History Department

Aim

In the history department at Weston Road Academy our aim is to provide our students with a varied and interesting curriculum which not only sparks their passion for learning, but also teaches transferable skills which will be useful later in life. We aim to achieve this by teaching through enquiry, developing schemes for learning which encourage students to show their understanding by making connections between events and changes in different periods, and by using varied teaching and learning styles in the classroom. We support our students to take an active part in their education and they undertake a range of different tasks both in school and at home including: research projects, presentations, engaging in class debates, and extended writing to enhance their analytical reasoning. We aim to make history accessible to all students but also challenge students who are interested in taking history to a higher level.

Key Stage 3

In Year 7 students study a range of exciting key individuals and events from the invasion of the Romans to the Norman Dynasty through to Tudor England.

In Year 8 we study Empire, Industry, Jack the Ripper, the Titanic and the Suffragettes

In Year 9 we focus on the tumultuous 20^th Century, in particular WW1, WW2 and a depth study on Germany.

Key Stage 4

At key stage 4 we offer examination units on both Ancient History and Modern History. The details are as follows:

GCSE HISTORY - ASSESSMENT DETAILS

EXAM BOARD: AQA

EXAM LEVEL: Full Course

ASSESSMENT: Paper 1 Understanding the Modern World (2 hours) 50%. Paper 2 Shaping the Nation (2 hours) 50%.

COURSE BREAKDOWN:

Paper 1 - Understanding the modern world

Section A: 1890–1945: Democracy and dictatorship in Germany (covered fully in Year 9, and revised in year 11)

This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism.

Key topics:

Germany under the Kaiser

Weimar Germany

Nazi Germany

Section B: Conflict and tension, 1918–1939

This wider world depth study enables pupils to understand the diverse interests of different individuals and states including the Great Powers.

Key topics:

Treaty of Versailles

League of Nations

The origins of the Second World War

 

Paper 2 - Shaping the nation

Section A: Britain: Health and the people: c1000 to the present day

This thematic study will enable pupils to gain an understanding of how medicine and public health developed in Britain over a long period of time.

Pupils will study the importance of the following factors:

• war
• superstition and religion
• chance
• government
• communication
• science and technology
• the role of the individual in encouraging or inhibiting change.

 Key topics:

Medieval medicine and health, e.g. the Black Death

Revolutions in medicine and surgery, e.g. impact of WW1

Section B: Norman England, 1066–1100

This option allows pupils to study in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

Key topics:

The Norman Conquest, e.g. the Battle of Hastings, castles

Life under the Normans, e.g. law and order, the Domesday Book

Norman religion, e.g. growth of monasteries 

 

Key Stage 5

Course Description:

Our A-Level History course centres on two exciting units which have been carefully selected to combine together an array of different themes, including domestic problems, foreign policy relations, and economic developments. In two ostensibly different epochs, we analyse similar themes concerning the leadership of influential figures, evaluating their successes and failures to gain a holistic understanding of important historical concepts, such as change and continuity, significance, and cause and consequence. In studying both components, you will learn to work with primary evidence and form coherent and persuasive arguments. In Year 13 you will undertake a personal investigation which will also develop your research skills.

Course Content:

Year 12 topics

Consolidation of the Tudor Dynasty: England, 1485–1547

This unit focuses on the 2 monarchs Henry VII and Henry VIII and the following themes:

Henry VII, 1485–1509

• Henry Tudor’s consolidation of power: character and aims; establishing the Tudor dynasty
• Government: councils, parliament, justice, royal finance, domestic policies
• Relationships with Scotland and other foreign powers; securing the succession; marriage alliances
• Social discontent and rebellions
• Economic development: trade, exploration, prosperity and depression
• Religion; humanism; arts and learning

 Henry VIII, 1509–1547

• Henry VIII: character and aims; addressing Henry VII’s legacy
• Government: Crown and Parliament, ministers, domestic policies including the establishment of Royal Supremacy
• Relationships with Scotland and other foreign powers; securing the succession
• Society: elites and commoners; regional issues and the social impact of religious upheaval; rebellion
• Economic development: trade, exploration, prosperity and depression
• Religion: renaissance ideas; reform of the Church; continuity and change by 1547

 Option 2Q: The American Dream: reality and illusion, 1945–1980 

Part one: prosperity, inequality and Superpower status, 1945–1963

This unit explores the post-war years of American History, focusing on the presidencies of Harry S. Truman, Dwight D. Eisenhower, and John F. Kennedy. Between 1945-1963 America witnessed dramatic changes in an array of different areas. When studying Truman, we cover topics, such as the legacies of World War II, America as a Superpower, and the emergence of the Cold War in Europe and Asia. We then cover the 'consumer boom' under Eisenhower, as well as key events in the Civil Rights movements, including the reaction to the Death of Emmett Till and the protest of Rosa Parks. Finally, we study the presidency of John F. Kennedy, including the challenge of Castro’s Cuba. deepening involvement in Vietnam, the rise of the Civil Rights Movement, and the growing pressures for social change from women and youth. 

