History
Our Vision
The History Department at Meadowhead aims to develop historians who are passionate about the past and equipped with skills for the future.
Our History Curriculum is designed to ensure that Meadowhead students:
- Are taught a coherent, balanced chronological narrative that gives them a knowledge and understanding of important periods and events in British and World History.
- Are taught a broad content that includes people of different genders, faiths and cultures in order to reflect the diversity of the school’s population and the diversity of wider British society.
- Are taught content that helps them to understand the modern world and current events and demonstrates how History is relevant to them today.
- Are taught engaging, challenging topics that they will enjoy studying.
- Develop and progress in their historical skills. Key concepts and skills required for GCSE will be integrated into lessons to aid their transition.
- Develop their writing skills and vocabulary.
- Have their needs met whatever their ability, background or educational needs so that it is accessible to all and inspirational for all.
“History is a light that illuminates the past, and a key that unlocks the door to the future.”
Runoko Rashidi
“We are not makers of history.
We are made by history.”Martin Luther King, Jr.
Key stage 3 (7-9)
Please click the hyperlinks to access the knowledge organisers
|
Year 7 |
Year 8 |
Year 9 |
|
|---|---|---|---|
|
Term 1 |
Introduction to Y7 History |
Introduction to Y8 History |
Introduction to Y9 History |
|
Assessment |
Skill: Causation Why did Harold, king of England, lose the Battle of Hastings?
Skill: Analytical Narrative Write a narrative account of the events in the years 1162-70 leading up to Thomas Becket’s murder. |
Skill: Change and continuity How did England change as a result of the Reformation?
Skill: Causation ‘Charles’s religious blunders were the main reason for the outbreak of the English Civil War. How far do you agree with this statement? |
Skill: Causation “The alliance system was the main reason why the First World War started in 1914.” How far do you agree?
Skill: Interpretations How and why do historians have different interpretations about Haig? |
|
Term 2: |
Why was Sheffield so important to the Industrial Revolution? |
What has caused conflict in the 20th Century? Murder Mystery: Who killed Kennedy? |
|
|
Assessment |
Skill: Similarity and Difference Explain how the Muslim world in the 11th Century was different to the Muslim world in the 12th Century. Skill: Analysing Interpretations Analyse different interpretations of a medieval monarch. |
Skill: Similarity and Difference Explain how Sheffield changed during the Industrial Revolution.
Skill: Analysing Interpretations How do historians’ interpretations differ about the British Empire? |
Skill: Analytical Narrative Write a narrative analysing the key events of the Cuban Missile Crisis. |
|
Term 3: |
|||
| Assessment |
Skill: Change and continuity How far did England change after the Black Death? Skill: Analysing Interpretations What are the different views about the impact of migration on Britain? |
Skill: Source Analysis: Study Source A. How does it portray the causes of the abolition of the slave trade and why does it portray them in this way?
Skill: Change and continuity ‘The Suffragettes did the most to change British democracy.’ How far do you agree? |
Skill: Analysing interpretations Explain why Interpretations 1 and 2 have different views on the Holocaust. |
Key stage 4 (10-11)
|
Year 10 |
Year 11 |
|
|---|---|---|
|
Term 1 |
What was medicine like in the medieval period? How did medicine develop in the Renaissance? How did medicine develop in the 18th and 19th centuries? |
*Due to Ofqual’s changes for the 2021 exams, Year 11 students will only be studying ‘Paper 3: Weimar and Nazi Germany’ this year and will not study ‘Paper 2: Elizabethan England.’ They will also be examined on ‘Medicine Through Time’ and ‘Superpower Relations’ which they studied in Year 10. Was the Weimar Republic doomed to fail? Why did Hitler rise to power? |
|
Assessment |
20 knowledge questions + 20 mark question on Medieval and Renaissance medicine |
Mock Exams: Full Paper 1: Thematic study and historic environment Full Paper 2: Period study: Superpower Relations |
|
Term 2: |
Historic Environment: The British sector of the Western Front, 1914-18: injuries, treatments and the trenches. Was the Weimar Republic doomed to fail? |
How did Nazi control and the dictatorship develop? What was life like in Nazi Germany? |
|
Assessment |
20 knowledge questions + 20 mark question on Medicine in 18th, 19th and 20th Centuries |
Full Paper 3: Weimar and Nazi Germany, 1918–39. |
|
Term 3: |
Why did Hitler rise to power? How did Nazi control and the dictatorship develop? What was life like in Nazi Germany? |
Revision: Medicine through time Revision: Superpower Relations |
|
Assessment |
Trial Exams: Full Paper 1: Thematic study and historic environment Full Paper 3: Weimar and Nazi Germany, 1918–39. |
N/A |
Key stage 5 (12-13)
|
Year 12 |
Year 13 |
|||
|---|---|---|---|---|
|
Term 1 |
The United States, 1917-33 The Roosevelt years, 1933-45 The affluent society, 1945-61 |
The response to apartheid, c1948-59 Radicalisation of resistance and the consolidation of National Party power, 1960-68 |
The British Navy and the French Wars 1793-1815 The British Army and French Wars 1793-1815 |
Coursework: : Reasons for the abolition of the slave trade |
|
Term 2: |
The changing political environment, 1961-9 A decline in confidence, 1968-80 Historical interpretations: What impact did the Reagan presidency have on the USA, 1981-96? |
Redefining resistance and challenges to National Party power, 1968-83 The end of apartheid and the creation of the ‘rainbow nation’, 1984-94 |
The Crimean War 1985-6 The Second Boer War 1899-1902 The First World War 1914-18 |
Coursework: Researching and writing coursework on the historiography around the abolition of the slave trade. |
|
Assessment |
Trials: Paper 1: Option 1F: In search of the American Dream: the USA, c1917–96 |
Trials: Paper 2: Option 2F.2: South Africa, 1948–94: from apartheid state to ‘rainbow nation’ |
Trials: Paper 3: Option 35.2: The British experience of warfare, c1790–1918 |
Coursework submitted: 3000-4000 word essay on What were the justifications for Britain’s involvement in the Slave Trade and how did it work? |
|
Term 3: |
Background to coursework: What were the justifications for Britain’s involvement in the Slave Trade and how did it work? |
Background to coursework: What were the justifications for Britain’s involvement in the Slave Trade and how did it work? |
Revision |
Revision |
|
Assessment |
Assessment week / resit trials: Paper 1 |
Paper 2: |
Resit trials |
N/A |
Useful websites
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/history-2015.html
https://www.bbc.co.uk/bitesize/subjects/zj26n39
https://www.senecalearning.com/
Extra-curricular / enrichment
- A range of Historic environment visits will be offered to narrow the ‘cultural gap’ and enhance cultural capital:
- Peveril Castle
- Battlefields in France and Belgium
- Royal Armouries in Leeds
- Washington DC
- Weekly History Film Club for KS3 to further engage students in the subject.
- Cross-age mentoring for GCSE students to help them with revision, examinations and responsibility.
- One off events and visiting speakers for key commemorations/themes.
Battlefields trip
