1855-1964.  Through the breadth study students broaden and deepen their understanding of the nature of causes and consequences; change and continuity; similarity and difference.  Students will develop their ability to analyse and evaluate these concepts over a long period of time. Students will learn how to analyse, evaluate and make links between social, political and economic perspectives as well as the significance of each individual perspective.  Students will also focus on the role of individuals, groups, ideologies and changes within society. The breadth study also develops chronological understanding and allows students to have a deep rooted chronological understanding of the development of recurring themes.   This unit focuses on the development of analysing and evaluating how valid and convincing different historical interpretations are.  

Students also complete a British depth study:  Wars and Welfare - Britain in transition 1906-1957.  This unit focuses on a specific period of change and development within British history.  Students will gain a deep-rooted understanding of change and continuity through studying the interrelationships between individuals, groups, ideas and ideologies.  This unit develops chronological understanding and the chronological development of individual themes.  Concepts such as reform, retrenchment, patriotism, pacifism, social status and cultural values are developed through this unit.  Students are taught how to reflect on the process of economic and social change and the impact of these changes for the government and the people.  This unit focuses on sourcework, drawing on and developing students’ ability to analyse how convincing historical sources are.  

The final component of this course is an independent historical study (NEA) which is completed independently by students with guidance from their teacher.  The purpose of the historical investigation is to enable students to develop the knowledge, skills and understanding  that they have acquired through the breadth and depth studies.   Through the completion of the historical investigation, students will develop an enhanced understanding of the nature and purpose of history as a discipline and how historians work.  Historical investigation questions can change yearly and take account of the skills and areas of interest of each cohort.  

 

Why study this course?

Studying A level History not only helps improve your knowledge of the past, but it also helps you gain skills that are invaluable in many jobs. Some of these skills include analysing, researching, communication and problem-solving.  This subject also develops your ability to prioritise information and learn how to make vital decisions.   A level history students are highly analytical, highly literate and critical thinkers. A Level history is widely respected as a highly academic and challenging subject.  Many employers and universities hold this A level in high regard because of the skills it develops.  This subject helps  to build an important skill-set needed for progression into university or a career.  A Level history provides UCAS points and the academic skills to complete a degree apprenticeship, a degree or to enter employment.    

 

What does this course lead on to?

A level history is an ideal subject for students wishing to study subjects which they may not have studied at A level, such as law, politics, economics, business or finance.   History degree post-graduates also enter careers in journalism, politics, law, banking and finance and business consultancy.  A level history is also valued by degree apprenticeship employers because of the skills it develops.  

 

Term 1

Year 12

Tsarist and Communist Russia: Students will study autocracy and reform 1855-1994. Themes of autocracy, religion, political, social and economic reform are explored, alongside the development of a range of skills.  Students are taught how to analyse and evaluate the validity of historian’s interpretations and arguments.  This term students focus on reform and attempts to preserve autocracy during the reigns of Alexander II and Alexander III.

 

Wars and Welfare: Students study society in crisis 1906-1914.  Themes of political ideologies and theories, society and the economy are developed.  Key political individuals are studied, as well as the position of different political parties, the state of the economy, social issues, poverty and taxation. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. 

 

Year 13 

Tsarist and Communist Russia:  Students continue their study of the Soviet Union 1917-1964.  Students continue to consolidate and build on the history skills that they have acquired and develop greater precision and depth in the use of contextual knowledge when analysing historian’s interpretations.  This term students focus on the Stalinist economy and  the effect of Stalinist/Leninist rule on different groups within society.

Wars and Welfare:  Students study the emergence of an affluent society between 1929-1957.  Themes of political ideologies, theories and reform continue to be  broadened and deepened.  Key political individuals are studied, as well as the position of different political parties, the state of the economy and  social issues. Students consolidate their  sourcework skills and their ability to critically analyse/evaluate how convincing historical sources are. This term students focus on political developments, reasons for the policies of national government, economic issues and the impact of tariff reforms.

