Trinity Academy

History

 

Year 7 

ks3 history curriculum sequencing template.pdf

 Year 8

ks3 history curriculum sequencing template 1 .pdf

 Year 9

ks3 history curriculum sequencing template 2 .pdf

 GCSE

history curriculum template for website subject areas.pdf

 

 

Year 12

We study AQA A Level History. 

 Units Taught: 

1J The British Empire, c. 1857 - 1967  

 

Part one: The high water mark of the British Empire, c1857–1914; Section 1: The Development of Imperialism, c1857–c1890 

  • The expansion of the British Empire in Africa 
  • Imperial and colonial policy (study policies in India) 
  • The scramble for Africa 
  • Informal Empire (British involvement in countries not in the Empire e.g. involvement in South America) 
  • Trade and commerce 
  • The role and influence on attitudes to empire 
  • Attitudes towards imperialism in Britain 
  • Relations with indigenous peoples 

 

Part one: The high water mark of the British Empire, c1857–1914; Section 2: Imperial Consolidation and Liberal Rule, c1890–1914 

  • The consolidation and expansion of the British Empire in Africa 
  • Imperial and colonial policy (India and Egypt) 
  • Trade and commerce 
  • The role and influence on attitudes to empire 
  • Imperialism 
  • Relations with indigenous peoples 

 

2O Democracy and Nazism: Germany, 1918 – 45 

Part one: the Weimar Republic, 1918–1933 

  • Early years of Weimar 1918-1924; the impact of war; the establishment of the Weimar Constitution 
  • The Peace Settlement; economic and social issues 
  • The ‘Golden Age’ 1924-1928; economic, social & political developments; foreign policy 
  • Social and political impact of the Depression; the appeal of Nazism and Communism; Political developments 

  

Main Skills Developed 

We build on the background knowledge and skills taught at KS3 and KS4. The focus of both papers are essay skills. You sit two papers and each paper is 2 hours 30 minutes. 

  

1J The British Empire, c. 1857 - 1967  

  • Analysing how convincing historical interpretations are. 
  • Analysing the validity of viewpoints about people, events and factors. 

  

2O Democracy and Nazism: Germany, 1918 – 45 

  • Analysing the value of historical sources. 
  • Analysing the validity of viewpoints about people, events and factors. 

    

How can parents help to support learning? 

  • Encourage completion of independent study tasks by completing tasks set by staff. These will include reading and research and use of revision guides in preparation for their examinations. 
  • Promote an interest in the events we study with visits to historical sites; viewing documentaries which will support students in expanding their knowledge. 
  • Ask them about their studies. You can also watch a wide variety of documentaries or listen to podcasts and engage in conversation to support their understanding of how to speak and write like a historian.  
  • Contact the department with any concerns or additional support you may need.  

  

Useful Websites 

https://senecalearning.com/en-GB/blog/a-level-history-revision-everything-you-need/ 

https://studywise.co.uk/a-level-revision/history/ 

https://revisionworld.com/a2-level-level-revision/history-gcse-level 

https://s-cool.co.uk/a-level/history 

http://www.gojimo.com/a-level-history-revision/ 

    

Extra-Curricular opportunities 

We will invite guest speakers into school, run online seminars and run extra-curricular trips. 

  

SMSC & British Values 

Democracy 

  • How was democracy developed across the Empire and what impact did this have? 
  • How was democracy developed during the Weimar Republic and what impact did this have? 
  • How was democracy challenged? 

 

Rule of Law 

  • How did the Empire increase its control and what impact did this have? 
  • How did the Weimar Republic establish control and what impact did this have? 

 

Respect and tolerance  

  • What impact did Social Darwinism have during the expansion of Empire?  
  • Was the British Empire a promoted of equality? What impact did this have? 
  • What was the status of different groups under the Weimar Republic? 
  • What were the reasons for the increasing support for the Nazi Party from different social groups? 

 

Individual liberty 

  • Were the rights of all people protected under the Empire? What impact did this have? 
  • How did the Weimar Republic extent the rights for different members of society?  

