History

The Key Stage 3 curriculum covers a combination of British, European and world history and provides a varied approach to studying the past, examining topics both thematically and in depth. In Years 7 and 8, students study the themes of migration, Britain’s place in the world, protest and representation; this helps them identify patterns or note key turning points in history. Students will focus on several key topics in depth over the course of the year and identify and explain how these case studies relate to the broader overarching theme. In Year 9, students study twentieth century European and world history as part of the wider theme of a century of extremes.

YEAR 7 – Migration and Britain’s place in the world since c500BC-present

Year 7 begins with an introduction into representative history that gives each student a voice through understanding their own migration and historical journey. We assess the main reasons for migration and the experience of migrants throughout British history from the Romans to the present day. We also develop further understanding of Britain’s place in the world and how it has shaped and continues to shape global affairs by analysing the rise and fall of the British Empire.

1. What is history? An introduction into the study of history
2. Early migration to Britain and its impact, c500BC-c1350AD
3. The impact of the Renaissance on Britain, c1500-c1700
4. The rise and fall of the British Empire, c1600-c1960s
5. How has migration shaped modern Britain?

YEAR 8 – Protest and representation of the people, c1215-present

In Year 8, students study the theme of protest and representation throughout British history. We attempt to engage students in the countless examples of heroic strides for equality. We also look to representative histories by such as African Kingdoms and Europe’s relationship with West Africa prior to the slave trade and the story of women’s rights during the 20th century.

1. Magna Carta and its legacy on British democracy
2. The Black Death, its social impacts and the Peasants’ Revolt of 1381
3. The African relationship with Europe prior to the Transatlantic Slave Trade
4. The development of the Transatlantic Slave Trade and its abolition
5. A comparison between the UK and US Civil Rights’ Movements
6. The Women’s Movement from Suffrage to Feminism in Britain
7. Ireland and the fight for independence

YEAR 9 – A Century of Extremes, c1900-present

Year 9 exposes students to the turbulent 20th century and assesses why and how it became known as a century of extremes. These extremes will analyse the scale and impacts which will equip students with the political language needed to understand how ideologies underpin the decision making of governments and continue to shape the political landscape of the world today.

1. The First World War
2. The Russian Revolution
3. The Soviet Union under Stalin
4. The Holocaust and the longer history of anti-semitism
5. The Israeli-Palestine Conflict

HOMEWORK

At Key Stage 3 it is the intention that students will be set two pieces of homework within a half-term period. This homework is designed to consolidate knowledge and prepare students for upcoming assessments. One homework will be set via Seneca learning and one will be the completion of the knowledge grid at the end of each booklet a week before the assessment.

JRCS History Projects Website

We are delighted to share this new website designed to provide students with extensive independent study activities. You will find numerous guided projects, links to excellent history websites and recommended documentaries.

https://sites.google.com/view/jrcs-history-projects

History is not just concerned with the past; only through understanding what has gone before can we appreciate the world around us today. The GCSE Edexcel History course at JRCS covers a combination of British and world history and provides a varied approach to studying history, examining topics in both breadth and depth.

As well as learning about many varied and interesting aspects of the past you will also develop many important skills vital to higher education and the workplace. These include:

• Building structured arguments using order and logic
• Using specific detailed evidence to support points
• Analysis of historical evidence such as political cartoons and the work of historians
• Debating
• Thinking skills such as problem solving and reasoning
• Communication (written and verbal)

There are five main topics that make up the course which are assessed across three exam papers. All examinations will be taken in the summer of Year 11. Please note, there is no coursework or controlled assessment element to GCSE history.

PAPER 1: THEMATIC STUDY AND HISTORIC ENVIRONMENT (1 HOUR AND 15 MINUTES) 30%

Medicine in Britain c1250 – present day

and

The British sector of the Western Front during WWI, 1914-18: injuries, treatment and the trenches.

In this section of the course, students will learn how attitudes towards disease, medicine and health have changed over time and the key individuals and factors that have led to progress. Students will investigate a variety of topics from across the 800 year period including the Black Death, the work of Florence Nightingale, the provision of medical care during WWI and the development of penicillin.

PAPER 2: PERIOD STUDY AND BRITISH DEPTH STUDY (1 HOUR AND 45 MINUTES) 40%

Superpower relations and the Cold War, 1941–91

This period study on the Cold War analyses the development of the tension between the Soviet Union and the West, and key political crises like the Berlin Blockade and the Cuban Missile Crisis. The course follows topic until the fall of the Berlin Wall in 1989 and the end of the communist bloc in 1991.