Enquiry Questions:

Year 12: 

• To what extent does Alexander II deserve the title of ‘Tsar Liberator’? 
• Assess the value of these three sources in relation to  British society in the early twentieth century.

Year 13:

• How moral were deportations pre 1941?
• What makes a socialist society?
• Assess the value of these three sources in relation to . . .
• How convincing are these three sources in relation to government policies after 1929?

 

Term 2: 

Year 12

Tsarist and Communist Russia:  Students continue their  study of autocracy and reform 1855-1994. Themes of autocracy, persecution, religion, political, social and economic reform are explored, alongside the development of a range of skills.  Students are taught how to analyse, evaluate and compare  the validity of historians’ interpretations and arguments.    This term students focus on the persecution of Jews, opposition to the Tsarist regime, radical political ideas, the development of political groups and ideology. 

 

Wars and Welfare:  Students study society in crisis 1906-1914.  Themes of political ideologies and theories and reform are developed.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. Liberal social and welfare reforms, the constitutional crisis, female emancipation and unrest are studied.

 

Year 13

Tsarist and Communist Russia:  Students continue their study of the Soviet Union 1917-1964.  Students continue to consolidate and build on the history skills that they have acquired and develop greater precision and depth in the use of contextual knowledge when analysing historian’s interpretations.  This term students focus on propaganda and culture,  the nature of opposition, political purges.

 

Wars and Welfare:  Students study the emergence of an affluent society between 1929-1957.  Themes of political ideologies, theories and reform continue to be  broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students  consolidate their  sourcework skills and ability to critically analyse/evaluate how convincing historical sources are. This term students focus on the social and political impact of the Depression, literary and media responses to international crisis, the abdication crisis and radical political groups.

 

Enquiry Questions:

Year 12: 

• How and why did opposition movements change during  the reign of Alexander II and the reign of Alexander III?
• Assess the value of these three sources in relation to liberal reforms in Britain?

Year 13: 

• How far did the Soviet Union develop socially, politically and economically between 1917-1941?
• How convincing are these three extracts in relation to the rise of radical political groups?

 

Term 3: 

Year 12

Tsarist and Communist Russia: Students continue their  study of autocracy and reform from 1894-1917. Themes of autocracy, religion, political, social and economic reform are explored, alongside the development of a range of skills.  Students also broaden their understanding of politics, opposition and ideologies. Students  develop their ability to analyse, evaluate and compare  the validity of historian’s interpretations and arguments.    This term students focus on the social divisions,  the cultural influence of the Church and  the 1905 Revolution. 

 

Wars and Welfare: Students study society in crisis 1906-1914.  Themes of political ideologies and theories and reform are broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. Irish Home Rule, the political  impact of World War One on Britain, Liberal divisions, coalition governments and life during wartime Britain are studied.

 

Year 13

Tsarist and Communist Russia:  Students continue their study of the Soviet Union 1917-1964.  Students continue to consolidate and build on the history skills that they have acquired and develop greater precision and depth in the use of contextual knowledge when analysing historian’s interpretations.  This term students focus on wartime opposition, the social and political impact of war, the revival of terror, Khrushchev’s rise to power and government between 1953-1964.

 

Wars and Welfare:  Students study the emergence of an affluent society between 1929-1957. Themes of political ideologies and theories and reform continue to be  broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus consolidate their sourcework skills and ability to critically analyse/evaluate how convincing historical sources are. This term students focus on the fall of Chamberlain and Churchill as a wartime leader, coalition governments and the reasons for a Labour victory in 1945, Atlee as Prime Minister and his ideologies, mobilisation of resources in wartime Britain, post war economic readjustment, nationalisation, 

 

Enquiry Questions:

Year 12: 

• Was there a revolution in Russia in 1905? 
• Was 1905 a turning point? 
• How convincing are these three sources in relation to British politics during wartime Britain?

Year 13:

• Should Khrushchev be praised or condemned?
• How convincing are these three sources in relation to the Labour victory of 1945?

