History:

Subject Information Overview

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Curriculum
Area Staff Curriculum
Information Curriculum
Overview Exam information for GCSE
qualifications in this Subject Area Knowledge
Organisers

Curriculum Area Staff

Jack Anderson (CAL History)
Sarah Burgess

Jess Haythorne
Sarah McCabe (Progress Leader, Year 11)

Should you require more information about this subject area please contact:

Name: Mr J Anderson
Position: Curriculum Area Leader
Email: jan@selbyhigh.co.uk

Curriculum Information

Through the history curriculum at Selby High school we allow students to develop a coherent and comprehensive understanding of some of the key historical events of both Britain and the wider world. This knowledge can inspire students to pursue a deeper understanding of the past. Through history we equip students with the necessary skills to pose perceptive questions, critically analyse evidence, evaluate arguments, and develop informed perspectives and judgments. By studying history, students can gain an appreciation of the intricacy of human existence, the dynamics of change, the diversity of cultures, and the interconnections between different social groups. Moreover, history provides students with insight into their own identity and the challenges they face in their contemporary context.

Our curriculum is designed around enquiry questions to ensure all pupils can identify and understand major events, changes and developments in British, European and World history. We cover a range of time periods, themes and ideas that allow students to investigate and communicate their understanding of cultural, ethnic and religious diversity. The curriculum intent for history is centered around developing students' historical skills, which are entwined throughout the curriculum. Pupils will engage with a wide range of sources, including primary and secondary sources, and will learn how to make inferences and evaluate their utility. Through historical interpretation, students will develop the ability to understand, support, challenge, and create their own interpretation of historical events. This approach will encourage critical thinking and provide students with the skills necessary to become active and engaged citizens who can analyse and understand the complexities of our world.

Topics covered in the curriculum include:

the impact of the Norman invasion
connections between medieval countries around the world
revolutions in industry and society in the 18th and 19th centuries in Britain and around the world
the impact and legacy of the British Empire
WWI and WWII (including the Holocaust)

History is taught in broadly chronological order with lessons based on second order concepts such as change and continuity, historical significance, cause and consequence, historical interpretations, similarity and difference and sources.

By engaging with a range of historical narratives, students are encouraged to appreciate their place in the world. Content is chosen that reflects local, national and international issues and concerns. For example, through studying the history of 19th century Selby students are able to see the impact of migration and movement of people, the growth of industry, and the response to the poor. Pupils are taught to describe, analyse and explain sources of information including texts, pictures and artefacts. They are encouraged to think about how the past is interpreted using the work of historians, as well as develop their own ideas about significant historical events and people.

CURRICULUM OVERVIEW

Below is a summary overview of the topics and their content that will be studied in each term by each year group. For more information about each topic, get your child to visit learning journeys and resources on the school online learning platform - Ready Steady Learn.