Anglo-Saxon and Norman England, c1060-88

The British depth study will analyse the nature and impact of the Norman invasion and conquest of England during the early Middle Ages as well as investigating the legacy of William I. The Battle of Hastings, castle construction, the uprisings against Norman rule and the importance of the feudal system and the Church are all topics students will explore in this unit.

PAPER 3: MODERN DEPTH STUDY (1 HOUR AND 20 MINUTES) 30%

Weimar and Nazi Germany, 1918-39

In this source based paper students will study the turbulent social, economic and political changes that swept over Germany from 1918 to 1939, including the establishment of a new Republic and the rise of Hitler and the Nazi Party. The final stages of this unit will enable students to investigate the key events that helped shaped the formation of the Third Reich and analyse the dramatic changes ordinary Germans witnessed in the years prior to the war.

HOMEWORK

At Key Stage 4 it is the intention that students will be set a piece of homework once a fortnight. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal end of unit assessment which approximately takes place every six weeks. Key Stage 4 students are also expected to carry out their own independent research prior to certain lessons in order to help prepare them for the forthcoming topic in a process known as ‘flip-learning’. Work will be checked by the class teacher and if the homework is a practice examination question, written feedback will be provided.

Department Websites

JRCS History Projects Website

We are delighted to share this new website designed to provide students with extensive independent study activities. You will find numerous guided projects, links to excellent history websites and recommended documentaries.

https://sites.google.com/view/jrcs-history-projects

Super-curricular Study

Obtaining a place at a top university can be difficult with so much competition. Top universities are now more interested in your super-curricular activities rather than just extra-curricular. Super-curricular is the idea of coming fully immersed in the subject you want to study. This could include reading something new, visiting a place relevant to that subject, listening to a podcast or subscribing to a relevant magazine. The JRCS History super-curricular page provides this for anyone wanting to study history at university either soon or in the near future. So go ahead and delve in and find an area of history you have never really encountered before and develop your super-curricular portfolio.

Click here to head to the super-curricular page.

Year 7 and 9 History ACHIEVE Days

During the week before the October half term, the history department invites all students from the year group to experience some of the great historical sites London and the surrounding areas have to offer.

Year 7

Year 7 are taken to Mountfitchet Castle which is a window into life in the 11th century and assesses the impact of the Norman conquest on England. This trip builds on students’ understanding of migration to Britain and the changes migration has.

Year 9

This year, Year 9 students were taken to the Tower of London to experience one of the countries’ most famous historical sites. This trip enhances students’ understanding of London’s history but also looks to build on their understanding of medieval society and the Peasants’ Revolt which they study in Year 8.

At the core of our approach to marking at JRCS is whole class feedback. We aim to provide areas of strength within our marking but also identify key areas of development and misconceptions.

In non-practical subjects one substantial piece of work will be task marked at least once every eight hours of teaching. Students will respond to the tasks and they will be checked by staff. In between that time students’ work may be peer or self-assessed or briefly checked by staff.

It is likely the same piece of work will be assessed for literacy. Staff will mark work using the following marking code: 

LEVELLING AND ASSESSMENT

KS3

To develop a growth mindset and reflect ‘life after levels’ work in KS3 books will not usually be levelled; assessment will be formative and highlight how students can improve. Students will record areas of strength and development on their ‘reflection sheets’ which will be at the front or back of the book. At the end of each term a level is reported for students in each subject, which reflects all their work over that term. These are found on students’ pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target. Targets are:

• Foundation
• Emerging
• Developing
• Secure
• Excelling

KS4

KS4 practice exam questions and mock exams are likely to be graded using the 1-9 GCSE grading system. This work will be contained in best work folders which allow students to collate assessments written on paper or in formal exam papers. Students will record grades and areas of strength and development in their ‘reflection sheets’ which will be at the front of the folder. All students receive an attainment and predicted grade at the end of each term. These are found on their pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target.

KS5

At KS5 students take a series of VIMAs (Sixth Form (VI) Milestone Assessments) during their course. Students receive developmental comments to help them improve their work. Each VIMA result includes four parts: the grade for that assessment, a comparison of the grade with their expected progress grade (EPG), a Learning Capability mark and a prediction of their end of year grade (PEG). The outcomes of these assessments and other graded work will be in student folders. They are also sent home to parents. A summary of VIMA marks and the students’ expected progress grade is also recorded in their planner.

If you have any further questions regarding our marking policy please email Mr Hinchliffe, the Head of History: shinchliffe@jorichardson.org.uk