 

Term 4: 

Year 12 

Tsarist and Communist Russia:  Students continue their  study of autocracy, reform and Revolution.. Themes of autocracy, religion, political, social and economic reform are explored, alongside the development of a range of skills.  Students continue to deepen their understanding of different political models, political opposition and ideology.  Students  develop their ability  to analyse, evaluate and compare  the validity of historian’s interpretations and arguments.    This term students focus on the Duma governments, industrial growth and change, the nature of agricultural change, social and cultural change.

 Wars and Welfare:  Students study the impact of war 1914-1918.  Themes of political ideologies and theories and reform are broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. This term students focus on post war industrial problems, the social and cultural impact of war, cultural change,  the Easter Rising in Ireland, the war of independence with Ireland.

 

Year 13 

Tsarist and Communist Russia:  Students continue their study of the Soviet Union Students continue to consolidate and build on the history skills that they have acquired and develop greater precision and depth in the use of contextual knowledge when analysing historian’s interpretations.  This term students focus on political policies and ideology under Stalin, agricultural, industrial and social reform, cultural change and the fall of Kruschev.

Wars and Welfare:  Students study the emergence of an affluent society between 1929-1957. Themes of political ideologies and theories and reform continue to be  broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students  consolidate their  sourcework skills and their ability to critically analyse/evaluate how convincing historical sources are. This term students focus on policies of the post war Labour government, the Festival of Britain, Conservative reorganisation and the elections of 1950 and 1951, domestic issues and consensus issues, post war boom, rise in living standards and cultural changes. 

 

Enquiry Questions:

Year 12: 

• How far do  developments from 1905 to 1914 alter the view of 1905 as a 'revolution'? 
• How convincing are these three sources in relation to the Irish question?

Year 13: 

• Did Khrushchev face less opposition than Stalin?
• How convincing are these three extracts in relation to Britain in 1954?

 

Term 5: 

Year 12

Tsarist and Communist Russia:  Students continue their  study of autocracy, reform and Revolution. Students continue to deepen their understanding of different political models, political opposition and ideology.  Students  develop their ability  to analyse, evaluate and compare  the validity of historian’s interpretations and arguments.    This term students focus on the development of opposition; the social, political and economic problems of wartime Russia; the collapse of autocracy in 1917 and  the development of the Bolshevik government.

Wars and Welfare:  Students study the search for stability between 1922-1929.  Themes of political ideologies and theories and reform are broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. This term students focus on the decline of the Liberals, the 1923 election and Labour win, international political relations, the conservative resurgence and post-war readjustment.  

 

Year 13:

Students follow a bespoke revision package to consolidate their learning and skills in preparation for their exams.

Enquiry Questions:

Year 12:

• Why did autocracy collapse in 1917?
• How convincing are these three sources in relation to stability in post war Britain?

 

Term 6: 

Year 12

Tsarist and Communist Russia:  Students continue their  study of autocracy, reform and revolution. Themes of autocracy, religion, political, social and economic reform are explored, alongside the development of a range of skills.  Students continue to deepen their understanding of different political models, political opposition and ideology.  Students  consolidate their ability  to analyse, evaluate and compare  the validity of historians’ interpretations and arguments.  This term students focus on the emergence of the Soviet Union after 1917, Lenin’s Russia and the rise of Stalin. 

Wars and Welfare:  Students study the search for stability between 1922-1929.  Themes of political ideologies and theories and reform are broadened and deepened.  Key political individuals are studied, the position of different political parties, the state of the economy and  social issues are studied. Students focus on developing sourcework skills and how to critically analyse/evaluate how convincing historical sources are. This term students focus on the industrial strike and industrial disputes, social and cultural change and  the 1929 election

Enquiry Questions:

• How strong was Bolshevik rule by 1924 and why? 
• Political authority 1917–1941: how similar were Leninism and Stalinism politically?
• How convincing are these three extracts in relation to Britain 1922-1929?