Curriculum

HISTORY

Understanding past events and people and their significance gives students a better insight into the world around them.  We believe in the importance of not just learning history, but learning from history. The study of History equips pupils with the ability to critically analyse source material, assess the merits of different arguments, hone their debating skills, and recognise bias and propaganda.
History at KS3
Year 7 Year 8 Year 9

Who are the British?

The focus for Year 7 is British history and students study it chronologically from before 1066 until the end of the British Empire.  It starts with an investigating into the origins of the British people.

How did the Normans change England?

Year 7 continues with students studying life in Anglo-Saxon Britain before looking at the Norman conquest its impact on Britain.  There are clear links within the topic to migration and monarchs.

How did the Tudors change England?

The theme of the Monarchy is continued into the topic area where students learn about power of the Monarchy and the religious changes they introduced.  Religion in this time period is significant in terms of control, welfare and changes in medicine.

Why was Elizabeth 1 a significant Monarch? 

There are clear links between the study of the church and the reign of Elizabeth I as a strong Queen. This module is vital as it presents women as strong individuals in history rather than the curriculum being dominated by male figures.

How far did the Industrial Revolution change Britain?

The industrial revolution has undoubtedly shaped Bradford as a community with reminders all across the city. This unit ensures that students understand the impact that the Industrial Revolution had in Britain as a whole.

This module is important as it includes a reference to the historical environment study, which demonstrates to students the local history of Bradford in depth in relation to social, political and economic changes that have shaped Britain.

How influential was the British Empire?

This ensures that students have a clear understanding of Britain’s impact on the world and allows them to make informed decisions on the legacies of key individuals such as Winston Churchill. This also exposes students to the study of other cultures as they examine the impact of the Empire on Britain. During this topic, students develop their understanding of the British Empire and how it led to the slave trade and the human impacts of this.

How was the First World War fought?

Studying the First World War draws together the students’ recent study of Britain’s place in the world and new industrial developments that will also change the nature of warfare. This draws students’ attention to the depth studies that allow them to understand modern international relations and difficult concepts such as communism and terrorism.

Is feminism still needed today? (Suffrage)

The First World War added momentum to the movement for Women’s rights.  In this topic, students will learn about attitudes towards women and the actions they took in their fight for equality.

What was life like in Hitler’s Germany?

The study of Hitler and Germany is a natural progression from the end of the First World War and the bitterness that existed in Germany after the Treaty of Versailles. It is vital that students can make informed judgements on historical events reflected by popular cultures. This scheme of work ensures that students understand the difference between democracy and dictatorship and allows them to develop empathy for those people in difficult conditions today.

How did the Second World War affect life in Britain?

Links are made to the Second World War through Hitler’s social, political and economic policies. This unit allows students to understand the efforts undertaken by members of the British public during the Second World War. It also encourages students to look at the use of propaganda in Britain directly after studying propaganda in Hitler’s Germany.

Why do we need to remember the Holocaust?

As the compulsory part of the National Curriculum, we have done our best to ensure that our Holocaust education is at the highest standard possible.  We start year 9 with this topic as students need to have a sense of maturity to handle and understand such a sensitive yet vital issue that is vital for them to understand moving forward in life.

Who was responsible for the Holocaust?

As the compulsory part of the National Curriculum, we have done our best to ensure that our Holocaust education is at the highest standard possible.  Students need to have a sense of maturity to handle and understand such a sensitive yet vital issue.

Why was the Cold War an international crisis?

The Cold War modules takes students up into modern political events and goes a long way in explaining the current international situation. It also introduces students to the differences between Capitalism and Communism and the relationship between Britain, the USA and the European Union. This curriculum ensures that even if students do not study history further, they have a clear understanding of events from the past 2,000 years and the impact that they have had on the world around them.

How were people punished for their crimes throughout history?

This is the first of three thematic topics that allow students to apply their skills and historical understanding across a wider time period.  It builds on their understanding of life in time periods previously studied and of how inequality was a key feature of society.

How did religion effect health?

Building on the previous topic, this topic continues to allow students to apply historical knowledge and understanding to new contexts.  It focusses on life and society in the Renaissance and Medieval times and draw on ideas already taught about church and power.

Is there racial equality in the world today?

This final thematic topic looks at the discrimination faced by minorities within society and how social activism has been used to bring about social change.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment

Assessments take place throughout each topic and are a combination of low stakes quizzes and extended written pieces.

History at KS4 (GCSE)
Year 10 Year 11

Paper 2 section A

Britain Health and people, c1000 to the present day

 

Paper 1 section A

America, 1920–1973: Opportunity and inequality

Paper 1 section B

Conflict and tension in Asia, 1950–1972

 

Paper 1 section B (continued)

Conflict and tension in Asia, 1950–1972

 

Paper 2 – Section B

Elizabethan England 1568-1603

 

Historical Environment

Assessment

KS4 Exam Board Specification: AQA

Paper 1: Understanding the modern world
Overview Focus
  • Written exam: 2 hours
  • 84 marks (including 4 marks for spelling, punctuation and grammar
  • 50% of GCSE

In Section A – Period study

America, 1920–1973: Opportunity and inequality

Six compulsory questions

 

In Section B – International conflict and tension

Conflict and tension in Asia, 1950–1972

Four compulsory questions

Paper 2: Period study and British depth study
Overview Focus
  • Written exam: 2 hours
  • 84 marks (including 4 marks for spelling, punctuation and grammar
  • 50% of GCSE

Section A: Thematic study

Britain Health and people, c1000 to the present day

Four compulsory questions

 

In Section B – British depth study and historical environment

Elizabethan England 1568-1603

Four compulsory questions

KS4 Exam Board Specification: AQA GCSE History (8145)

Enrichment Offer

The Department offers subject-specific enrichment clubs and organises a range of educational visits throughout the year. Pupils are able to take part in school-wide competitions, as well as representing the Academy in local and national competitions designed to increase their engagement and enhance their subject knowledge. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.

Useful Resources and Revision Support