Hathershaw College

History

History

 

Curriculum Intent

The Humanities Faculty comprises three core subjects, History, Geography and Religious Studies. Vocational Travel and Tourism is also offered at KS4. Collectively these subjects aim to create global citizens who have a secure understanding of the world around them and the relationship between our past, present and future.

Across all Humanities subjects, the curriculum aims to inspire pupil’s curiosity and fascination about the world, its people and its past. Pupils are encouraged to study the complexity of the Earth through the study of people’s lives, the process of change, the diversity of societies and places, as well as their own identity and the challenges of their time. As pupils progress, they should develop a sophisticated understanding of the relationship between the Earth’s key physical and human processes and explain how this has been shaped and changed over time. The curriculum is rich with SMSC opportunities which allows students to develop a greater level of tolerance, alongside understanding and empathy towards people, cultures and the environment.

The aims of the curriculum are to allow students to:

  • Think, write, communicate and read as well as experts in their field.
  • Study a range of historical topics which broaden and deepen their understanding of the world around them and the influences on human’s behaviours.
  • Conduct a historical enquiry, including how to precisely select meaningful evidence to make historical claims, and recognise how and why contrasting arguments and interpretations of the past have been constructed
  • Know and understand the changing History of the world in order to learn about the past and gain historical perspective about its impact on the future and on human behaviour.
  • To reflect on their position as Citizens of the UK and the wider world in order to develop a sense of identity and belonging which underpins the core British values.
  • Understand the key concepts of History and use them to make connections, draw contrasts, analyse trends and frame valid questions
  • Grow cultural capital through a range of opportunities and experiences both within and outside of the classroom.
  • Be prepared for adult life, employment and lifelong learning through the development of transferable skills, self-regulation and independent study.

 KS3 Curriculum Overview

Key Stage 3 Curriculum Overview

HT1 HT2 HT3 HT4 HT5 HT6
Y7

Medieval Conquests-The Norman Conquest and its impact on English society
Students will study the Anglo – Saxon invasion and early settlement of England. Following this, students will complete an enquiry into the impact of the Battle of Hastings on English society.

Medieval World: Conflict in the Middle Ages
Students will complete an enquiry into the lasting impact of the Plantagenet Kings of England and if and why there caused so much conflict. This will include the impact of war, religion and democracy and power on England.

Medieval religion: Religious conflict and political turmoil
Students will complete and enquiry in to the religious and political turmoil of the 16th and 17th centuries in England. Students will be able to assess the lasting impact on England as a result of the Protestant Reformation.

Changing Ideas: New ideas in England between 1660-1789
Students will complete and enquiry into how enlightened England was after 1700 and how the relationship between the monarch and Parliament changed.

Migration: Migration and settlement in Britain through time.
Students will use sources to investigate how migration to Britain had changed over the past 1000 years and the impact of this.

Y8

Empire:
The first stage of the British Empire
Students will assess how and why Britain built and then lost some of its empire. Within this, students will be able to evaluate its lasting impact.

Empire:
The rise and fall of the Mughal Empire
As part of this unit they will conduct a case study on Mughal India – life before British rule, how the British took over and changes to India as a result.

Role of Britain:
The Transatlantic Slave Trade
Students will complete an enquiry in to the Transatlantic Slave Trade. This will include knowledge on African Kingdoms, British involvement, the Slave Triangle and Slave resistance. Ending with the lasting impact of Thee Slave Trade.

Industrial Britain: Impact of the Industrial Revolution
Students will complete an enquiry into the social, political and economic impact of the Industrial revolution on Britain.

Britain and WW1:
Students will study the main causes of WW1 as well as how men were recruited and what it was like once on the front line. Students will finish their enquiry looking at impact of the WW1 on Britain and locally in Oldham and Germany.

 

Y9

Causes of conflict: Germany becomes a totalitarian state
They key reasons for the rise of the Nazi Party both internally and externally, Hitler’s consolidation of power and how life in Nazi Germany changed.

 

Causes of conflict:
The Holocaust
Students will complete an enquiry into Nazi racial policy and how it led to the mass murder of millions during the 20th century.

Causes of conflict: Cold War
Students will conduct an enquiry into the development of the Cold War. The key events and how close the world came to nuclear war.

Causes of conflict: Indian Partition
Students will conduct an enquiry into the journey to Independence and the impact of this.

 

Causes of conflict: Middle East
Students will finish Year 9 by studying long and short term causes of conflict in the Middle East since 1900. This will include the growth in western intervention.

To download the above table, please click below.

