| History | |||||
| Intent | The intent of our History curriculum is to deliver Schemes of Learning that are accessible to all and will maximise outcomes for every child. Through our curriculum, pupils will extend and deepen their chronological knowledge and secure understanding of British, local and world history. Pupils will be able to identify significant events, make connections, draw contrasts, and analyse trends within periods and over longer arcs of time. Through the development of key skills, pupils will be able to use historical terms and concepts in increasingly sophisticated ways. Pupils will understand how different types of historical sources are used and will be able to discern how and why contrasting arguments and interpretations of the past have been constructed. History is not just about the knowledge of the past, but also develops the following key skills: literacy and numeracy, collaborative learning, analysis and evaluation, critical thinking, self-review and assessment, independent learning. We also aim to encourage pupils to have enquiring minds, with the ability to ask relevant questions and construct rational arguments, having looked at a range of evidence and views. This aspect of history is particularly important in the age of social media and the idea of ‘fake news’. Through history, we can give pupils the necessary tools to enable them to be well- informed about the information they are viewing and absorbing on a daily basis. | ||||
| 7 | 8 | 9 | 10 | 11 | |
| Topics |
Newcastle Keep through the ages; the Norman conquest; who controlled England 1066-1500; the Tudors and the English reformation; the Stuarts and the English civil war; the Enlightenment
|
The British empire; experiences of black British society; the economic and social impact of the Industrial Revolution; social developments in modern Britain 1900 onwards; local industrial history | Causes of WW1 trench warfare and the impact of war on it on British society; rise of dictatorships; Causes of WW2, events and the impact on the British people |
Medicine in Britain 1250-present; American West 1835-1895; Weimar and Nazi Germany (covered in yr11); Anglo-Saxon and Norman England 1060-1088 (covered in yr11) (Edexcel) |
The USA 1920-73 (covered in yr10); Conflict and tension 1919-39 (covered in yr10); Health and the people 1000-present; Norman England 1066-1100 (AQA) |
| Homework |
Retrieval for Morning Meeting due alternate Thursdays
20 minutes of Seneca (or alternative set by class teacher) due alternate Thursdays |
Set by class teacher (exam questions, Seneca, knowledge tests etc) | Set by class teacher (exam questions, Seneca, knowledge tests etc) | ||
Careers
Jobs directly linked to history are sometimes difficult to find, but the following skills taught through history will open many doors:
- investigation and research techniques – collecting evidence and assessing how reliable, relevant or biased it may be
- analysing situations and events and identifying causes and effects
- the management and presentation of information
- the ability to argue a case
- writing skills
- the ability to think critically and form considered opinions on the basis of the evidence available.
These skills are required at all levels of employment. Jobs directly relating to history often require study at a higher level.
In higher education, you can study history on its own, or you can combine it with other subjects, or branch off into other subjects like law or politics. There is a huge range of combinations available. It is best to look at university prospectuses to find out more.
As a subject in its own right, it is possible to take a broad-based degree in history. Alternatively, you can specialise in the history of a particular area/country, such as American or Europe or in a particular period, such as medieval or modern history.
There are also some degree and foundation degree courses in subjects such as heritage management/studies and museum studies.
Using history in a career
One approach to looking at careers that use history is as follows:
- work involving discovering more about history
- careers that are about collecting history and safeguarding it for the future
- jobs where the purpose is communicating history and sharing it with others
- work where you could be involved in making history yourself
- other jobs that make use of the skills and knowledge learned through history.
Discovering History
Archaeologists – Find evidence of the past by digging at sites.
Academic Researchers – Publish books on subjects. They often are educators in universities as well.
These require specific degrees
Collecting History
Archivists – This involves cataloguing legal and governmental documents in a library
Museum work – Museums employ a wide range of staff including curators, conservation staff, educational and administrative staff. Employment in museums is competitive; curators hold at least a graduate qualification in a relevant subject.
Restoration – Most people working in this field specialise in a specific type of conservation or restoration, such as ceramics, paintings, textiles or books. The jobs available vary enormously – from those that require skills in a particular craft, through to those requiring postgraduate qualifications.
Heritage management – Looking after historic sites such as jobs in English heritage and National trust.
Working in antiques
Communicating History
Teaching
Making History
Jobs in the Civil Service, local government and law make use of the skills you gain through studying history, and people working at senior levels in these areas of work can be involved in decisions that shape our future society. Perhaps you may even consider entering politics, where an understanding of the past is helpful in developing effective policies for the future.
Others
Journalism, travel and tourism, working with charities, working in the computer games industry (history is prized in the age of Assassins creed and some other games), Heraldry and genealogy (although opportunities are limited for full-time work), police and the Armed Forces.