Year Group	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
7	What is History (knowledge prehistory to 1066 and key concepts and skills) Who had control Middle Ages? Development of Church, state and society in Britain 1066-1509 What happened in 1066? Why invade England in 1066? Who were the contenders to the throne? What happened at the Battle of Stamford Bridge? What happened at the Battle of Hastings? What does the Bayeux Tapestry suggest about Hastings?	Who had control Middle Ages? Development of Church, state and society in Britain 1066-1509 How did William establish control? How did William deal with his problems? Why did William build castles? Why did William create the Domesday Book? How should William be judged for the Harrying of the North? How did the Feudal System help William to keep control? Was the Norman Conquest a change for the better?	Wider-world study: How did the Silk Roads Shape our World? Who travelled on the Silk Roads? How did ideas spread on the Silk Roads? How did death spread on the Silk Roads? How did disease spread on the Silk Roads? How did Conquest spread along the Silk Roads?	Who had control Middle Ages? Development of Church, state and society in Britain 1066-1509 Who held power in Medieval England? How did life in Medieval York & Baghdad compare? What did most Medieval people believe? Why did Henry and Becket come to blows? - Why did the barons come to blows with John? - Why did the Peasants challenge Richard II? - What was the impact of the Peasants' Revolt?	How did our world view change? Development of Church, state and society in Britain 1509-1745 How did the Tudors change religion in England? - How did the Renaissance change life in Europe? - Why did Henry break from Rome? - How did Protestantism change religion? - What happened to Latimer & Ridley? - Did Elizabeth achieve a ‘Middle Way’? - What happened to Margaret Clitherow?	How did our world view change? Development of Church, state and society in Britain 1509-1745 Was the Elizabethan Period really a ‘Golden Age’? Why was the Spanish Armada defeated? How did Elizabethans entertain themselves? What did Elizabethans learn? How did Elizabethans deal with the poor?
Assessment details	Cause and consequence / sources Assessment Point: Mini-assessment -Google Forms Quiz - The Events of 1066	Change and Continuity Cause & Consequence Assessment Point 1: The Norman Conquest	Similarity/Difference & Interpretation Google forms assessment	Assessment Point 2 - The Angevins & the Silk Roads Significance	Change and Continuity Ap3 How did the Tudors change religion in England?	Interpretation Assessment Point 3 - The Tudors
8	How did our world view change? Development of Church, state and society in Britain 1509-1745 Why was the 17th century described as a ‘World Turned Upside Down’? - How did the British library describe the 17th century? - What were the causes of the Civil War? - Who won the Civil War? - Was justice done in 1649? - How did Cromwell change life in England? - Who was accused of being a witch? - What were the causes of the 'witchcraze'? - Was there really a witchcraze in East Anglia? - How did London react tot he Great Plague, 1666? - How 'Great' was the Great Fire of London?	Ideas, political power, industry and empire; Britain 1745-1901 Was the Industrial Revolution ‘Liberty’s Dawn’? How do interpretations of the Industrial Revolution differ? - What were the experiences of factory workers? - What were the experiences of miners? - How should the Felling disaster be remembered? - How did the Indfustrial Revolution affect Public Health? - How did the Industrial Revolution change family life?	Wider-world Study Slavery, Segregation & Struggle: How did African-Americans strive for equality? - What was the Transatlantic slave trade? - Did abolition mean freedom? - What were the challenges to integration? - What impact did Rosa Parks have on integration? - How successful was peaceful protest? - How successful was radical protest? - How should the Black Panthers be remembered?	Ideas, political power, industry and empire: Britain, 1745-1901 How do the experiences Empire compare in India and Ireland? What was the British Empire? How the British Empire control India? What impact did Empire have on India? What impact did Empire have on Ireland? What did ‘independence’ look like in Ireland? What is the legacy of Britain in Africa? - Why did Britain become involved in Africa? - What was the 'Scramble for Africa'? - Should the statue of Cecil Rhodes remain standing?	Ideas, political power, industry and empire: Britain, 1745-1901 How did British people fight for their rights? 1900-1928 How fair was Britain in 1800? Was the Chartist movement a failure? Was the Peterloo Massacre a disaster for working people? How close did Britain come to revolution in the 19th century? How influential were the Suffragettes? How did life change for women post-franchise?	Challenges for Britain, Europe and the wider world 1901 to the present day Why did men sign up for the First World War? - Causes of the First World War, - How did attitudes towards the war change? How were men recruited? What did the ‘British Army’ really look like?
Assessment details	Change/continuity Significance Interpretation Inference Assessment P1 - 17th Century - A world turned upside down?	Similarity / Difference & Interpretation Google Forms Assessment	Significance Change / Continuity Assessment point 2 Change/Continuity	Similarity / Difference Source utility Inference Mini-assessment - A comparison of Indian & Ireland	Causation / Consequence Significance Assessment point 3	Causaton Similarity/Difference Inference
9	Challenges for Britain, Europe and the wider world 1901 to the present day The First World War What was the Schleiffen Plan? What can we learn about trench life from Charlie Bryne's diaries? Was Haig the ‘Butcher of the Somme’? How important was the war at sea? How did the war affect those at home? How did medicine develop in the trenches? How did the war come to an end?	Challenges for Britain, Europe and the wider world 1901 to the present day The First World War - Medical advancements during the First World War - What do sources tell us about shell shock? The Second World War - 1939-45 How did the Second World War affect morale in Britain? The Treaty of Versailes The Road to War Was Dunkirk a triumph or disaster? Why did the RAF win the Battle of Britain? Did British Pathe get it right about the Blitz?	Challenges for Britain, Europe and the wider world 1901 to the present day What was the key turning point of the Second World War? Was Dunkirk a military disaster? How did Pearl Harbour change the war? What happened on D-Day? Were the Allies justified in dropping the atomic bomb?	Challenges for Britain, Europe and the wider world 1901 to the present day How could the Holocaust have happened? Who were the Jews of Europe? How did the Holocaust begin? What was Kristallnacht? What was life like in the ghettos? What was the final solution? What did resistance look like? Who was to blame for the Holocaust?	Challenges for Britain, Europe and the wider world 1901 to the present day How hot was the Cold War? 1945-1991 - Was the Cold War a war of ideas? - How mad was M.A.D? - Why did the Hungarian Uprising fail? - How dangerous was Cold War Berlin? - Did the USA achieve its aims in Korea? - How was nuclear disaster avoided in the Cuban Missile Crisis? - Why did the Cold War come to an end?	Challenges for Britain, Europe and the wider world 1901 to the present day How does the History of America reflect changing attitudes? - Who were the Plains Indians? - The Permanent Indian Frontier - Plains Indian way of life - Differences between Northern & Southern states
Assessment details	Causation / Consequence Significance	Source utility Assessment P1 - First World War	Significance Consequence Assessment P2 - Morale & Turning Points of Second World War	Significance Google forms assessment The Holocaust	Causation / Consequence Source utility Assessment P3
10	Elizabethan England - 1558-88 KT1 - Queen, Government & Religion - Elizabeth's early problems - Hierarchy & Government - Challenges at home & abroad - The Religious Settlement - Challenges to the Religious Settlement KT2 - Plots & Revolts at Home - The Revolt of the Northern Earls 1569 - Three Catholic Plots - Anglo-Spanish Commercial Rivalry	KT2 - Plots & Revolts at Home - War in the Netherlands - The Spanish Armada 1588 KT3 - Elizabethan Society in the Age of Exploration - Elizabethan education - Leisure - Increase in poverty & poor laws - Increase in exploration - Failure of the colony in Virginia	Medicine in Britain 1250-Present Medieval Medicine - 1250-1500 - Influence of the Church - Ideas about causes of disease - Treatments & Preventions - Who looked after the sick? - The Black Death The Medical Renaissance in Britain - Improved communication - Sydenham & Causes of Disease - Treatments & Preventions - Anatomy - Vesalius & Harvey - Medical Care - Great Plague & Black Death comparison	Medicine in the 18th & 19th Centuries - Edward Jenner & vaccinations - Causes of disease - Pasteur & Koch - Public Health - Chadwick, Snow & Government intervention - Nightingale & changes to care - Developments in surgery - anaesthetic, antiseptic & aseptic Modern Medicine - 1900-Present - Causes of Disease - DNA & Lifestyle - Early treatments - Magic bullets & early antibiotics - Fleming, Florey & Chain - The development of antibiotics - Access to care - the NHS - NHS & Prevention of disease - Lung Cancer in the 20th century	Historic Environment - Medicine in the British Sector of the Western Front - The trench system, battles & terrain - Illness & injury in the trench environment - Medical evacuation route - New treatments & technology	Weimar & Nazi Germany 1918-39 KT1 - The Weimar Republic - The Weimar Constitution - The Treaty of Versailles - Political threats from the left and right - Occupation of the Ruhr & Hyperinflation
Assessment details	Causation Significance Elizabeth - Assessment 1	Causation Significance Elizabeth - End of Topic Assessment	Causation Change & Continuity Significance	Google Forms Assessment Causation Change & Continuity Significance	Source utility	June Mock Exams Interpretation & Source Skills Interpretation & Source Skills Causation Inference
11	Weimar & Nazi Germany 1918-39 KT1 - The Weimar Republic - Stresemann's Policies - The 'Golden Years' KT2 - Hitler's Rise to Power - 1919-33 - Early Nazi Party & Hitler - Events & Consequences of the Munich Putsch 1923 - The 'Lean Years' - The Wall Street Crash & Great Depression - Improving Nazi support - Hitler becomes Chancellor	KT3 - Nazi Control & Dictatorship - Reichstag Fire & Enabling Act - Night of the Long Knives - Creation of a police state - Control of the Church - Influencing attitudes - propaganda - Opposition & Resistance KT4 - Life in Nazi Germany - Policies towards women - Policies towards the youth - Employment & Living Standards - Persecuion of Minorities	The American West - 1835-95 KT1 - Early Settlement - 1835-62 - Geography of the West & Indigenous Peoples - US Government Policy towards the West - Early migration & settlers - Californian Gold Rush & Consequences - Challenges to migration - Donner & Mormons - Fort Laramie Treaty & Conflict with Plains Indians - Early problems with law & order KT2 - Development of the Plains 1862-76 - Government - Civil War & Transcontinental Railroad - The Development of Cattle Ranching - Life of Cowboys - Changes in the Cattle Industry - Conflict - The Plains Wars	KT3 - Conflicts & Conquest 1876-1895 - Continued settlement - Exodusters & Olklahoma Land Rush - Problems & Solutions to Law & Order - Conflict - Homesteaders & Ranchers - The Battle of the Little Bighorn - End of the Plains Indian Way of Life Revision	Revision	Revision
Assessment details	Germany Assessment 1 Interpretation & Source Skills Causation Inference	November Mock Google forms Assessment	February Mock Exams - Significance - Consequence - Chronology	End of topic Assessment Significance - Consequence - Chronology

