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 a particular theme such as protest, in order to help identify patterns or note key turning points over time. 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 history as well as medical developments in the Ancient World.

Year 7

In their first year at JRCS, students study the theme of migration to Britain from 500 BC to the present day. Using a series of case studies, students will seek to explore the reasons for migration, the experience of migrants newly arrived to British shores and the impact these migrant communities had upon British society.

Year 8

In Year 8, students study the theme of protest across time. Students will investigate the reasons for the different protests they study, the nature of the protest and consequences of these protests. Topics studied include the Peasants’ Revolt of 1381, the quest for Civil Rights in twentieth century America and various acts of protest against antisemitism in Nazi Germany.

Year 9

Year 9 students begin the year examining the experience of British soldiers fighting on the Western Front during the First World War. A particular focus is given to examining the medical problems and treatments soldiers faced. Later in the year, students continue the theme of medical history through an investigation of medical ideas and practice in the Ancient World.

Right to Write:

• Year 7 – Migration to Britain 1500-1900
• Year 8 – Civil Rights in the USA
• Year 9 – Experience of British soldiers on the Western Front

Homework

At Key Stage 3 it is the intention that students will be set two pieces of homework within a half-term period. It is usual that at least one of these pieces of homework is designed to help prepare students for an upcoming formal assessment. Work will be checked and if the homework contributes to an assessment, written feedback will be provided.

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.

Paper 1: Thematic study and historic environment (1 hour and 15 minutes) 30%

Medicine in Britain c1250 – present day and study of 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%

The American West, c1835-c1895

Anglo-Saxon and Norman England, c1060-88

The American West topic will investigate the lives of the Native Americans before assessing the impact that early settlers, farmers, cowboys and the US government had on their traditional way of life. The unit will include among other things, a study of the life and culture of the Native American people as well as understanding the significance of the US Civil war, the problems of law and order in the West and the increasing conflict between the US government and the Native Americans.

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.

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.

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.

At Key Stage 5 it is the intention that students will be given a piece of homework once a week. Much of the homework set is designed to consolidate learning in lesson and prepare students for the formal milestone assessments which take place at regular intervals throughout the year. In addition, Key Stage 5 students are often expected to carry out their own independent research prior to certain lessons in order to help prepare them for the forthcoming topic. Work will be checked by the class teacher and if the homework is a past examination question or practice paragraph, written feedback will be provided.

History is not just concerned with the past; only through understanding what has gone before can we appreciate the world around us today. The Edexcel A-Level History course at JRCS explores the themes of Nationalism, Democracy and Dictatorship in Europe and Britain’s experience of warfare during the 18th and 19th centuries. Students are assessed in breadth and in depth and will evaluate both, primary source material and the interpretations of Historians.

There are four main topics that make up the course which are assessed across three exam papers and one 4000 word essay. All examinations will be taken in the summer of Year 13.

Unit 1: Breadth study with interpretations (2 hours and 15 minutes) 30%

Germany and West Germany 1919-1989

In this section of the course students will study the creation of the Weimar Republic in Germany after the First World War, the rise of Hitler and Nazi Germany and the Federal Republic of Germany after the Second World War. Students will also undertake a mini-enquiry into the role of Hitler in the outbreak of the Second World War whilst evaluating the interpretations of Historians. Students will be required to draw links between different periods and regimes and develop a detailed understanding of events and developments in depth including the role of women across the period, the Holocaust and opposition in Nazi Germany.

Unit 2:Depth study (1 hour and 30 minutes) 20%

The rise and fall of Fascism in Italy 1911-1946

This unit focusses on the weaknesses of Liberal Italy before the First World War before progressing to address the rise of Fascism and Mussolini in Italy, life under the Fascist Dictatorship and the creation of a republic following Italy’s disastrous involvement in the Second World War. Topics include Italian intervention in the First World War, Terror and anti-Semitism in Fascist Italy and the relationship between Mussolini, the Catholic Church, established elites and the people of Italy.

Unit 3: Themes in depth with aspects in breadth (2 hours and 15 minutes) 30%

The British Experience of Warfare, 1790–1918

This option gives students the opportunity to explore the ways in which major overseas conflicts impacted on the participants and on those back home, and how such conflicts brought about change to the organisation of the army and navy, and to the role of central government in drawing the general populace into support for, and involvement in, such conflicts.

Students will explore the significance of key figures such as Nelson and Wellington in the Napoleonic Wars and Florence Nightingale and Mary Seacole in The Crimean War. They will also engage in a fierce debate about the extent to which soldiers in the First World War were ‘Lions led by Donkeys’.

Unit 4: Coursework (3000-4000 word essay) 20%

The origins of the First World War

In this unit students are required to evaluate the work of three historians and use their knowledge and secondary sources to explain why the First World War started in 1914. The topic will explore the significance of Weltpolitik, the Naval Arms Race, conflict in the Balkans and the assassination of Archduke Franz Ferdinand. Furthermore, key historical debates including the extent to which Germany planned and executed a war of aggression will be debated. Students will write a 4000 word essay which is internally and externally moderated.

Blog

For GCSE revision resources and homework, check out Mr McInerney’s blog: Click here

Y9 Extended Homework Project

Over the next few weeks you will be completing your extended homework on life in the trenches. Each fortnight you will submit a completed part of your activity booklet and then we will mark it and return to you.

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Part 1 – The Trench System 

Click on the links below to have a look at the documents in chapter one of the homework pack. Underneath you can find the links that will help you with each section.

chapter-1-whi2-trench-system

chapter-1-whi2-weaponry-top-trumps

What was a Trench? – click here

The Trench System – click here

WWI Weapon Top Trumps – Click Here

Part 2 – Life in the Trenches 

The source pack to accompany the activity booklet can be found by clicking life-in-trenches-sources

This is an excellent interactive guide to life in the trenches. 

This is an episode of Blackadder, a comedy series about life in the trenches

At the core of our approach to marking at JRCS is task marking.

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 literacy 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. With the move away from National Curriculum levels, the school is trialling a new ‘skills thermometer’ and 1 to 9 levelling in English. Other KS3 subjects will be using NC levels for the remainder of this year.

KS4

KS4 practice exam questions and mock exams are likely to be graded. This work might not be in student books. Students will record grades and areas of strength and development in their ‘reflection sheets’ which will be at the front or back of the book. 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 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.