History
2024/2025 Teaching staff: Mr D Edwards, Miss C Jackson, Mrs A Dunford, Miss L Hutton, Miss R Harding, and Mr W Owens
Follow us on X (Twitter) @Oakwood_history
| Faculty | Humanities |
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| Head of Faculty | Miss C Jackson |
| Head of History | Mr D Edwards |
Download the Pathway Doctument below:
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| Autumn | Spring | Summer | Rationale |
| Year 7 | Topic Area/Key Question
| 1- What is History? 2- Why was the Black Death a turning point in the Middle Ages? | 1- Experiences of women during the Renaissance. 2- Why the Spanish Armada attacked. | 1- Like in Victorian Britain 2- 20th century life, especially in the wars and the NHS | In year 7, we explore life for ordinary Briton’s in different time periods, giving students a flavour of what the main themes of each time period were. At a couple of points, we also delve deeper into a time period to look at a particular event – the Crusades in the Middle Ages, and Tudor religious arguments in the 1500s.
We begin with a reminder, or introduction to, the key concepts of history, which we then embed throughout the year as each topic has a different focused historical skill.
The idea of this year is to make sure that, when studying events such as the Britain’s transition from a monarchy to a democracy, protest movements, empire and immigration, students have an understanding of the context the different events were taking place in.
It is also a good way for students to gain an appreciation of the hardships of living in earlier historical periods, to give a greater appreciation of the benefits of modern life and society.
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| Content covered
| In the first unit, we look at the main concepts students will study in history – things like interpretations, significance, causation etc. The information in this unit is all based around the students’ own lives.
The Black Death unit focuses on life in the Middle Ages. We look at various aspects of life in the Middle Ages, and finish with how the Black Death changed life and attitudes. | In the Spring term we look at life in Britain in the 16th and 17th centuries, focusing on improvements in science and medicine during the time. The last few lessons look at the experiences of women.
The second part is about the religious controversy that the Tudors faced, and how it led to a war with Spain. There is also a local visit to a church, looking at the effects of the Reformation. | Our penultimate unit is on Victorian Britain. The focus is on the industrial revolution – what it was, and its effect on people’s lives. We also look at the how reformers improved life later in the period.
We finish looking at the 20th century, especially focusing on the development of the NHS, and its effects. | ||
| Assessment
| 1- Question on significant events in students’ lives. 2- Essay about changes caused by Black Death. | 1- Similarities between rich and poor women’s lives in Renaissance. 2- Causes of the Spanish Armada. | 1- Source analysis about Victorian life 2- Interpretation about life in the USA | ||
| Literacy focus. In every unit, reading homework | Introduction to the meaning of key historical second order concepts. In second unit, specifically relating to how to describe change. | Language of causation – background, long-term, short-term causes. | Language relating to source analysis – reliability, usefulness, provenance etc. | ||
| Opportunities (links to careers/EDI/PSHCE)
| Opening unit has many opportunities to discuss each other’s lives, explain what makes events important. | PSHCE links to role of women in society. EDI links to religious tolerance and inclusion in Tudor religion section | PSHCE – covering issues of child labour, workers’ rights, and the role of the welfare state in supporting people. | ||
| National Curriculum links / GCSE connections | NC link - the development of Church, state and society in Medieval Britain 1066-1509 | NC link - the development of Church, state and society in Britain 1509-1745. Also, local history in church visit, GCSE link – Elizabeth I and religious conflicts | - ideas, political power, industry and empire: Britain, 1745-1901 - challenges for Britain, Europe and the wider world 1901 to the present day |
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| Autumn | Spring | Summer | Rationale |
| Year 8 | Topic Area/Key Question
| Conquest of William I, and Britain’s path to a democracy | How British people have fought for their rights, and the effects of the British Empire on the world | Why is Britain a multicultural nation, and has the USA lived up to the aims of its founders? | In year 8, we attempt to build on the students’ knowledge from year 7 about ordinary people’s lives in Britain, by studying some of the key themes that shape Britain today.
A key point we are trying to get across is how Britain has become a more free, equal and democratic country since 1066. We study this in different themes, looking at the erosion of the power of the monarchy, the growth of the power of Parliament, and then the power of ordinary people to shape their nation through various protest movements.
We also study the diversity of Britain, looking at the effect of the Empire on the World, and then the impact of immigration on Britain over more than 1000 years. A key focus of this unit is to study the level of tolerance that has been shown by British people over this time, and the contributions that immigrants have made to British life.
We finish with a unit on the History of the USA in the 20th century. This is partly to offer a comparison with some of the events we have studied in Britain, looking at similar issues to do with democracy, race and culture. It also feeds into a GCSE topic we study in year 10.
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| Content covered
| The first unit looks at the effect of the Norman Conquest of England. It begins by looking at life in Anglo-Saxon England, looks at the Battle of Hastings, and then at whether the conquest changed life in England.
