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
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Year 7 |
Year 8 |
Year 9 |
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|---|---|---|---|
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Term 1 |
Introduction to Y7 History |
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? |
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Assessment |
Knowledge Questions + Extended answers on the Normans and Medieval Life |
Knowledge Questions + Extended answers on the Reformation and the English Civil War |
Knowledge Questions + Extended answers on the Causes of WWI and experiences of WWI |
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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? |
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Assessment |
Knowledge Questions + Extended answers on the Arab World and Medieval monarchs |
Knowledge Questions + Extended answers on the Industrial Revolution and British Empire |
Knowledge Questions + Extended answers on the causes of conflict in the 20th Century |
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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? |
Key stage 4 (10-11)
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Year 10 |
Year 11 |
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|---|---|---|---|---|
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Term 1 |
What was medicine like in the medieval period? |
What caused the Cold War? |
Was the Weimar Republic doomed to fail? Why did Hitler rise to power? |
What was Anglo Saxon England like? How did the Normans conquer England? |
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Assessment |
20 knowledge questions + 20 mark question on Medieval and Renaissance medicine |
20 knowledge questions + 16 mark essay question on the origins of the Cold War. |
Mock Exams: Full Paper 1: Thematic study and historic environment |
Mock Exams: Full Paper 2: Period study and British depth study |
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Term 2: |
How did medicine develop in the 18th and 19th centuries? |
How did the Cold War develop? |
How did Nazi control and the dictatorship develop? What was life like in Nazi Germany? |
How did William I rule England? What was life like in Norman England? |
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Assessment |
20 knowledge questions + 20 mark question on Medicine in 18th, 19th and 20th Centuries |
20 knowledge questions + 16 mark essay question on the development of the Cold War |
Full Paper 3: Weimar and Nazi Germany, 1918–39. |
Paper 2b: Anglo-Saxon and Norman England, c1060–88 |
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Term 3: |
Historic Environment: The British sector of the Western Front, 1914-18: injuries, treatments and the trenches. |
How did the Cold War come to an end? |
Revision |
Revision |
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Assessment |
Trial Exams: Full Paper 1: Thematic study and historic environment |
Trial Exams: Paper 2a: Superpower relations and the Cold War, 1941-91 |
N/A |
N/A |
Key stage 5 (12-13)
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Year 12 |
Year 13 |
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|---|---|---|---|---|
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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: Causes of the February Revolution |
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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: Causes of the February Revolution |
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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 interpretations of the causes of the February Revolution |
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Term 3: |
Background to coursework: What caused the Russian Revolution? |
Background to coursework: What caused the Russian Revolution? |
Revision |
Revision |
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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
