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Meadowhead School

Meadowhead SchoolAcademy Trust

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

How did the Normans take control of England?

What was life like in medieval England?

Introduction to Y8 History

Was the Reformation a ‘good thing’?

Why did the English fight the English?

Introduction to Y9 History

Why did the First World War start in 1914?

What was the First World War like?

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:

How influential was the Arab world?

What happened to England’s medieval monarchs?

Why was Sheffield so important to the Industrial Revolution?

Should we be proud of the British Empire?

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:

How far did the Black Death change England? 

How has migration impacted Britain? 

What was it like to be involved in the slave trade?

How did British democracy change?

What caused the Holocaust?

What’s the best way to bring about change?

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?

How did medicine develop in the 20th Century?

*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.

history through the ages

Battlefields trip 

 battlefields trip