The second unit, which follows on directly chronologically from the first, looks at how monarchs slowly lost power to barons and parliament over the next several hundred years. This covers events such as the Magna Carta, the Peasants’ Revolt, and the English Civil War.
| To complete our look at Britain’s development as a democracy, we look at protest movements. This covers protests for voting rights, women’s rights, civil rights for people of colour, and LGBT rights, as well as the work of trade unions.
The unit on Empire begins by looking at African and Indian civilisation before the colonial period. We then look at the actions of Britain in particular in these two places, and assess the consequences there. | From the Anglo-Saxons to the present day, we look at the history of immigration to Britain. We cover aspects about why people choose Britain as a destination, the treatment of immigrants and different groups, and their contribution to British life.
The USA unit focuses on the 20th century, looking at events such as prohibition, the Civil Rights Movement, and other social and cultural developments. | ||
| Assessment
| 1- Essay about political, social, religious changes by William I. 2- Significance of the execution of Charles I essay. | 1- Comparing the similarities between protest groups. 2- Analysing the consequences of the Empire in 2 places. | 1- Sources analysing the treatment of immigrants 2- Interpretations about prohibition | ||
| Literacy focus. In every unit, reading homework | Language of change – how to express extent and suddenness. Key word – Democracy. | Key terms – Empire and colonial. Civil Rights. | Key terms – multicultural, tolerance. | ||
| Opportunities (links to careers/EDI/PSHCE) | PSHCE links – Citizenship, covering role of Parliament, importance of voices for all areas of society. | PSHCE and EDI links to protests and the rights of women and minority groups. | EDI links in analysing the contributions and treatment of immigrants, and in the Americans Civil Rights movement | ||
| National Curriculum links / GCSE connections | - the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 - the development of Church, state and society in Medieval Britain 1066-1509 (and beyond) | - ideas, political power, industry and empire: Britain, 1745-1901, and into the 20th century | - the study of a theme in British history from before 1066 - at least one study of a significant society or issue in world history - USA section also links to second GCSE topic |
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| Autumn | Spring | Summer | Rationale |
| Year 9 | Topic Area/Key Question
| World War 1, and the rise of the dictators after the war. | Comparing dictators, and the start of World War 2 | The Holocaust, and the end of World War 2 | In year 9, we focus exclusively on the events of the 20th century, particularly in its first half – showing how the world ended up engaging in its two most destructive wars ever, and the effect this had.
Some of the themes of these topics require maturity, which is why we leave it until as late as possible in Key Stage 3.
It also makes sense chronologically – students have learned about the world in the earlier centuries, and can see how some themes we learned about in year 8 – democracy, multiculturalism and racism, empire – are linked with the causes of the two wars.
This section also leads neatly into the GCSE course, for those who choose it – Year 10 starts with the Cold War.
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| Content covered
| We begin by looking at why World War 1 happened, before exploring the experiences of the war for different soldiers. We look in some detail at key battles of the War (especially the Somme), and explore the war in different areas.
In the second half term, we begin to look at how World War 1 led to an unstable Europe where various forms of dictators came to power. We particularly focus on the rise of communism, and how Stalin gained and maintained control over communist Russia. | Continuing the story of extremism in the 20’s and 30’s, we look at the rise of the fascist dictators, and consider what they all have in common to make a typical dictator.
We also then begin the story of World War 2. We look at how Hitler caused the war, what could have been done to oppose him, and study how 3 events helped Britain to avoid defeat in the first year of the war. | To begin we focus on the Holocaust, looking at its causes, events, and most importantly its significance as a historical topic.
We finish the year by completing the story of World War 2, looking at its spread and impact as a global event, and then explaining how it ended – finishing with the use of nuclear weapons in Japan. | ||
| Assessment
| Interpretations of the Somme, and source analysis on Stalin’s methods of control. | Similarities between dictators, and causes of British success in avoiding invasion. | Significance assessment on the Holocaust. | ||
| Literacy focus. In every unit, reading homework | Key terms are dictatorship and extremism | Understanding fascism and communism | Exploring the meanings of antisemitism, and genocide. | ||
| Opportunities (links to careers/EDI/PSHCE)
| EDI links in lesson on contributions of Empire soldiers. PSHCE links in lessons on the rise of dictators, looking at the methods used by dictators to maintain control. | EDI links in looking at treatment of minorities under fascism.
| The Holocaust unit looks at antisemitism, how hatred is spread, and considers examples of individual and group heroism in the face of evil. | ||
| National Curriculum links / GCSE connections | - challenges for Britain, Europe and the wider world 1901 to the present day
| - challenges for Britain, Europe and the wider world 1901 to the present day | - challenges for Britain, Europe and the wider world 1901 to the present day |
| Subject Documents |
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| Statement of intent History |
