The Royal Docks Community School Year Seven Long Term Plan 2014-2015
The Royal Docks Community School Year Seven Long Term Plan 2014-2015
Department: History Year 7
Pupils should be taught about:
the development of Church, state and society in Medieval Britain 1066-1509
the development of Church, state and society in Britain 1509-1745
YR 7 / Topic/Focus: / *Opportunity for extended writing: / NC or GCSE specification reference: / Learning Outcomes:Autumn Term One / Norman conquest / ‘Why did William win the Battle of Hastings’
‘How did William keep control after the battle?’ / See above and below / “understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses”
Autumn Term Two / Aspects of medieval life / “What were the consequences of the Black Death?”
‘How did the Crusades change Britain?’ / “Gain and deploy a historically-grounded understanding of abstract terms such as ‘parliament’ and ‘peasantry’ “
Spring Term One / Power and control in Medieval Britain / “Why did Henry II quarrel with the Church?”
“Was King John a bad king” / Understand methods of historical enquiry, e.g. how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
Spring Term Two / The Early Modern World (Tudors)
English Reformation / Counter Reformation (Henry VIII
toElizabeth I) / “Henry VIII broke from the church because of he fell in love” do you agree with this statement?
Use historical portraits to explain what sort of a queen Elizabeth was. / They should pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response.
Summer Term One / English Civil War / ‘Why did the English fight amongst themselves?’
‘How was ordinary life affected by the Civil War?’ / understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
Summer Term Two / After the Civil War
The Interregnum (including Cromwell in Ireland)
the Restoration, ‘Glorious Revolution’ and power of Parliament / ‘Was Oliver Cromwell well liked in England? Use the sources provided to explain your answer.’
“‘After the Civil War, the people had a lot more say in how the country was run.’ Is this true?” / Pupils should identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time
* At least one extended piece of writing should be completed for KS3 students per term.
From the DFE Framework Document July 2013
The national curriculum for history aims to ensure that all pupils:
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
The Royal Docks Community School Long Term Plan 2016-2017
Department: History Year 8
Pupils should be taught about:
- ideas, political power, industry and empire: Britain, 1745-1901
- at least one study of a significant society or issue in world history and its interconnections with other world developments
YR 8 / Topic/Focus: / *Opportunity for extended writing: / NC or GCSE specification reference: / Learning Outcomes:
Autumn Term One / Britain’s transatlantic slave trade: / ‘Describe and explain how Africans were made slaves using the evidence you have seen’
What were conditions on the ships in the middle passage like? / To create a coherent description and explanation of events supported by evidence
Autumn Term Two / Slavery - its effects and its eventual abolition / Slaves were treated well on the plantations –use the evidence to say if this is true?
How far did life improve for black people after slavery was abolished? / To understand and prove that different people in the past had different experiences
Spring Term One / Britain as the first industrial nation – / How did Britain change between 1750-1900? / To explain the significance of certain changes
To connect different features of a society
Spring Term Two / The impact on society (political social and economic changes) / Why did David Jones die?
Were people happy with their lives in Victorian Britain? / To show how causes are linked
To make judgements about the past and different people in the past had different experiences
Summer Term One / The French Revolutionary wars / ‘Why did the French kill their king?’
‘Was Napoleon a good leader?’ / To prioritise reasons to explain the major causes of an event.
To use evidence to come to a justified conclusion
Summer Term Two / The development of the British Empire with a depth study (e.g. Of India) / Why did Britain want an empire
How well did the British treat the people of their empire? / To prioritise reasons to explain the major causes of an event.
To analyse evidence and explain interpretations of the past
* At least one extended piece of writing should be completed for KS3 students per term.
From the DFE Framework Document July 2013
The national curriculum for history aims to ensure that all pupils:
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
The Royal Docks Community School Long Term Plan 2016-2017
Department: History Year 9
Pupils should be taught about:
challenges for Britain, Europe and the wider world 1901 to the present day
at least one study of a significant society or issue in world history and its interconnections with other world developments
YR 9 / Topic/Focus: / *Opportunity for extended writing: / NC or GCSE specification reference: / Learning Outcomes:Autumn Term One / Causes of the First World War
How the war was fought / ‘Was the war really caused by the death of one man?’
‘Write a letter home from the trenches explaining the conditions and your attitude to the war’ / See above and below / To be able to explain causation and how different aspects of world history are connected.
To empathise with people in the past
Autumn Term Two / How the war was fought
The Home Front
The Russian Revolution / “Is it justified to call Haig the ‘Butcher of the Somme’?”
‘How far did the public support the war’
‘Why did the people of Russia turn against their Tsar?’ (compare sources and interpretations) / To be able to use evidence to evaluate the outcomes of the war
To be able to understand how the use of propaganda
To be able to assess different attitudes and different experiences of people in the past.
To be able to show understanding of the concept of revolution and show understanding of contemporary attitudes.
Spring Term One / The Peace Settlement after the war
Rise of the dictators / “‘Losing their land was the thing that Germans resented most about the Treaty of Versailles.’ How far do you agree?” (GCSE essay question)
‘Compare and contrast features of a democracy with the features of a dictatorship.
‘How was Hitler able to gain power in 1933?’ (GCSE essay question) / To be able to explain significance and show reasons for long term resentment
To compare different political systems and come to a judgement about them.
To explain, prioritise and justify an argument
Spring Term Two / Life in Nazi Germany and the Holocaust / ‘How did the Nazis influence children?’
‘How was Hitler able to alienate Jews in Nazi Germany?’
‘How reliable is this evidence about the treatment of Jews between 1933 and 1945?’ / To use evidence to explain how people were influenced in the past
To challenge the reliability of historical interpretations
Summer Term One / USA in the 20th Century / ‘What was Jim Crow and how did it affect the lives of African Americans?’
‘How did Black people win the fight for civil rights by 1965?’ / To understand how civil rights were won in the USA between 1945-1965, showing the significance of individuals and groups involved
Summer Term Two
(N.B – Move up to yr 10 …) / The origins of the Cold War / ‘Why did Chakira die on the 6th August 1945?’
‘How and why was the world divided after the Second World War?’
‘Select one of these Cold War conflicts to research. Explain why the argument started, who was involved, what happened and how it ended. ‘ / To understand the significance of the atomic bomb.
To use knowledge and understanding to explain the main features of a significant time period.
Using research skills - select and deploy relevant information/ evidence to provide an overview of a significant event.
* At least one extended piece of writing should be completed for KS3 students per term.
From the DFE Framework Document July 2013
The national curriculum for history aims to ensure that all pupils:
know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
gain and deploy a historically-grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.