Curriculum Overview KS3

KS4 Curriculum Overview 

Key Stage 4 Curriculum Overview

HT1 HT2 HT3 HT4
Y10

Crime and Punishment in Britain, c1000-present day
Students will understand how key features in the development of crime and punishment are linked with the key features of society in Britain between 1000-present day They will develop an understanding of the nature and process of change. This will involve understanding patterns of change, trends and turning points, and the influence of factors inhibiting or encouraging change within periods and across the theme.

American West, c1835-c1895
The period studies focus on a substantial time span of at least 50 years and require students to understand the unfolding narrative of substantial developments and issues associated with the period. They will focus on the early settlement of America, development of the Plains and later developments in the west.

Y11

Whitechapel, c1870-c1900: crime, policing and the inner city
This scheme will exemplify student’s knowledge of crime and punishment and provide opportunities to explore the operation of key factors and to make detailed comparisons over time. 

Weimar and Nazi Germany, 1918-1939
The depth study will focus on a substantial but short time span and require students to understand the complexity of a society or historical situation and the interplay of different aspects within it. Depending on the depth study chosen, these may include social, economic, political, cultural and military aspects. They will look at the Weimar Republic, Hitler’s rise to power, Nazi control and dictatorship and life in Nazi Germany

Anglo-Saxon England, c1060-88
The depth study will focus on a substantial but short time span and require students to understand the complexity of a society or historical situation and the interplay of different aspects within it. This topic focus on Anglo-Saxon England, the conquest of England and Norman England.

Revision

 

To download the above table, please click below.

Curriculum Overview KS4

 

What your child will learn in:

Year 7 Year 8  Year 9  Year 10  Year 11

History SMSC Statement 

SMSC and British Values play an integral part of the History Curriculum at The Hathershaw College. The curriculum has a strong focus with SMSC and challenges the students to engage with these concepts from Year 7 through to Year 11. Within classrooms all students sit alongside their peers from different religious, ethnic and socio-economic backgrounds. Students are regularly encouraged to work collaboratively with their classroom partners through activities such as; Think-Pair-Share and through peer and self-assessment. All students are encouraged to have mutual respect and tolerance for those around them which is essential to the classroom environment.

The engagement and fascination of learning is deep rooted within all aspects of the History curriculum. Throughout their study students are encouraged to develop their skills of imagination, creativity and reflection through tasks which explore empathy and inference. For example, students are often asked to consider the perspective of different groups within society, this could be of a soldier from Oldham in World War I, or an Indian native experiencing partition at the end of World War Two. The curriculum is planned to maximise student interest with subject specialists collaboratively and creating medium term plans in order to utilise areas of expertise. Key case studies are embedded into the curriculum to further engage and fascinate students. Some examples include the life of Mansa Musa, the History of Black Tudors and the actions of Saladin.

Students are also encouraged to develop reasoned arguments; many history lessons build on the students understanding overtime in order to answer a larger enquiry question. All arguments in History are based on precisely selected evidence, often from primary source information. This encourages the students to produce reasoned views when investigating moral and ethical issues in society, E.g. “Why do people make dangerous journeys?”. These debates spark an interest in the students and bring the study of History into today’s current affairs. It also encourages the students to have a mutual respect for those around them and to appreciate the viewpoints of others on moral and ethical issues. The idea of right and wrong and consequences are also a theme throughout. Some examples include the students discussing and coming to a consensus on the impact of the British Empire, the outcomes of German post war divisions and the Slave Trade.

Furthermore, students are able to engage with different people’s faiths, feelings and values at various points in their five-year journey. For example, in Year 7 students are able to explore the developing and changing role of the Church, the Reformation, the Crusades, as well as comparisons with the Islamic World at the time. This theme is further explored through the study of the Holocaust in Year 9 History. The enquiry into the Holocaust begins with students investigating the growing anti-Semitism of the 20th century and the key issues that led to the Holocaust with comparisons being made to other examples of 20th century genocide. In addition, the students engage with this during the study of the American West when studying GCSE content. During this unit students investigate the key beliefs and structure of the Plains Indians of America and are encouraged to investigate the reasons for conflict with the white settlers. This helps students to understand the causes of division and secularism within a society and the value of other people’s beliefs.

Throughout the curriculum there is a strong appreciation of the influences that have shaped the students’ own cultural heritage ranging from links to the two world wars, industrialisation, the Peterloo Massacre, and Indian after 1947. Furthermore, the development of British political and social history plays an integral part of the History curriculum. From the beginning of year 7 students start their journey into the development of British democracy overtime. Beginning with the Norman Conquest, students study influential changes to law such as the Magna Carta, the role of the Chartists, and the journey to the vote. Students are also encouraged to make parallels to the rule of the law today. An example of this can be seen when looking to the idea of proportional representation in Weimar Germany vs the notion of first past the post. There is also strong theme of minority voices within the History curriculum with a particular focus on the social development of women and migrant populations.