Department Leader: Dan Prudden

“The past causes the present, and so the future.”

History helps us understand change and how the society we live in came to be. It also helps understand what has caused mistakes in the past so as a society we can try to prevent such actions happening again. At KBA students look at historical societies from Prehistoric Man to modern times and become equipped with a range of skills that are transferable and highly valued by employers and make any student a good prospect. For example:

  • Asking questions
  • Making Judgements
  • Problem solving
  • Report writing skills
  • Critical analysis
  • Your ability to communicate: both spoken and written.
  • Logical thought processes
  • Understanding people

Students who study History can progress into the following careers: Law, journalism, broadcasting, civil service, teaching, police, publishing, personnel work, banking, management, social work, insurance, accountancy and nursing. These are just a selection of careers History empowers students to access a future in.

KS3

Year 7: The Middle Ages

https://www.bbc.com/education/topics/zfphvcw

Year 8: The Tudors and Stuarts

https://www.bbc.com/education/topics/zynp34j

Year 8: Slavery

https://www.bbc.com/education/topics/z2qj6sg

 

KS4

Recommended resources:

  • New GCSE History Edexcel Revision Guide - For the Grade 9-1 Course by CGP books ISBN-13: 9781782946052
  • Revise Edexcel GCSE (9-1) History Medicine in Britain Revision Guide and Workbook ISBN-13: 978-1292169729
  • Revise Edexcel GCSE (9-1) History Early Elizabethan England Revision Guide and Workbook ISBN-13: 978-1292169712
  • Revise Edexcel GCSE (9-1) History Superpower relations and the Cold War Revision Guide and Workbook ISBN-13: 978-1292169750
  • Revise Edexcel GCSE (9-1) History Weimar and Nazi Germany Revision Guide and WorkbookISBN-13: 978-1292169736

Website links:

Unit 2 (Elizabeth)

https://www.bbc.com/education/topics/z29rbk7

Unit 2 (Cold War)

https://www.bbc.com/education/topics/zwbysg8

Unit 3 (Germany)

https://www.bbc.com/education/topics/zymqwxs

Exam board: Edexcel

 

What will you do?

  • Discussions and debates on different historical issues
  • Reading and researching around different topics
  • Graded tasks with given success criteria e.g. essay writing, individual/group presentations, role-play, debates
  • Practice exam technique by looking at exam questions

Who is the course for?

  • Anyone who loves finding out about the past and gets a ‘buzz’ when learning about people and societies in the past!
  • Someone who is prepared to do a lot of reading and writing in their lessons!
  • Anyone who likes to argue their opinion and persuade people what they should believe!

Course information:

Paper

Topic

Unit

Topic

1

Medicine in Britain, c1250-present and the British sector of the Western Front 1914-18: injuries, treatment and the trenches 30% of total qualification

2

Early Elizabethan England, 1558-88 20% of total qualification

2

Superpower relations and the Cold War, 1941-91 20% of total qualification

3

Weimar and Nazi Germany, 1918-39 30% of total qualification

 

Paper 1 – Written examination: 1 hour and 15 minutes.

Paper 2 – Written examination: 1 hour and 45 minutes.

Paper 3 – Written examination: 1 hours and 20 minutes.

Contacts:

For further information/clarification about this course please contact Mr D Prudden

Course information:

Year 7:

  • The Norman Conquest, 1066
  • How did the Normans change England?
  • How important was religion in the medieval period?
  • Medieval medicine
  • What challenges were there for medieval kings?

Year 8:

  • Henry VIII and the Reformation
  • The Tudor dynasty
  • What caused the English Civil War in 1642?
  • Stuart revolutions 1649-1688
  • The Slave Trade

KPI’S:

Year 7

K

B

A

C: Select and explain causes or consequences

(12 marker)

Identify at least one cause of an event

Describe several causes of an event using own knowledge

Explain and link several causes of an event using detailed own knowledge

S: Reach conclusions regarding the significance of different events/actions

(16 marker)

Identify which event/action was most important

Describe why an event/action was most important using own knowledge

Explain why one event/action was more/less important than another using detailed own knowledge

CC: Explain examples of change and continuity

(16 marker)

Identify examples of how things have changed or stayed the same

Describe examples of how things have changed or stayed the same

Explain examples of change/continuity with reference to two time periods.

SD: Explain examples of similarity and difference

(4 marker)

Identify similarities/differences between two events/individuals /experiences

Describe how two events/individuals /experiences  were similar and/or different

Explain why two events/individuals /experiences were similar and/or difference with reference to both events/individuals /experiences

I: Describe and explain different interpretations

(4 marker)

Identify at least two interpretations of an individual/event

Describe different interpretations of an individual/event

Explain how one interpretation of an individual/event is similar and/or different from another

U: Make judgements about the usefulness of evidence

(8 mark utility Q)

Give a reason why an interpretation/source is useful

Describe which interpretations/sources are more useful with reference to one of the following: Content, own knowledge, provenance

Explain why one interpretation is more useful by considering at least two of the following: content, own knowledge, provenance

INF: Make supported inferences from the content of sources.

(4 mark)

Describe what the source tells you

Make one inference

Make one inference and describe how/why the source supports it

 

Year 8

K

B

A

C Select and explain causes or consequences (12 marker)

Explain one cause

Explain several causes of an event and how/why several causes of an event link together

Explain using confident knowledge how/why events can be multi-causal

S Reach conclusions regarding the significance of different events/actions

(16 marker)

Write two paragraphs on two separate factors and decide which is the most important

Cover three factors (one not in the stimulus material) and reach a conclusion on which is important

Cover three factors (one not in the stimulus material) and compare and make a judgement a conclusion

CC Explain examples of change and continuity

(16 marker)

Give one reason why something has changed/stayed the same and explain why

Explain more than one example of change and continuity

Explain using confident knowledge examples of change/continuity with reference to two time periods

SD Explain examples of similarity and difference

(4 marker)

Describe how two events/individuals /experiences  were similar and/or different

Explain why two events/individuals /experiences were similar and/or difference with reference to both events/individuals /experiences

Use confident and specific (must include either dates/names/places) knowledge to explain why events/individuals//experiences were similar or different

U Make judgements about the usefulness of evidence

(8 mark utility Q)

Describe which interpretations/sources are more useful with reference to one of the following: Content, own knowledge, provenance

Explain why one interpretation is more useful by considering at least two of the following: content, own knowledge, provenance

Refer to all of content, own knowledge and provenance for both source and reach a substantiated conclusion on which is more useful.

INF Make supported inferences from the content of sources.

(4 mark)

Make one inference.

Use key details from the source to support the inference made

Use key details from the source as well as own knowledge to support the inference made

N Create a narrative account of a key event

Categorise facts into causes, events and consequences

Make at least two links between the causes, events and consequences of an event

Make clear links between causes, events and consequences to create a cohesive narrative account

Contacts:

For further information/clarification about KS3 History please contact Mrs J Braid

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