Head of Department: Ms Connolly

Julius Caesar. Disease. Gin. Espionage. Piracy. Tricking someone so they attend their friend’s funeral on the wrong day.

These are 6 phrases that could be used to describe our AGFS KS3 curriculum.

Our programme provides young people with a framework of British, European and global history allowing them to understand the achievements and failures of humankind before them. Most importantly, the curriculum seeks to enrich them with cultural and social understanding of the current world they live in, providing a platform for responsible and knowledgeable citizenship in the future. Theodore Roosevelt said “The more you know about the past, the better prepared you are for the future”. We don’t think he could have been more right!

Our Key Stage 3 course teaches pupils about the past through primary evidence and historical interpretations weaving a rich tapestry of centuries bygone in order to equip pupils with the skills required to flourish at GCSE History and beyond.

Key stage 3 curriculum

Year 7

 

Content covered

What is being assessed in the end of term exam

Term 1

A History of London: to what extent have people’s lives changed since 500BC?

Knowledge: A History of London 500BC-present

Skills: Analysis of second order concepts (change and continuity)

Term 2

Was Medieval England really a time of misery and despair?

Knowledge: Medieval England 1066-1485

Skills: Analysis and evaluation of historical interpretations

Term 3

Why did so many people die for their religion in 16th century Europe?

Knowledge: Religion in Europe 1517-1603

Skills: Analysis and evaluation of primary and contemporary sources

 

Year 8

 

Content covered

What is being assessed in the end of term exam

Term 1

How successful was the Ottoman Empire in the Islamic World?

Knowledge: Ottoman Empire 1299-1453

Skills: Analysis of second order concepts (cause and consequence, significance, change and continuity)

Term 2

Should Britain be proud of its imperialist achievements?

Knowledge: British imperialism 1750-1900

Skills: Analysis and evaluation of primary and contemporary sources

Term 3

Were the Russian Revolutions necessary?

Knowledge: The Russian Revolutions 1894-1945

Skills: Analysis and evaluation of historical interpretations

 

Year 9

 

Content covered

What is being assessed in the end of term exam

Term 1

Was America ‘a land in which life should be better, richer and fuller for everyone’ by 1900?

Knowledge: America 1789-1900

Skills: Analysis and evaluation of historical interpretations

Term 2

Was WW1 similar to WW2?

Knowledge: WW1 and WW2 1914-1918 1939-1945

Skills: Analysis of second order concepts (similarity and difference, cause and consequence, significance, change and continuity)

Term 3

To what extent did the fight for freedom continue post-war?

Knowledge: Post-war 1945-present

Skills: Analysis and evaluation of primary and contemporary sources

Key stage 3 revision

Whilst Quizlet is the most useful revision resource for consolidating knowledge, class exercise books, practicing exam questions and the use of Personal Learning Checklists can also help pupils prepare for exams.

 

 

Key Stage 4 Curriculum

We study the Edexcel GCSE in History. The following the units are outlined below.

Year 10

 

Content covered

What is being assessed in the end of term exam?

Term 1

Paper 3- Weimar and Nazi Germany 1918-1939

Paper 3- Weimar and Nazi Germany

Term 2

Paper 2- Superpower and Cold War Relations 1943-1991

Paper 2- Superpower and Cold War Relations

Term 3

Paper 2- The Early Elizabethan 1558-1588

Paper 3- Weimar and Nazi Germany Paper 2- Superpower and Cold War

 

Year 11

 

Content covered

Term 1

Paper 1- Crime and Punishment c.1000-present and Whitechapel c. 1870-1900: crime, policing and the inner city

Term 2

Revision- Paper 3 and Paper 2

Term 3

Revision- Paper 2 and Paper 1

Key stage 4 revision

Whilst Quizlet is the most useful revision resource for consolidating knowledge, class exercise books, practicing exam questions and the use of Personal Learning Checklists can also help pupils prepare for exams.

In addition to material provided in lessons and for independent learning, we recommend the following series of books. Ensure you only purchase the books relevant to the units outlined above:

  • Pearson Revise Edexcel GCSE (9-1) History
  • Pearson Edexcel GCSE (9-1) History Student Book (a more detailed series of textbooks than the Revise books)
  • Hodder GCSE History for Edexcel (another series of more detailed textbooks)

Feedback

The department adheres to the following feedback standards:

  • Pupils will receive individual and group verbal feedback every single lesson
  • Pupils will receive written feedback typically once every 5-6 lessons. This feedback may be written by the teacher but could also be written by the pupils from an activity planned by the teacher.
  • Students will be formally assessed at the end of every half term.
  • Students will give each other self and peer feedback in lessons in addition to teacher feedback.

Ambition and careers

Geography teaches students key skills required in every industry. Students are taught to work collaboratively, think both critically and creatively, solve problems and debate over a variety of issues.

Geography links and supports other subjects such as English and other Humanities disciplines. Many universities value highly a GCSE and/or A Level in Geography and is one of the highest recruited degrees after students leave university.

Whilst we would argue the knowledge provided through History qualifications should be known by everybody, the skills acquired from our discipline are applicable to a truly wide range of careers. Pupils learn to think critically about information, evaluate the strengths and limitations of sources from the past, communicate their ideas through extended writing and articulate water-tight arguments. Whilst many careers rely on prospective employees having such skillsets, careers in politics, archaeology, museums, advertising and marketing, teaching, law, the civil service, the social sciences, police and the media seem best-fitting.

Enrichment and Drop Down Days

During future Drop Down Days, we hope to conduct the following visits:

Year 7- National Portrait Gallery

Year 8- British Museum

Year 9- Imperial War Museum: The Holocaust Exhibition

Year 10- Hampton Court Palace

Year 11- Tour of Whitechapel and Jack the Ripper crime scenes