  

Year 13

Units taught 

 

1J The British Empire, c. 1857 - 1967  

PART TWO: IMPERIAL RETREAT, 1914–1967; Section 1: Imperialism Challenged, 1914–1947 (A-level only) 

  • Expansion and contraction of empire 
  • Colonial policy and administration in India, Africa and the Middle East 
  • The development of trade and commerce 
  • The role and influence on attitudes to empire 
  • Imperialist ideals 
  • Relations with indigenous peoples 

 

PART TWO: IMPERIAL RETREAT, 1914–1967; Section 2: The Winds of Change, 1947–1967 (A-level only) 

  • Decolonisation in Africa and Asia 
  • British colonial policy and administration 
  • Trade and commerce 
  • The role and influence on attitudes to empire 
  • Post-colonial political, economic and cultural ties 
  • Relations with indigenous peoples 

 

2O Democracy and Nazism: Germany, 1918 – 45 

Part two: Nazi Germany, 1933–1945 (A-level only) 

  • The Nazi Dictatorship, 1933-1939 ( A-level only )Hitler’s consolidation of power; government and change 
  • The 'Terror State'; police, SS and Gestapo; effectiveness and limitations of opposition; propaganda 
  • Economic policies; social policies: young people; women; workers; the church 
  • The Racial State, 1933-1941; Nazi racial ideology; Anti-Semitism 
  • The impact of War, 1939–1945; society; women and youth; wartime economy; opposition and resistance 

NEA: Tudor Rebellions 

Students choose their own line of enquiry with this topic. They will write a 4500 word essay which is independently researched and written.  

 

Main Skills Developed 

We build on the background knowledge and skills taught at KS3 and KS4. The focus of both papers are essay skills. You sit two papers and each paper is 2 hours 30 minutes. 

  

1J The British Empire, c. 1857 - 1967  

  • Analysing how convincing historical interpretations are. 
  • Analysing the validity of viewpoints about people, events and factors. 

  

2O Democracy and Nazism: Germany, 1918 – 45 

  • Analysing the value of historical sources. 
  • Analysing the validity of viewpoints about people, events and factors. 

 

NEA: 

  • Analysing how convincing historical interpretations are. 
  • Analysing the value of historical sources. 
  • Analysing the validity of viewpoints about people, events and factors. 

    

How can parents help to support learning? 

  • Encourage completion of independent study tasks by completing tasks set by staff. These will include reading and research and use of revision guides in preparation for their examinations. 
  • Promote an interest in the events we study with visits to historical sites; viewing documentaries which will support students in expanding their knowledge. 
  • Ask them about their studies. You can also watch a wide variety of documentaries or listen to podcasts and engage in conversation to support their understanding of how to speak and write like a historian.  
  • Contact the department with any concerns or additional support you may need.  

  

Useful Websites 

https://senecalearning.com/en-GB/blog/a-level-history-revision-everything-you-need/ 

https://studywise.co.uk/a-level-revision/history/ 

https://revisionworld.com/a2-level-level-revision/history-gcse-level 

https://s-cool.co.uk/a-level/history 

http://www.gojimo.com/a-level-history-revision/ 

    

Extra-Curricular opportunities 

We will invite guest speakers into school, run online seminars and run extra-curricular trips. 

  

SMSC & British Values 

Democracy 

  • How democratic was the British Empire? 
  • How was the authority of the Empire challenged and what impact did this have? 
  • How was democracy challenged and what impact did this have? 
  • How did the Nazi Party remove democracy? 

 

Rule of Law 

  • How did the Empire increase its control and what impact did this have? Why did this result in decolonisation? 
  • How did the Nazi Party establish control and expand their authority? What impact did this have? 

 

Respect and tolerance  

  • Why did intolerance result in the rise of nationalism and decolonisation?  
  • What was the status of different groups under the Nazi Party? 
  • Who was persecuted during 1933 – 45? 

 

Individual liberty 

  • Were the rights of all people protected under the Empire? What impact did this have? 
  • How did the Nazi Party remove the rights for different members of society? 

 

 

 

 

 

Click Here for Politics Curriculum