KNOWLEDGE ORGANISERS

A Knowledge Rich Curriculum at Selby High School

Research around memory suggests that if knowledge is studied once and not revisited or revised, it is not stored in the long-term memory. This means that after one lesson, or revising for one test, the knowledge will not be retained unless it is studied again. It won’t be recalled unless it is revisited frequently, which will embed it in the long term memory. In the long term this makes recall far easier. As part of home learning, students should be revising what they have been taught recently but also content they were taught previously. Therefore as part of our strategy to embed learning over time we have started to develop knowledge organisers across all year groups and curriculum areas. These will provide key content and knowledge allowing students to pre-learn and re-learn, a vital part of processing all the information required to be successful in the new style GCSE’s.

Instructions for using your knowledge organisers

KS3 = Years 7, 8 & 9
KS4 = Years 10 & 11

Below are the knowledge organisers for each topic in this subject. These knowledge organisers will become embedded in the Learning Journeys for each topic as they are created on Ready Steady Learn.

Exam information for GSCE qualifications in this subject area

Click each link below to view the full specification:

Exam Board - Pearson Edexcel - 1HI0 FM

Paper One - Medicine in Britain: 1250-Present and The British Sector of the Western Front 1914-18, Injuries Treatment & the Trenches
Paper Two - Early Elizabethan England 1558-88
Paper Two - The American West 1835-95
Paper Three - Weimar & Nazi Germany 1918-39