Year 13 topics

NEA Coursework: For this section you will be studying Rome in the 1st Century BC- 1st Century AD.

You will then devise your own question based on an area which has evoked your interest, and write an essay (approximately 4500 words). 

Common themes/questions include:

• Greatest threat to Rome (Spartacus, Arminius, Boadicea)
• Most significant emperor (Julius Caesar, Augustus, Tiberius, Caligula, Claudius, Nero)
• Most influential Roman religion (paganism, eastern cults)
• Most influential woman (Cleopatra, Livia, Agrippina)
• Most psychologically disturbed emperor (Tiberius, Caligula, Nero)
• Greatest military general (Marius, Sulla, Julius Caesar, Pompey, Agrippa)

 

Part two: England: turmoil and triumph, 1547–1603

This unit initially focuses on a period of rebellion under the young monarch Edward VI and ‘bloody’ Queen Mary! Then emerges into the triumphal reign of Queen Elizabeth I

Instability and consolidation: 'the Mid-Tudor Crisis', 1547–1563

• Edward VI, Somerset and Northumberland; royal authority; problems of succession; relations with foreign powers
• The social impact of religious and economic changes under Edward VI; rebellion; intellectual developments; humanist and religious thought
• Mary I and her ministers; royal authority; problems of succession; relations with foreign powers
• The social impact of religious and economic changes under Mary I; rebellion; intellectual developments; humanist and religious thought
• Elizabeth I: character and aims; consolidation of power, including the Act of Settlement and relations with foreign powers
• The impact of economic, social and religious developments in the early years of Elizabeth's rule

 The triumph of Elizabeth, 1563–1603

• Elizabethan government: court, ministers and parliament; factional rivalries
• Foreign affairs: issues of succession; Mary, Queen of Scots; relations with Spain
• Society: continuity and change; problems in the regions; social discontent and rebellions
• Economic development: trade, exploration and colonisation; prosperity and depression
• Religious developments, change and continuity; the English renaissance and ‘the Golden Age’ of art, literature and music
• The last years of Elizabeth: the state of England politically, economically, religiously and socially by 1603 

 

Option 2Q: The American Dream: reality and illusion, 1945–1980 

Part two: challenges to the American Dream, 1963–1980

In Year 13, we further interrogate the concept of the American Dream by learning about the presidencies of Lyndon B. Johnson, Richard M. Nixon and America under presidencies of Gerald Ford and Jimmy Carter. We continue to explore topics relating to politics, the economy, social change, foreign policy, and Civil Rights. When studying Johnson, we cover topics including the escalation of the war in Vietnam, developments in the Civil Rights Movement, education and youth, and feminism. We develop these themes when exploring the presidency of Richard Nixon. We analyse the legacy of Nixon and cover the reaction to protest movements and forces of social change, the continuation of the war in Vietnam and Cambodia, the influence of Kissinger on US policies towards the USSR, Latin America and China, as well as the Watergate Affair and its aftermath. The unit finishes with a coverage of the USA after Nixon, 1974–1980, where we study the final withdrawal from Vietnam, relations with the USSR and China, and the USA by 1980. Through these topics, we will then evaluate whether the American Dream was a reality or illusion between the years 1945 and 1980.

NB. In alternate years, Italian Fascism is taught at A Level instead of USA – the details are below:

2L Italy and Fascism, c1900–1945

Part one: the crisis of Liberal Italy and the Rise of Mussolini, c1900–1926

In year 12, this unit focuses upon the shift from Italian democracy and how it gave way to the rise of fascism. We will explore an array of political concepts, such as liberalism, extremism, nationalism, socialism and authority. We begin with the crisis of liberal Italy, included deep-rooted issues such as the north-south divide, church and state divisions, and the challenged of monarchy/ ruling elites. Leading into Italy’s decision to enter World War One, and the ‘mutilated victory’, the course continues to explore the collapse of Liberal Italy and Mussolini’s rise to power – due to economic, social and extremist unrest. This concludes with the establishment of Fascist Italy, particularly following the role of Mussolini as prime minister, the role of the King, Fascist propaganda and terror, Mussolini’s consolidation of power and finally Mussolini’s control and the extent of opposition by 1926.

• The political, economic and social condition of Italy c1900
• The political system and Giolittianism
• Challenges to the ruling elites
• Italian foreign policies
• Italy’s war effort
• Italy and the Mutilated Victory
• The post-war economic and social crisis
• Political breakdown and rise of extremism
• The appointment of Mussolini as prime minister
• The Fascist movement
• Mussolini’s consolidation of power
• The Fascist state by 1926

Part two: Fascist Italy, 1926–1945 (A-level only)

In year 13, we continue to explore the concept of fascism and fascist society in more depth. Beginning with the concept of the cult of Il Duce, alongside fascist policies and control of the state, we explore different groups such as women, youth, peasants and workers and how fascist Italy impacted their lives. In addition, Mussolini’s foreign policy ambitions leading to the slide towards war becomes imperative throughout the course; including his expansion of empire in Africa, relations with Britain and France, the Spanish Civil War, Hitler’s influence and ultimately how prepared Italy’s military were by 1940. Finally, year 13 will conclude with fascist Italy and World War 2 between 1940-45; the decision to enter the war, Italy’s war effort including their relationship with Nazi Germany, the fall of Mussolini and finally the collapse of fascism, evaluating the death and legacy of Mussolini.

• Propaganda and the Cult of Il Duce
• The police state
• Fascist economic policies
• Fascist society
• Mussolini’s foreign policy ambitions
• Mussolini the statesman
• Mussolini and Empire
• The slide towards war
• The decision to enter the war
• Italy’s war effort
• The fall of Mussolini in 1943
• The final collapse of Fascism

Entry requirements:

The standard entry criteria to study in the sixth form are a 9-4 in at least seven different subjects, including English and mathematics, which would usually be at grade 4 or above.

To study other subjects already taken at GCSE you must achieve at least a grade 5 or above in that subject.

Assessment 

ASSESSMENT OBJECTIVES:

AO1: Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

AO2: Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within its historical context.

AO3:  Analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

FORMAT:

Departmental staff will keep a record of all marks achieved by the students. This will include exercises done in books, test pieces, and built-in assessment tasks.

REGULARITY:

Key Stage 3 9-1 AQA GCSE skill-based assessments, and Key Stage 4 AQA/ Key Stage 5 AQA exam-based assessments are given half-termly.

MODERATION:

KS3 – Regular assessment trawls (twice annually).

KS4 - Regular INSET given. CPD given on exam skills. All PPE examinations are standardised.

This takes place during twilight, and INSET day(s.)

KS5 – all NEA – Subject Leader

METHODS:

Informal classroom observation and discussion with students; on-going unit exercises; half-termly specific classroom tests. Student self-evaluation of work is to be encouraged and developed using SAIL. All exercises completed must be marked either by staff or a student assessment exercise.

Marking: (Including reward systems)

It is department policy to reward and praise students as often as possible. It is important to be generous when students achieve:

General schoolwork and homework(when teacher time allows) should be marked regularly with particular emphasis placed on presentation of work (date, title, underlining in pencil and ruler). In line with whole school policy – SAIL tasks are marked every 4 weeks.

A regular system of knowledge-based tests are also given, and a displayed league table competition employed to encourage competition/motivation.

History department marking ethos encourages the view that all assessment (and in particular test-based assessment) should be explained to all students to enhance appreciation of progress. Where possible positive comments should be used to encourage students to learn from mistakes and develop a willingness to improve their work.

As students progress through the school a greater awareness of the skills in history should become clear. Students need to be clear in what they are being assessed against.

Success Criteria should be stated at the onset to enable students to understand their success or failure in achieving those objectives.

Target setting is to be encouraged then to fulfil objectives.

RECORDING:

Mark books/spreadsheets to be used as an important basis to record student achievement. However, feedback in discussion with students should also promote a more definitive picture of individual personal attitudes. If appropriate this should be recorded too – providing help for course and teaching evaluation, plus facilitating accurate student progress reports to parents.

Homework

At Key Stage 3, an in-depth 2 hours homework task is set every half-term – which is marked to GCSE criteria.

In Key Stage 4 & 5 homework is set most weeks and is usually GCSE assessment based (often revision).

For all tests and assessments revision clock homework’s are set in line with whole-school policy.

Extra -Curricular

The Department runs an A Level History trip every 2 years to Berlin to support the GCSE Germany unit.

Useful Links

Useful revision sites for students in years 9, 10 and 11:

https://www.youtube.com/watch?v=1sK4JX0co8I&list=PLcvEcrsF_9zK2bOCseaghBIucwf9pcsFX

(good revision videos on Norman England)

https://www.youtube.com/watch?v=nVJV8iEAm88

(good revision videos on Health and Medicine)

https://www.youtube.com/user/mrgreen1066

(excellent playlist which incorporates the different units we study at GCSE)

Excellent GCSE revision websites

https://www.bbc.com/bitesize/examspecs/zxjk4j6

http://www.johndclare.net/Weimar1.htm

https://getrevising.co.uk/ 

Staff List

Mr S Brown Subject Leader in History - sbrown@westonroad.staffs.sch.uk

Mr C Barlow-Chapman Teacher of History - cbarlow-chapman@westonroad.staffs.sch.uk

Mr G Russell Teacher of History - grussell@westonroad.staffs.sch.uk

Miss E Woolley Teacher of History - ewoolley@westonroad.staffs.sch.uk